Professional Documents
Culture Documents
Context of lesson:
Bethlyn Lucas
3rd Grade Burns Park
Writing to Inform: Overview
March 23rd 12:30
30 minutes
The students will listen as I read aloud several passages
from an informational text. We will stop between each
passage and discuss what we notice. The students and I
will work together to draw attention to key features in
informational text and how writers effectively provide
information for their readers. We will create a list of these
features on chart paper for students to reference. Included
in this discussion time should be some discussion about
making sure we put our research in our own words as well
as a focus on how we can begin a piece of informational
text.
Students will have already conducted research to answer a
list of questions and recorded the information they found.
They will have been studying magnets for a week and done
3 different lessons involving magnets. Students have done
a science research paper before on biomes, and are
familiar with the basic process of writing one. Some of this
lesson will be a review while some will go more in depth
from what they have done in the past.
Sources:
Learning Goals
Learning Goals
Students will be able to
identify key features of
informational text.
Students will be able to write
an opening to an
informational text on
magnets.
Connection to Standards
CCSS.ELA-LITERACY.W.3.2.A
CCSS.ELA-LITERACY.W.3.2.A
Connection to Activities
Students will listen and
consider several passages of
an informational text.
Students will write their intro
paragraph to their magnets
research paper.
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Assessments
Type of Assessment
Class List of Features
Intro Paragraph of
paper
Learning-Goals Connection
This list is a compilation of what the class focused on during our
discussion about what we should do/have in our papers.
Students will write their introductions and I will check on them to get
a feeling of where the class is/where individuals are in terms of
completion and well crafted writing.
Instructional Sequence
Materials
:
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Time
20
minut
es
10
minut
es
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Reflection on Planning
Learning goal for self:
The Tools:
Day by Day Checklist:
Monday:
___ I have written my introduction paragraph.
___ I have turned in my paragraph to Ms. Lucas.
Tuesday:
___ I have answered the question "What is a magnet?"
___ I have answered the question "How does a magnet work?"
Wednesday:
___ I have written about what types of materials are attracted to magnets.
___ I have written about different types of magnets.
___ I have written about how people use magnets.
Thursday:
___ I have written a Fun Facts page.
___ I have written a conclusion.
Friday:
___ I have double checked my rough draft and have completed it.
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Sentence Starters/Outline:
My Paper Outline
Introduction:
-Did you know magnets _______? What about that _______? Magnet's are __________! In this book _________________.
Examples of Magnets
*Give at least 3 different types of magnets in complete sentences! Explain the differences.*
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Create a Fun Facts Page Answering Other Questions From the Class List!
These tools are used as scaffolding pieces to allow students to do as much of the work
as possible on their own. I am able to give the students more independence with the
tools than I would without. The day by day checklist provides the necessary structure
one student (Elizabeth) needs to feel capable and in control of her learning. It breaks
down the large assignment into parts she feels are manageable.
The sentence starters are being used for two students with different needs. I
believe it works for both because it provides a tool both for focus, giving the student
(Maia) a point of reference even if she zones out during the directions or during her
writing. It also gives a place to start which will aid Max in beginning his paper and
following a logical structure.
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Description
Your name(s):
Grade level
and school:
Title of
lesson/activit
y:
Teaching
date(s) and
time(s):
Estimated
time for
lesson/activit
y:
Overview
Context of
lesson
Describe the unit of study, including the lesson that comes before and
after your lesson, and explain how these lessons help develop a big idea
or disciplinary practice.
Sources
List the source(s) you used in the creation of your lesson plane.g.,
websites, curriculum materials, books. If you drew heavily on or adapted
an existing lesson plan, note that. Please turn in copies of the original
lesson plan from the teacher's guide (if relevant) with your assignment.
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Description
Anticipating
student ideas
Explain what you think will be students prior knowledge about the
content, including the alternative ideas or challenges you anticipate
students might face and how you plan to work with each of these
challenges during the lesson. Also explain your ideas about how students
are likely to respond to the tasks in the lesson and how you might use
these likely responses to focus students on the intended content.
Making the
content
accessible to
all students
Describe how you will help ALL students engage productively in the
lesson. This includes identifying assumptions made during the lesson
about students prior experiences, knowledge, and capabilities; making
the representations, explanations, and/or vocabulary accessible and
meaningful to all students; and making connections to students
personal, cultural, and social experiences during the lesson, if
appropriate.
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Learning Goals
Section
Description
Learning
goals
List the learning goal(s) you have for your students. Use measurable
behaviors that can be linked to the assessments.
Connections
to standards
State the content expectations from the Michigan GLCE(s), Common Core
State Standards, other national standards, or the standard(s) from your
local curriculum that you address in your lesson.
Connection to
activities
Assessment
Section
Description
Type of
assessment
Name the type of assessment you will use to assess student learning
(e.g., worksheet, exit slip, teacher observation, whole class discussion).
Learninggoals
connection
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Instructional Sequence
Section
Description
Time
Steps
describing
what the
teacher and
students will
do
Describe the activities that you will do with your students. Communicate
HOW, not just WHAT, you plan on teaching, and provide enough
specificity that someone else could teach from your plan. This includes
scripting the key questions you plan to ask.
Notes and
reminders,
including
management
consideration
s
Materials
Main Connection to
Instructional Planning
Considerations
List the materials you will need and the materials the students will need.
Include quantities and indicate which are attached.
Attach all documents that you plan to use in your lesson, including
overheads, assessments, rubrics/answer keys, worksheets, and handouts.
(In creating your handouts, be sure you think carefully about the specific
questions you're giving students as well as the format for them to write
any responses. For example, is there enough room for children's large
writing? Are the page breaks in the right spots? Are the instructions clear
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Section
Description
Main Connection to
Instructional Planning
Considerations
Description
State at least one learning goal that you have for yourself, with regard to your teaching. In other
words, what are you working on to improve your teaching practice? If someone will be observing
your lesson, also think about what aspect of your teaching you would like the observer to focus
on. This may or may not be the same thing as the learning goals you have for yourself.
Describe the things you did in preparation to teach this lesson. For example: practiced the
activity with the actual materials, answered the worksheet questions myself, thought through
timing, researched materials, etc.
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Although the word lesson is used throughout the document, these considerations can also be
applied to smaller tasks, larger units as well as other types of resources.
Content throughout the document refers to concepts, procedures, ideas, and facts, as well as
disciplinary practices (such as making predictions in science or constructing mathematical
arguments in mathematics).
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