Flipped Lesson 2

Name: Annabelle Vought

Date: 24 June 2016
Instructor: Rybakova
Grade Level: 12th grade
Title of Lesson: Put Your Face on the Page
Purpose/rationale: The purpose of my lesson plan in my 12th grade English class is to prepare
students in writing their college application essay. This lesson plan is designed to prompt student
brainstorming about potential areas of interest for their college essay. Student will discuss ideas
for their statement of purpose, a key element of the college essay. Prior to this lesson, students
have written a variety of essays, including a non-fiction essay and argument essay. Students have
demonstrated competency in clear and coherent writing in which development, organization and
style are appropriate to task, purpose and audience. The timing is appropriate for students
because they are preparing for upcoming college applications that may require college essays for
admission. Students will watch 10 Tips for Writing an Effective Statement of Purpose
(Appendix A) and What Makes a Good Personal Statement? (Appendix B) prior to lesson
(around 15 minutes watch time for both videos). After the anticipatory set, students will begin
brainstorming activity followed by small-group activity.
Florida Standards:
LAFS.1112.RI.3.7 Integrate and evaluate multiple sources of information presented in different
media or formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.
LAFS.1112.W.4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Objectives:

SWBAT recall key points in videos watched prior to lesson

SWBAT produce a rough draft of their personal statement
SWBAT collaborate in small groups while providing effective feedback to peers

Materials:

Dry erase board

Notecards
Paper
Pen/Pencil

Anticipatory set:

Teacher will write on dry erase board:

What were some of the key points presented in the videos you watched?
1.
2.
3.
4.
5.
Students will voluntarily go up to board to fill in the slots before beginning class. Students are
familiar with the type of opening activity and know that all five numbers must be filled before
beginning the lesson plan.
Teaching Strategy/Procedure/Activity:
Time:

Student is doing:

Teaching is doing:

5 minutes

Anticipatory set: Students will

look to board for anticipatory set.

Teacher will mark attendance and

wait for students to complete
anticipatory set.

10 minutes review

Reviewing: Students will review

key points in video through with
teachers and ask any questions
they have about the statement of
purpose, etc.

Teacher will review key points

discussed in the videos 10 Tips
for Writing an Effective
Statement of Purpose (Appendix
A) and What Makes a Good
Personal Statement? before
starting brainstorming activity.

15 minutes

Brainstorming Activity:
Emphasis will be on a key point
presented in 10 Tips for Writing
an Effective Statement of
Purpose being 1. Put your face
on the page. Students will take
out a piece of paper and list any
life experiences, people or
interests in their life that have had
a big impact and could be a
potential inspiration for their
college essay. Students will circle
one topic from their list and use it
for the next activity. Students will

Teacher will provide an example

of her list of inspirations on the
board, listing: 1. My senior
English teacher 2. My dad 3.
Backpacking across Europe to
guide students in activity.

then write a rough draft of a

statement of purpose, 3 to 4
sentences, on the circled topic.
20 minutes

Small Group Activity: Students

will split into groups of 3-4.
Students will trade their statement
of purpose with one of their
groups members. Members will
add a grow and a glow to
their statement (this type of
editing has been previously used
in the class, grow=area of
improvement and glow=positive
affirmation). Students will
continue to switch until everyone
has received feedback.

Teacher will split students into

groups. Teacher will give students
verbal directions I am splitting
you onto groups of 3-4. Each of
you will trade your statement of
purpose between each other and
add a grow and glow. Once
everyone has received feedback,
please wait quietly until the other
groups are finished.

Summary/Closure:
One person from each group will share their statement of purpose. After each group has shared,
teacher will collect their work upon exiting the classroom.
Assessment:

Formal assessment: None.

Informal assessment: Rough draft of statement of purpose to monitor participation and
understanding of lesson.

Homework/follow-up assignment:
None.
Accommodations/adaptations:
2 ELLs: To accommodate the English Language Learners, teacher will follow up with students
at the beginning of class to make sure the content of the video was clear for them.
5 low SES students: To accommodate these students, teacher will make sure students have the
proper technology to watch at home. If not, teacher will provide time after school, before school
or during lunch to watch the videos.
Herbert Millner (ADHD): To accommodate Herbert, I will provide setting accommodations,
sitting Herbert where he learns best, next to the teacher at the front of the classroom. I will also
use sensory tools, such as an exercise band looped around Herberts chair, so he can kick it and
quietly get his energy out during group activities.

Paten Vander (Speech Impairment): To accommodate Paten, who is uncomfortable speaking in

front of the class, I will not call her to speak during the sharing activities. I will address her while
circulating during group activities to make sure she is understanding the material. She will
always have the option to choose written response over oral.
Lya Gross (Mild Dyslexia): To accommodate Lya, I will give her timing accommodations, giving
her more time to complete the brainstorming activity. I will also give her more time to process
written directions.
Oliver Fore (Mild Autism): To accommodate Oliver, I will provide organization skills
accommodations as well as setting accommodations. I will help with coordinating assignments in
a book or planner. I will also place him in a different setting such as a quiet area if necessary.
Attachments/Appendices:
Appendix A
10 Tips for Writing an Effective Statement of Purpose
https://www.youtube.com/watch?v=OE1HQYzkSGQ
Appendix B
What Makes a Good Personal Statement
https://youtu.be/JWxFVtSUAsQ
Plan B:
What will you do if this lesson isnt working? What if it is too hard? Too easy? You finish too
quickly?
If this lesson plan isnt working, I will spend more time on the statement of purpose and
possibly review some mentor texts (excerpts from sample college essays) before starting
brainstorming activity. If its too hard, I will extend the lesson plan over two days. If it is too
easy, I will ask students to write a more detailed statement of purpose.