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001 08/22/14

Lesson Plan Template

First Name

Sean

Last Name

Chang

UH Email

Chang4@hawaii.edu

Date

12/4/14

Semester

Fall

Year

2014

Grade
Level/Subject

60 minutes
3/Writing

Title

Lesson Duration
How to Eat a Cupcake

Lesson Overview
Briefly summarize your lesson plan in a few sentences.
This will be a lesson on procedural writing. As a class, eat oreos and write a procedure
about the steps you took to eat it. After writing that procedure as a class, have your
students write a procedure on how they would eat a cupcake.
(Eventually, turn this into a formal paper with an introduction and a conclusion, but for
this lesson, procedure is the main goal and focus.)
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidates
plans build on each other to support learning of essential understandings and
concepts to lead students to make connections. There is a clear connection between
concepts and skills.
InTASC Standard 4. Content Knowledge

The students will understand the concept of procedural writing to a depth where they
can write their own procedural writing piece on their own.

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Essential Question(s)
The big idea of the lesson stated as a question or questions
How do I write a procedure?
***Need help with this section***

Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
CCSS.ELA-Literacy.W.3.2
CCSS.ELA-Literacy.W.3.4
CCSS.ELA-Literacy.W.3.6

Prior Academic Knowledge and Student Assets

The students prior academic learning and personal/cultural/community assets that will
support their learning
edTPA Rubric 3 - Using Knowledge of Students to Inform Teaching and Learning:
The candidate uses knowledge of his/her students to justify instructional plans.
InTASC Standard 1. Learner Development

Students should have already learned age-level appropriate conventions and grammar
as well as be able to imagine what a cupcake is and how they would eat it.

Academic Language Demands

The language function essential for student learning (verb), additional language
demand(s) (vocabulary or symbols, syntax, discourse), and language supports (helps
the student understand and use language)
edTPA Rubric 4: Identifying and Supporting Language Demands: The candidate
identifies and supports language demands associated with key learning tasks.

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Numbered Procedure- a series of actions conducted in a certain order or manner.

Transitional words like first, second, third, etc.
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that
1) uses clear steps that convey the use of multiple strategies, resources, and
technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
edTPA Rubric 6 - Learning Environment: The candidate demonstrates rapport with
and respect for students. Candidate provides a challenging learning environment that
provides opportunities to express varied perspectives and promotes mutual respect
among students.
edTPA Rubric 7 - Engaging Students in Learning: The candidate actively engages
students in learning tasks that address their understanding of key content. Candidate
prompts students to link prior academic learning and personal, cultural, or community
assets to new learning.
edTPA Rubric 8 - Deepening Student Learning: The candidate elicits student
responses to promote thinking and to apply strategies and skills. Candidate facilitates
interactions among students so they can evaluate their own abilities to apply the
essential strategy in meaningful reading or writing contexts.
edTPA Rubric 9 - Subject-Specific Pedagogy: The candidate supports students to
learn, practice, and apply strategies and skills. Candidate explicitly teaches students
when to apply the strategy in meaningful contexts.
InTASC Standard 3. Learning Environments
InTASC Standard 5. Application of Content
InTASC Standard 7. Planning for Instruction
InTASC Standard 8. Instructional Strategies

Give detailed, step-by-step instructions on how you will implement the

instructional plan.
Describe exactly what students will do during the lesson.
Teacher Will
Students Will
1. Bring students to the floor and
1. Show engagement by raising hands
introduce the term procedure and
and answering question or, if the
ask students if they can define it
teacher allows, discuss with a
and give an example of it. If they
shoulder buddy or a small group
cant, teacher must give definition
their thoughts about what a
and example.
procedure is.
2. Transition into how to write a
2. Show engagement by asking
procedure. Through the use of
questions if they have any or

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3.

4.

5.

6.

7.

