Lesson Plan

Name: Kaitlyn Lane Date of Observation: 11/05/18 Cycle: Fall 2018

Ages/Grades Number of Number of Students Number of Gifted Number of ELL

of Students: Students in having IEP/504: 2-504 Students: 3 ELA Students: 0
15-16 yrs. class: 28 1-IEP
old/10th grade

Lesson Title: Brainstorming for Student Narratives

1. Context: Describe the Students for which this Lesson is Designed (1B)
Identify your students’ backgrounds, special needs, cultural differences, interests, and language
proficiencies.

Students in this classroom range from ages 15-16 years old and are in the 10th grade. This
classroom is comprised of mostly white students and one African American student. This
classroom is honors English II, meaning that students are slightly more ahead than their peers in
the general classroom. Students have just begun a new unit and will soon start writing their own
narratives that answer the general question of, “What do you live by?” Students will have a list
of questions to guide their writing; however, students need to delve into various
prewriting/brainstorming techniques to help them develop a topic and answer to at least one of
the guided questions.
2. Lesson Learning Targets/Objectives (1A) (1C)
a. Previous lesson’s learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards).

b. Current lesson’s learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards).

Standard W.9-10.5: “Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.”

Learning Target: I can organize my ideas for my literary narrative through different prewriting
techniques.

c. Next lesson’s learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards).

3. Students’ Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills
for this lesson.

For the preassessment, I will give each student a sticky note (I will have them sitting on the desk for
each student as they enter). I will give students 3-4 minutes to come up with two brainstorming
techniques that worked for them in the past (the techniques may be from other classes other than
English). Then, I will go around the room and have each student give one prewriting technique that
they wrote down on their sticky note. Afterwards, I will ask students, “What did I just have you do?”
The goal is to have students realize that they just participated in a brainstorming technique (listing).
4. Formative Assessment (1F)
Describe and include the formative assessments(s) to be used to measure student progress during this
lesson.

Similar to the preassessment, students will be given another sticky note and will have approximately 5-
10 minutes to complete the formative assessment. Students will be required to pick one brainstorming
technique completed in their stations they enjoyed and that helped them the most in coming up with a
literary narrative topic. Students will also write down one question they chose to answer in their
narrative from the guided list.
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’
learning.
-Internet
-Projector
-Projector Screen
-Hefty stack of blank papers for students to use for drawing station
-28 pieces of tape for student grouping
-Scissors/markers for numbered tape/stations
-Station labelers (will be numbered)
-28 pencils/writing utensils for students
-56 sticky notes (28 for preassessment; 28 for formative assessment)
-Word document showing student grouping
-Word document with guided questions for students during prewriting
-One-two sheets of paper with instructions for each station
-Cell phone to keep track of time (I will be using a timer to time each station)
-Google document with seating chart for students:
https://docs.google.com/document/d/1f6Yl0e0EvaXRDT5CgzzGveIyYZ6ZuO--
_5fv61tOSdI/edit?usp=sharing
-Google document with guiding questions for student narratives:
https://docs.google.com/document/d/1c7qLTfzNfX9bdQSvtT9D-Cpiais1pl-
ecYqwcLHWXP4/edit?usp=sharing
-Station 1 Directions: https://docs.google.com/document/d/17wo7TmSZEPKV1GTH_b-
3qEhjMqZaez81G4kM68OzGbo/edit?usp=sharing
-Station 2 Directions:
https://docs.google.com/document/d/1UK1jHX57uTR2R9v7ktCF2tzoTujiMtS5dSlw_SDVFD4/edit?us
p=sharing
-Station 3 Directions:
https://docs.google.com/document/d/1l6LZJZQFdOOBnJvTdhPJpzccdt7OKlp5W1JUU-
s05PA/edit?usp=sharing
-Station 4 Directions:
https://docs.google.com/document/d/1TGplXEsMBAeaJFMGgcaZNU6ixJfxs0fsMRe3iyY-
7P0/edit?usp=sharing

6. Lesson Procedures (1E)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction,
engage your students, facilitate attainment of the lesson objective(s), and promote higher order
thinking. Within this sequence, sure to describe how the instruction will be differentiated to meet your
students’ needs, interests, and abilities.

1. Welcome students into the room. I will have the word document showing where students sit for the
day. Students will locate the number beside of their name and sit in that assigned seat. Explain to
 students that they will write down two brainstorming techniques (for bellwork) that helped them in
their previous English/other classes. (3-4 minutes).
2. After students finish, I will go around the room and ask them to give/describe to the class one
technique they wrote down. If the student does not know, I will tell them “I will come back to you after
two people” and move onto the next student. Each student should also briefly describe how they used
the technique (e.x. I used freewriting for one of my assignments in English I). (5 minutes).
3. Once students are finished, I will explain to them that what we just did was a
prewriting/brainstorming technique (listing-students had to list two ideas) and that today’s focus will
be on brainstorming for their narrative pieces. I will read the learning target on the board. (1-2
minutes).
4. Next, I will explain to students what they will be doing for the day. Students will be sitting at one
station (3 rotating stations total). Students will have 7 minutes to complete each station (1- freewriting,
2- bubble mapping, 3- drawing, 4-talking with peers) and they will be completing four different types
of brainstorming techniques to help them come up with topics for their papers. The first three stations
will have students rotating around the room in their groups. For the fourth station, students will remain
seated, and I will place the directions for station 4 on the board. Because there are 6 groups of students,
they can only successfully rotate three times. Therefore, the last station everyone will do at once, but
still within their groups. Students do have choice in this assignment: they may either choose one
question to answer/focus on during all the stations or choose 2-3 questions to focus on during each
station. I will set a timer for seven minutes for each station, and I will be facilitating around the room
for help and to ensure all students are on task. Students should work on their own ideas for their paper,
but they may help each other come up with ideas/work the brainstorming technique. (28-30 minutes).
5. Once students are finished, students may return to their original seats from the beginning of class. I
will pass out sticky notes to them, and they will have the rest of class to do their formative assessment.
Students will write which brainstorming technique helped them the most and what question they will
be focusing on in their paper. They will have the rest of class to do this, and I will go around the room
collecting all sticky notes. (5-10 minutes).
6. As class nears the end, I will get students’ attention and wrap up what we did for the day. Students
may then pack their things and prepare to leave the room.

Differentiation: The two gifted and talented students are separated into different groups so they can
assist/work with their classmates who may need help. The student with the visual impairment sits at the
front of the class in the beginning so he may see the guided questions. There will also be a sheet of
instructions at each station that he may have close to him for careful reading. Also, one of the stations
involves drawing as a brainstorming technique, which appeals to the visual learners in the classroom.
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
-Confidence/strong presence in the room
-Keeping all students on track
-Not talking over students
-Not apologizing for every mistake I make or things that are out of my control
Guidelines for Developing Lesson Plan can be found on p 8 of the KTIP Handbook