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Lesson Plan Outline

Daily Plans
Outline

Please be sure to LABEL the days (date/sequence, etc.)

Title of Thursday’s Lesson: Mood Revision

Overview: We are working on our final summative assessment from our mood unit. The students wrote “moody memoirs”
and are working on editing and revising them today.

Standards:

CCSS.ELA-LITERACY.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.8.5
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,
editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grade 8 here.)

Learning Objectives – What will students be able to do with their knowledge after instruction? (This language should be based on
the CCSS met.) Typical daily plans with have between 2-5 objectives (there is no magic number).

Students will be able to produce writing that is organized, stylistic, and developed for a teacher audience.

Students will be able to develop their papers through revision and editing, while focusing on purpose and audience.

Anticipated student conceptions or challenges to understanding: Explain the challenges you anticipate students might face
in accomplishing the lesson objectives and how you plan to address these.
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Lesson Plan Outline
Addressing editing with students can be difficult, as they often do not know what to look for within their writing that could
be fixed or made better. I hope that providing examples would be best, modeling my own writing will give them places to
hopefully fix their own and realize that writing can always be improved upon.

Materials/Sources: Use bullet points to identify the resources that the teacher and students will use in the lesson. Attach all
relevant materials such as handouts, lecture notes, etc.

Student’s writing

My own writing example

Exit slips

Editing checklists

Instructional Sequence: List the “acts” in teaching this lesson including ways you intend to launch and close the lesson and
the details of teacher and student actions. These steps should be appropriately detailed so that another teacher could teach
the lesson. Provide an approximate time frame for each step/act. When you wonder how much information to include, think about
how much information you would need in order to carry out your teaching unit. If you’re unsure, ask a peer (or me) to read it over and see if
you’ve given enough direction. Be clear, be concise, and be thorough. Be sure to create the actual components of each lesson. In other words,
instead of writing “Class Discussion,” write out the actual discussion questions and other preparation that you would use to facilitate that
discussion.

The first step of your instructional sequence should detail how you will launch the lesson, including what you will say to the students
about the importance of the lesson, what it is that you want the students to learn, and how this lesson links to what has come before and
what will follow it (provide scaffolding for your students).

Step One (introduction to class - what you will say to students): Ladies and Gentlemen, today we are going to be
continuing to work on those moody memoirs. We are going to continue looking to make those memoirs better,
remember yesterday we finished our papers and printed them, today after silent reading, were going to look at
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Lesson Plan Outline
my paper and then work on your own, were going to revise those papers and make them perfect for tomorrow,
when we will turn them in.”

1. Silent Reading (10 minutes)

2. Pull up an editing checklists(linked above) and go over some of those things on the checklist (5 minutes)
3. Pull up my own copy of my “moody memoir”and make changes that are on the editing checklist. (10 minutes)
4. Give students back their printed copies, ask them first to mark their papers with a pen based on the editing
checklist. (10 minutes)
5. Take them to Lab A to rewrite their rough draft and make corrections. (15 minutes)
6. Exit Slip (2 minutes)

Last Step (class conclusion - what you will say to students): “We went back and made some really great changes to our
papers today. What kind of changes did you guys make? Does this stage matter? Is revising and editing and going back to
your paper, is it important? “Let’s use this exit slip to see what you guys think”

The last step of your instructional sequence should detail how you will conclude the lesson, including what you would say to the
students about the lesson’s “take away,” or main objective, and how today’s lesson links to tomorrow’s and thereafter.

Assessment: Exit Slip

Attach all handouts, texts, images, notes, discussion questions, PPT presentations, etc.