Adapted from Deborah Layzell Illinois State University
LESSON PLAN MODEL
1 : English Language Arts (Writing)
LESSON TITLE: Opinion writing-Earth Day Lesson 3 of 3
Teacher(s): Jessica Barbis/Amanda Todd/Holly Tomesello Number of Students: 4 students Grade Level(s): 3 rd grade Date: 4/9/13 Time: 3:30-4:30pm Duration: 60 minutes
Lesson Structure: X Whole class X Small group One-on-one Other: _______________________
Learning Central Focus Central Focus What is the central focus for the content in the learning segment?
The central focus for this learning segment is opinion writing. The learning segment will focus on the essential literacy strategy (using evidence to support an argument) and requisite skills (e.g., writing paragraphs, using correct verb tense, or using other conventions).
NYS/Common Core or NYSAA Content Standard(s) What standard(s) are most relevant to the learning goals?
CCSS.ELA-Literacy.W.3.1- Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a- Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. CCSS.ELA-Literacy.W.3.1b- Provide reasons that support the opinion. CCSS.ELA-Literacy.W.3.1c- Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. CCSS.ELA-Literacy.W.3.1d- Provide a concluding statement or section. CCSS.ELA-Literacy.W.3.5- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Student Learning Goal(s)/ Objective(s) Skills/procedures What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies 1
Lesson Objectives: Students will be able to read and comprehend the sample opinion piece about Earth Day that will be handed to them. Students will be able to identify the parts of the opinion piece (topic, opinion, one fact, one reason, and linking words) by the end of the lesson. Students will be able to understand and write their own opinion piece after the 3 day lesson about how to persuade the reader to agree with their opinion.
1 The lesson plan template is intended to be used as a formative process prior to a candidates submission of edTPA materials. The template offers an opportunity for candidates to practice documenting their thinking when planning lessons leading up to the learning segment they will teach for edTPA. Lesson plans with this level of detail are not necessary and should not be submitted as part of edTPA. It is intended to prepare candidates to articulate their thinking and justification for plans when responding to the Planning Task commentary prompts Adapted from Deborah Layzell Illinois State University
What are the specific learning goal(s) for students in this lesson?
Relevant IEP Goals and Benchmarks: Learners 1-4: Students will demonstrate understanding of the opinion piece by identifying the topic, the opinion, one fact, one reason, and linking words. Students will write each part independently and then, as a class, we will go over it to make sure every student has the correct answers.
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
a) Students will have already learned the step-up-to-writing skills that will help them figure out the 5 parts of identification of the opinion piece. b) Students can even highlight the different parts in the same colors as the step-up-to-writing strategy uses to develop this skill further. c) Students will also already know how to use appropriate sentence structures, spelling, and punctuations.
Common Errors, Developmental Approximations, Misconceptions, Partial Understandings, or Misunderstandings What are common errors or misunderstandings of students related to the central focus of this lesson?
How will you address them for this group of students?
Students will have challenges with pulling out the opinion because this seems like a hard concept for students to understand fully. Students will have challenges with linking words because these always seem to be harder for students to actually know and understand how they are properly used. Students may also struggle with comprehension of the opinion piece that they will read and use as an example for them to write their own piece.
2 The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the Making Good Choices resource for subject specific components. Adapted from Deborah Layzell Illinois State University
Instructional Strategies and Learning Tasks Description of what the teacher (you) will be doing and/or what the students will be doing Launch/ Anticipatory Set _____5_ Minutes
How will you start the lesson to engage and motivate students in learning?
******ALL VERBATIM*******
Hello boys, today we are going to be able to write our own opinion pieces on what we have learned about for the past few days. We know that this is a very important part of writing and our lives. So, are we excited to show off our skills? I hope so because I am excited to see and read about all your different ideas on how to make this Earth a better place! We know that we all need to work together to make our world a better place so lets show our classmates that we know how to save our Earth by writing about it!
Instruction _____5__ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
What will other adults in the room do? ******ALL VERBATIM*******
Input: T: Now, independently you will be working on your final draft, by using what your peers said when they edited your paper about what you need to fix to fix in your final draft. Try your best to make it nice and neat. Does anyone have questions before you begin? S: Students may have certain questions at this time that the teachers will need to answer. T: Okay, now begin you will have the rest of the class to finish your final draft. Have fun and lets show the other students in this school that we are great writers!!
