UNIT 5 LESSON 13

TWS LESSON PLAN 10

Research Paper: Revising, Editing, and Publishing

CCU Teacher Candidate: Emily Maddock

Student ID #: 0484495

Program Code: Secondary Licensure

Lesson Date: April 19, 2016

District: Mapleton

Mentor Teacher: Tracy Reynolds

School: Colorado Connections Academy

University Supervisor:

Content Area: Reading, Writing, and Communicating

Valerie Perciante

Grade Level: 11th

(Mathematics/Social Studies)

Grade Level Expectation: Self-designed research provides insightful information, conclusions,

and possible solutions
Desired Evidence Outcome(s): Draw evidence from literary or informational texts to support
analysis, reflection, and research. (CCSS: W.11-12.9)

Lesson Objective(s): Edit the paper for grammar, usage, mechanics and spelling. Evaluate the
Research Paper using a checklist.

Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 12: Evaluating
Research, and the Evaluating Research Quick Check. If the students have not finished the
Quick Check before the lesson, during the Anticipatory Set I will give students a chance to finish
the Lesson Quick Check (it should not take them more than 3-5 minutes). We will be using the
lesson Evaluating Research, as a jumping off point for today. The poll pod will be used to see
if the students have any questions regarding the work cited, thesis statement, etc.

UNIT 5 LESSON 13

TWS LESSON PLAN 10

Materials Needed: Computer, Internet, Word Processing Program (such as Word or Pages),
Writing with Power online textbook, paper and pen (if desired)

Introduction: (Motivation/Anticipatory Set): While students are entering into our Live Lesson
virtual classroom I will have a poll pod asking the students What did you like best, liked least
(BE HONEST), what would you suggest for teaching this unit again? while playing the song
Final Countdown by Europe. We will review where we left off last class in regards to
regarding the draft and what the students need to continue to work on in order to get to the final
drafting stage of their paper.

Student Adjustment(s): This Unit will really be concentrated on individualized help, since each
student will have a different topic. I have some example topics for students who cant think of
something to write on or are not inspired by the prompts. I will also have Open Office Hours on
Fridays for students to ask for help. If Fridays dont work, I will also have scheduled meeting
times where we can work on the paper one-on-one in our Live Lesson virtual classroom. I have
research paper video recordings which give step by step instructions on the different components
of the research paper and written outlines on how to write a research paper. After our 30 minute
sessions I will keep the virtual room open for any students who wish to work on a particular
section, giving them their own break out room to work in (like a study room in a library) where I
can come in to see if they need help.
Instructional Input: We will once again be using breakout rooms for students to work on their
research paper rough drafts.

Guided Practice: Work with students one-on-one on their research papers, guiding them through
any problems they might be having.

Independent Practice: Students will be put into individual breakout rooms where they will
work on their research paper (and graph/timeline). I will go from room to room checking on the
students. A few minutes before class ends I will pull them back into the main room to discuss
their papers and any difficulties they encountered.

Lesson Post Assessment: Students will complete the Unit 5 Lesson 13: Final Draft and submit
the Research Paper rough draft to our lessons Drop Box in their course tree.

UNIT 5 LESSON 13

TWS LESSON PLAN 10

Closure: At the end of the lesson I will thank students for attending our special edition night live
lessons and remind them that starting next month we will continue with our regularly scheduled
live lessons (Mondays at 11:30) and Open Office Hours (Fridays 9-3pm).

Next Steps: Unit 5 Lesson 13: Submit the Final Draft Research Paper

Teacher Performance Standards Addressed in this Lesson:

Standard Five: Knowledge of Classroom and Instructional Management:
The teacher is knowledgeable about classroom practice in order to successfully manage time,
communications, and record keeping procedures that will support and enhance student learning.
The teacher has demonstrated the ability to:
5.1 Create a learning environment characterized by acceptable student behavior, efficient use of
time, and disciplined acquisition of knowledge, skills, and understanding.
5.3 Apply appropriate intervention strategies and practices to ensure a successful learning
environment.
5.5 Understand the cognitive processes associated with various kinds of learning (e.g. critical and
creative thinking, problem structuring and problem solving, invention, memorization and recall)
and ensure attention to these learning processes so that students can master content standards.
Post Lesson Reflection:
I feel that this lesson became more of a reflection for myself and the students rather than
what it intended to bethat is a last chance to look over final details of the final draft. Only two
students showed up again, and neither with even a draft to review. One student had an outline,
thesis statement and introduction paragraph. So we reviewed over the pieces she had and
discussed what her next steps should be. I also reviewed and edited her introduction for some
grammatical errors and awkward wording. Other than that it was a good starting paragraph for
her paper. My other student was having some technical issues. He said he had half the paper
completed (he had a great inspirational day of writing that he had told me earlier) but the
document wouldnt open. We used most of our one-on-one time trying different strategies to find
the lost document. Eventually he was able to find an earlier draft, but did lose some of his
progress. By this point most of our time was gone and I just reviewed with him some questions
he had on what the paper should include and what kind of graph or chart would suit his paper
best.

UNIT 5 LESSON 13

TWS LESSON PLAN 10

This lesson didnt accomplish our Lesson Objectives, but I dont think that was in any
part because of the students. The problem occurred because these two students are not in the
current Unit and there is not much they can do about it yet. I thanked them for joining us and
being so willing to participate and help me in my grad school class. But I think we can just put
this lesson down in the books as how the concepts and traditional teaching patterns for brick and
mortar schools cannot always translate to online schoolsespecially when they are go at your
own pace.
I am extremely worried about the post-assessment data that should be collected from this
lesson. But what can I do if there is no data to collect? I guess this bible passage is probably the
most appropriate for todays lesson---

Colossians 3:23-25 - Whatever you do, work heartily, as for the Lord and not for men, knowing
that from the Lord you will receive the inheritance as your reward. You are serving the Lord
Christ. For the wrongdoer will be paid back for the wrong he has done, and there is no partiality.

I know I did my best and worked my tail off with the constraints of time and student
participation, now its time to put it all together in my TWS and pray that the Lord will see fit that
my hard work should be rewarded. (If not there is always next time! And no matter what I will
pass it!)

Lesson Recording: http://ww2.livelesson.com/p13cho4qdew/