Lesson Plan for [Grade 3 ICT; Peer Assessment]

For the lesson on [3.26.15]

At [***], [Amanda Taselaars] class
Supervisor: [****]
Lesson plan developed by: [***** and Amanda]
Lesson Study Research Lesson Plan Template

Stage 1 Desired Learning

Guiding Questions

Developing Student Learning Goals

What enduring understanding(s) will

the lesson support? These are abilities, skills,
dispositions, inclinations, sensibilities, values,
etc. that you would like students to develop.

What do we want students to

understand at the end of the lesson?
What specific learning objective will the
lesson address? Write these in terms of what
students will know and be able to do as a
result of the lesson.

Enduring Understanding(s):
Students will be able to identify the strengths and
weaknesses of a response using a set of
guidelines.
Specific Lesson Objective:
Students will be able to use a rubric to assess
student work.
Students will be able to provide reasoning for
their assessment of short responses in literacy.

Relationship of Lesson to the Standards:

Students have had practice identifying the main
idea and details in non-fiction texts, so this lesson
will build off that by having students read other
students written responses to questions to see if
they respond accurately.
Prior learning standards:
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the
key details and explain how they support the
main idea.
Targeted learning standards:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the
text as the basis for the answers.
CCSS.ELA-LITERACY.SL.3.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 3 topics and
texts, building on others' ideas and expressing
their own clearly.

CCSS.ELA-LITERACY.RF.3.4.A
Read grade-level text with purpose and
understanding.

Stage 2 Determine Evidence of the Desired Learning

Guiding Questions

Evidence

What is the evidence of the desired results

(stage 1)?
Given the desired results (stage 1), what
would be sufficient and revealing evidence of
student knowledge, skill, or understanding?

Students individually will fill out a rubric for each

response to the question, circling a number that
reflects the strength of the response.
Students will write their reasoning for circling the
number that reflects the strength of the response.
Students put stickers on chart paper to record
their numbers on each rubric for each response.
In discussion, responses to questions that
demonstrate understanding of differing strengths
and weaknesses in the different levels of
responses.

Stage 3 Planning Instruction

Guiding Questions When Designing the Lesson:

What preparation do students need to complete before the lesson takes place? What do
students currently understand about this topic?

What instructional activities and materials will be used in the lesson? What will be the
sequence of the lesson?
What will make this lesson motivating and meaningful to students?

How will the lesson activities make student thinking visible?

In what ways do the lesson activities help students achieve the learning goals?

What kinds of student thinking (including problems and misconceptions) do we anticipate in

response to each element of the lesson? How will we use these to foster movement from what
students currently understand to what we want them to understand?
Lesson Sequence:
Steps/Learning
Activities/Teachers Questions
This column shows the major
events and flow of the lesson.
What are the moves, questions, or
statements that the teacher may
need to make to guide students
guide toward the stated objective?

Anticipated Student
Responses/Teachers Support
This section describes how
students might respond to a
question or task, including
incorrect solutions and places
where students might get stuck.
Here the plan might describe
how the teacher might handle

Points of Assessment
This column identifies
what the
teacher/observers
should look for to
determine
understanding (i.e. if a
task is presented to
students, how do we

1.Hook: Present to
students that one way to
make our own short-answer
responses stronger is to learn
how to assess the responses
of others: Ask, Who knows
what a rubric is? What do
rubrics do?

the different student responses,

especially incorrect solutions,
students who get stuck, or
students who finish early.

know if students
understand the task? If
a discussion is planned,
what will indicate that
students are benefiting
from the discussion?)

Student responses: rubrics

assess learning, provide
standards, tell us what we
should and should not have
when were writing, etc.

Look for
understanding of
students prior
knowledge of what a
rubric is and what it
is used for.

2. (Re)introduce new concept:

Rubrics are guidelines that we
can follow to determine the
strengths and weaknesses of a
response
Today I am going to teach you
that students can use rubrics to
find strengths and weaknesses
in other students written
responses. By assessing other
students, we can find ways to
make our written responses
even stronger.
3. Read a sample passage as a
whole group and model how to
identify score on rubric and fill
out rubric scoring sheet.
4. Students break into groups
and work in stations to assess
different student-produced
generic responses (not
students from the class) using
the rubric and providing
reasons for their assessments.

5. After students have visited

each station, they will indicate

Students read passage from

their packets (front page
with article) while teacher
reads passage aloud.
The teacher will walk around
to each station and guide the
students that are having
trouble determining the score
for each response.
Q: Does the response include
details from the text?
Q: How many details from the
text does the response
include?
Q: How can you tell this is a
detail?

Students should be
circling one number
on each rubric for
each response.
Students should
provide reasoning for
each circled number.

Each student puts four

stickers on chart pertaining to

Indicates general
trends in student

on a chart how they assessed

each response.

the score he/she gave to each

response.

assessments and how

closely they align
with predetermined
scores

6. Whole class reconvenes to

observe their results and
discuss the reasoning behind
the assessments.

Q: What made one response

stronger than another?
Q: What have we learned that
might help us when we are
writing our own responses?
(write on chart paper)

-Number and strength

of details
-Look back into the
text to cite specific
examples

7. Give students actual scores

of responses! (According to test
graders in New England)

Planning the Observation Guide

Guiding Questions:

Observation Guide:

What is your plan for observing students?

Discuss logistical issues such as who will observe,
what will be observed, how to record data, etc.
What evidence from the lesson will help us
reflect on our goals for learning and student
development? For example, what data should we
collect regarding student learning, motivation,

and behavior, what forms are needed to collect it,

and who will be responsible for each piece?

What types of student thinking and

behavior will observers focus on?

What additional kinds of evidence will be

collected (e.g., student work and performance

related to the learning goal)?

Feras, Claire, and Charlotte will observe in the

classroom, each taking individual notes. Why
students chose a particular score, i.e. what
does the students explanations show about
understanding using a rubric.
Observe student responses to what a rubric is
in the beginning of lesson
Observe how students are able to work in
station format: can they move from station to
station/response to response smoothly, is
there discussion among students, are there
conflicting ratings?
Observe the reasons students give for the
number they chose for each response: do
they strictly follow the rubric, do they
add other reasons that might not be on
the rubric?
Observe ending discussion- what did the
students take away?
Collect sheet that students fill out, which can
be student data and evidence for student
learning

Name:

Date:

Response #:
RUBRIC
4

Student gives two details to explain why the rays of a

starfish are important. The students answer includes very
specific information from the text.

Student gives one detail to explain why the rays of a

starfish are important. The students answer includes
some specific information from the text.

Student explains why the rays of a starfish are important

without specific details or specific information from the
text.

Student does not answer the question completely or

answers a different question.

Which score from the rubric did you choose to score the students answer?
Explain why you chose that score. Use details in your explanation.