All the adults in the room will be walking around helping the students with their individual questions and helping them see that they can write on their own.
Modeling: There will only be modeling in this lesson if the students need the extra prompting to write their final draft. However, all the modelings for these lessons were done in lesson 1 and 2. This lesson is based around their independent working process and having them build up their confidence level by trying to ask fewer questions of the teachers. This will show the students that they can be great writers without the help of the teachers.
Adapted from Deborah Layzell Illinois State University
Structured Practice and Application ___35__ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you determine if students are meeting the intended learning objectives?
******ALL VERBATIM*******
Structured Practice: The students will first be prompted to start writing their final copy on the nice paper. Students will be told that they need to write nice and neatly because these papers will be hanging out in the hallway for other students to see what we wrote about.
Independent Practice: Students will be using the rest of the time to write and finish their final copy of their opinion piece.
Extension or Sponge Activities: When the students have finished their final copy, they will then be able to take the time to go back and look at the changes and be sure they are done before they hand in their paper for review.
Closure ____5_ Minutes
How will you end the lesson?
******ALL VERBATIM*******
Students will have the chance to share their finished product with the class. They will tell the other students what they wrote about and then as the teachers will state that their finished papers will hang in the hallway for all the other students to see as well. This will hopefully boost their confidence in writing and show that they, too, are great writers.
Adapted from Deborah Layzell Illinois State University
Differentiation/ Planned Support
How will you provide students with access to learning based on individual and group needs?
How will you support students with gaps in the prior knowledge that is necessary to be successful in this lesson?
Whole Class: a) Their graphic organizer that is filled out. b) Directions will be given orally and visually. c) Teacher will model on sentence strips. d) Tactile experience (dirt-dessert, sentences, graphic organizer, rough draft paper) e) Students will all have copies of the materials that are being talked about in class. f) Students will have highlighters.
Students with IEPs or 504 Plans: a) Students will be given extra prompting and the use of highlighters to highlight the key points in the paragraphs. b) Students will be given extra time for finishing the writing such as taking it home or finishing it in class once they finish with their homework.
Strategies for responding to common errors and misunderstandings, developmental approximations, misconceptions, partial understandings, and/or misunderstandings: All of the strategies listed above.
Student Interactions
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Students will then show off their final paper by sharing what they wrote about to the whole class and having the papers hang in the hallways for all the students to see their finished paper. What Ifs
What might not go as planned, and how can you be ready to make adjustment?
If the students are having a difficult time finishing writing the paper, we will give them extra time to finish the final draft the following day. This way the students wont feel like they are being rushed or wont finish it in the time given. Theoretical Principles and/or ResearchBased Best Practices
Why are the learning tasks for this lesson appropriate for your students? Auman, M. E., & Maureen, E. (2003). Step up to writing. Sopris West. Maag, J. W. (2004). Behavior management: From theoretical implications to practical applications (2 nd ed.). Belmont, CA: Wadsworth. Teachers pay teachers. (2013, October). Retrieved from http://www.teacherspayteachers.com/Browse
Adapted from Deborah Layzell Illinois State University
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
SmartBoard Pencils White board Expo markers Sentences strips Packet charts Worksheets Writing paper Example of an opinion piece Highlighters
Adapted from Deborah Layzell Illinois State University
Academic Language Demand(s) Language Function(s)
What language function(s) do you want students to develop in this lesson? What must students understand in order to be intellectually engaged in the lesson? Language functions: The content and language focus of the learning task represented by the active verbs within the learning outcomes. I want the students to develop an opinion on a position or point of view about Earth day and how to save the Earth. Students must understand what an opinion is and how to actually argue their point of view in writing.
Key Vocabulary
What content-specific terms (vocabulary) do students need to support learning of the learning objective for this lesson?
Vocabulary: Opinion- based off our feelings or beliefs. Earth Day- this is a day for us to think about how to preserve, or save, our Earth.
Language Demand(s)
What specific way(s) will students need to use language (reading, writing, listening and/or speaking) to participate in learning tasks and demonstrate their learning for this lesson?