8.

guiding questions, guide students to

realize that procedures need to be
specific and detailed enough that a
reader could easily follow the steps
and so exactly what you did.
Transition into writing a procedure
as a class. Explain that youll be
giving each child an oreo and that
they are not to eat it until teacher
says to do so. Explain that they
need to observe how they eat their
oreo and be ready to discuss it as a
class when they are done.
After Oreos have been eaten,
choose a student that ate their oreo
in a unique way (not just shoved it
into their mouth) and have them
explain their method as the teacher
writes it down on the smartboard in
numbered procedure form.
After the Oreo procedure is done,
have the teacher eat an oreo
according to the procedure. If it is
well written, move onto the next
step. If it isnt, find the errors and
fix it as a class.
Once Oreo procedure has been
checked, explain that students will
be writing their own procedure
about how to eat a cupcake.
Explain that they wont get to eat
the cupcake until they are
completely done with the entire
assignment. Hand out sentence
frames template that students will
use to help write out their procedure
and send them back to their desks.
As students start to finish up, pair
them up and have them read each
others procedures to make sure
the procedures make sense. Have
them point out any obvious flaws or
mistakes, focusing solely on content
and not on grammar or conventions
Once all students are finished, have
students file their procedures into

answer guiding questions from their

teacher.

3. Show engagement by listening to

the teachers instructions, not eat
their oreo until they are instructed to
do so, and observe how they eat
their oreo.

4. Show engagement by attentively

listening to the student who is talking
and adding in more details and
descriptors when that student gets
stuck.
5. Show engagement by making sure
teacher follows procedure exactly and
watches carefully for any errors or
mistakes.
6. Begin to write their procedure on
their own, raising their hand if they
need help.

7. Finish writing their own procedure,

pair up with another student who is
also done, read their partners
procedure, and make sure it makes
sense.
8. Put their procedures into their
writers notebook to use next week

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their writers notebook for future use
Follow Up:
On another day, have students write an engaging introduction about eating cupcakes as
well as a conclusion that provides closure to their writing piece.
Bring cupcakes after procedural writing unit is done and let students eat cupcakes
according to either their own procedure or a classmates procedure.

Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student
Learning: The candidate selects and designs informal and formal assessments to
monitor students use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to demonstrate
their learning.
edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The candidate
gives specific feedback to address students strengths and needs related to the learning
objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides opportunities
for students to use the feedback to guide their further learning.
InTASC Standard 6. Assessment

Meets/Exceeds
(ME) 3
-Provides a
sequence of steps
in the correct order
-Provides specific
details for all steps
-Anticipates a
readers need for
information

Meets with
Proficiency (MP) 2
-Provides a
sequence of steps
in the correct order
-Provides specific
details
-Anticipates a
readers need for
information

Developing
Proficiency (DP) 1
-Provides general
steps that may not
be appropriately
sequenced
-Provides details for
some, but not all
steps,
-Doesnt always
anticipate the
readers needs for
information

Well Below (WB) 0

-Provides general
steps that may not
be appropriately
sequenced
-Provides little to no
details
-Leaves out
important
information

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Differentiation and Accommodations
Instructional strategies and planned supports for individuals, and/or groups of students
with specific learning needs that provide adaptations connected to instructional
strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
edTPA Rubric 2 - Planning to Support Varied Student Learning Needs: The
candidate uses knowledge of his/her students to target support for students learning.
Supports include specific strategies to identify and respond to common developmental
approximations or misconceptions.
InTASC Standard 1. Learner Development
InTASC Standard 2. Learner Differences

TYPE OF LEARNER
ELL/MLL

List the type of accommodation or differentiation (learning

environment, content, process, or performance task) and
describe how you will differentiate.
Provide sentence frames and allow for more time to write steps
of their procedure. Have them work with teacher or aide for
additional help.

Struggling

Provide sentence frames and allow for more time to write steps
of their procedure. Have them work with teacher or aide for
additional help.

Accelerated

Have them change their numbers to words and have them use
transition word to turn their numbered procedure into a
paragraph.

504/IEP

Others (describe)

Follow 504/IEP

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Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
Oreos
Smart Board/Poster Paper
Sentence Frames worksheet

Lesson Plan Reflection

An analysis of what worked, what could be changed, and the next steps for teaching.
edTPA Rubric 10 Analyzing Teaching Effectiveness: The candidate uses
evidence to evaluate and change teaching practice to meet students varied learning
needs.
edTPA Rubric 15 Using Assessment to Inform Instruction: The candidate uses
the analysis of what students know and are able to do to plan next steps in
instruction.
InTASC Standard 9. Professional Learning and Ethical Practice

What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.