Language demands: Students will listen to their peers responses and learn how to appropriately give and receive constructive criticism regarding their writing and the components of the paragraph they wrote about saving the Earth.
Language Abilities
What are your students abilities with regard to the oral and written language associated with this lesson?
The students will be able to orally share their final product to the whole class and the papers will be hung in the hallway for all the students to see their nice work. Support for Language Demands
How will you support students so they can understand and use the language associated with the language function and other demands in meeting the learning objectives of the lesson?
Developmental approximations: Reasoning abstractly and quantitatively; Constructing viable arguments and critiquing reasoning of others; Constructing explanations and designing solutions; Engaging in argument from evidence;
Adapted from Deborah Layzell Illinois State University
Assessments Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson objective(s). Attach a copy of the assessment and the evaluation criteria/rubric in the resources section at the end of the lesson plan. Type of assessment (Informal or Formal)
Description of assessment Modifications to the assessment so that all students can demonstrate their learning. Evaluation Criteria - What evidence of student learning (related to the learning objectives and central focus) does the assessment provide? Formal
Students will hand in their peer editing sheet after they have completed the sheet and read through another students paper. Students who need extended time will receive it and then be able to hand in their papers when finished. Ability to peer edit another students paper and properly see the mistakes that need to be fixed in another students paper and their own. Formal
Students will hand in the final draft when finished. Students who need extended time will receive it and then be able to hand in their papers when finished. Ability to write a well organized paper based on their opinion of what people should do to save the Earth. Informal
Observation of the writing process itself. Students who need to have further questions answered can use I need help popsicle sticks. This will allow for teachers to monitor progress during the independent writing process.
Adapted from Deborah Layzell Illinois State University
Acquired Data Assessment Spreadsheet
From your assessment(s) above, display your whole (group) class data in an Excel form as an attachment.
See attached Excel spreadsheet.
Qualitative Description: Describe what you have learned from the spreadsheet data.
Assessment Graph
From your assessments above, display your whole (group) class data in a graph form as an attachment.
See attached graph.
Qualitative Description: Describe what you have learned from the graphical data.
Analyzing Teaching To be completed after the lesson has been taught Teacher Reflection
What worked? What didnt? For whom?
Student Attainment of Objectives: Include a narrative description that discusses whether or not your students met the intended outcomes for this lesson. Use the data that was collected as part of your assessment plan to address this section.
Personal Reflection: In this section, identify the things you feel you did well in teaching this lesson. Use examples to provide details about those strengths. Discuss the things that you need to improve upon and why. Also include information on how you could improve this lesson (what you would do differently?) if you had to teach this lesson again. Incorporate feedback from your teachers and/or instructors observation of your lesson. Use direct quotes or notes.
Adjustments
What instructional changes do you need to make as you prepare for the lesson tomorrow? Description of Patterns of Learning: Includes both quantitative and qualitative consistencies for different groups of students and individuals across the whole class. Quantitative patterns indicate the number of similar correct responses or errors across or within student assessments. Qualitative patterns include descriptions of understandings and/or misunderstandings, partial understandings, and/or attempts at applying a strategy that underlies the quantitative patterns.
Adapted from Deborah Layzell Illinois State University
Adjustments Based on Patterns of Learning:
Proposed Changes
If you could teach this lesson again to this group of students what changes would you make to your instruction?
Whole class:
Groups of students:
Individual students:
Justification
Why will these changes improve student learning?
What research/ theories support these changes? Make sure to cite in APA.
Additional Information Resources/ References
o Auman, M. E., & Maureen, E. (2003). Step up to writing. Sopris West. o Identifying academic language demands in support of the common core standards. (2012, May 24). Retrieved from http://www.ascd.org/ascd-express/vol7/717-ohara.aspx o Teachers pay teachers. (2013, October). Retrieved from http://www.teacherspayteachers.com/Browse
Attachments
See attached. Worksheets for the students: o What is an Opinion Piece? Sheet o Example of the opinion piece o Graphic organizer o Support your reasons with facts sheet o Draft sheets for paragraphs o Peer editing sheets o Final draft sheets