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Lesson Plan Template

EDIS 5882: English Education


Name: Sarah Sheffield

Context:
 Date and time for which lesson will be taught:
a. Wednesday 9/13 from 12:05-12:40
 Course name: Advanced English
 Grade level: 6
 Length of lesson: 35 min
 Description of setting, students, and curriculum and any other important contextual characteristics:
a. The students in this class are high-achieving sixth graders who scored around or above a 470 on their 5 th
grade reading SOLs. There are 24 students in the classroom. There are 14 girls and 10 boys. Eight of the
students are minority students. This class is during third block. The block is interrupted in the middle by
lunch time and class meeting. This lesson will be taught during the 40 minutes of class before lunch time.
b. This lesson is occurring near the end of the student’s first unit on text structures. Students have already
learned sequence, chronological, and compare and contrast text structures. Students have read articles
within those text structures to help them understand the text structure. Students have practiced annotating
the texts they have read before so they have experience annotating.

Objectives:
Number each objective to reference in the Assessment section
SWBAT:
 Cognitive (know/understand):
o Students will understand that organization of texts is important to how information is conveyed to the
reader. (C1)
o Students will know description text structure—a topic, idea, person, place, or thing is described by listing
its features, characteristics, or examples. (C2)
o Students will know signal words that signal description text structure—for instance, such as, an example,
characteristics. (C3)

 Affective (feel/value) and/or Non-Cognitive:


o Students will value conversation as a means to understanding more about a topic. (A1)
o Students will value text structure as a writer’s purposeful choice to organize a text in a certain way. (A2)
 Performance (do):
o Students will be able to identify signal words in a descriptive non-fiction text. (P1)
o Students will be able to communicate in small groups about the text and text structure. (P2)

 SOL’s: [List with numbers portrayed in the SOL document]


6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.
6.6. The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Use text structures such as type, headings, and graphics to predict and categorize information in
both print and digital texts.
j) Identify the author’s organizational pattern.

Assessments: Methods for evaluating each of the specific objectives listed above.
Please use the sentence stems to describe your assessments. In brackets after each assessment note the number of the
objective(s) from above being assessed
 Diagnostic: Students will demonstrate what they already know about… by…
o Students demonstrated what they already knew about description text structure on a pre-assessment that
they completed at the beginning of the unit. The students also completed a self-evaluation of this pre-
assessment so that they were aware of their learning goals.

 Formative: Students will show their progress towards … by…


o Students will show their progress towards their understanding of description text structure by taking notes
during their small group conversation about why the other chose description text structure. At the end of
the lesson, the students will turn in their notes to show us what they are thinking. (C1, A1, A2)
o Students will show their progress towards identifying signal words and text structure by annotating a short
description text. We will observe their progress as they read and annotate the text, and we will listen to
whole class and small group discussion to understand what students know. (P1, P2)

 Summative: Students will ultimately be assessed (today or in a future lesson) on… by...
o Students will ultimately be assessed on identifying and describing text structures by completing a multiple
choice final assessment in the next week. (C2, C3, P1, P2).

Materials Needed:
This is just a list of the materials you will need for this lesson to occur. In the Materials Appendix below, you will include the
actual materials or links to what you will be using.
The Reading
Daily Slideshow
Popsicle Sticks with student names
Scrap paper for exit slip
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
Students will be set up in their assigned seats in pods throughout the room.
Instructional Steps (Procedures): Detail student and teacher actions, discourse, and behaviors.
[Note: Any words that represent what you will say directly to students appear in italics. When students are speaking, indicate
your target response as well as any possible student misconceptions and/or “off-the-target” responses and how you will
respond to them.]

1. [7 mins.] Do Now
a. Students complete a Do-Now that questions them about what they did for their homework the
night before. This do-now will be completed in Google Classrooms. The do-now will not directly
relate to this lesson, but it will relate to Thursday’s lesson.
b. Good morning, everyone! Please continue coming in quietly to earn some more class points! If
we can get to 100, we’ll get that class party! As you get in, look on the board to see instructions
for your do-now. You will need your computers.
2. [3 mins.]: Small group Share about Do Now
a. Students will share with their groups what they learned about where their family member wanted
to travel.
b. Ok guys, now that we seem to have mostly completed our do-nows. I would like to see you all
share within your teams (your pods) what you learned about where your family member would
like to travel. Take two minutes to share the location they would like to travel, be ready to report
back as a class. [As students share their sentences, I time them. I let them know when they have
thirty seconds left.]
c. Now, I would like to see some volunteers who will share one place shared at their table. We are
going to do a popcorn share, so please stand when you would like to share. Please be careful
when you stand up since the chairs do sometimes get stuck in the desk. [Take one minute for
students to popcorn share.]
3. [1 mins.] Prep for Description Notes
a. Ok everyone. Close your computers. I would like for you to take ONE minute to get your text
structure notes out. These are page three in your Language Arts section of your notebooks. Ok,
do it in one minute for three class points. Go! [I time as students get their notes out].
4. [3 mins] Small group share: What topic would you use description for?
a. Students will talk at their pods about what authors might want to use description text structure
for. They will respond to the question, “If you were writing non-fiction texts, what topics do you
think you would use description text structure for? Think of one example and share with your
team what it is and how description would work for that topic.”
b. Before we move on to reading an example of a description text, I want you all to think about what
non-fiction texts might use the description text structure organization. Try to think of one topic
that you might write about as a non-fiction writer that you would choose to use description for.
Think of one and share it with your team. Take two minutes as a team to come up with a few
ideas. After that two minutes, I will pull Popsicle sticks and ask you to share one of your team’s
ideas with the class.
5. [5 mins] Description Notes
a. We take class notes. I work on the document camera as students write on their sheets. Today the
text structure that we are working with is the description text structure. What do you think that
description text structure might be? [Students respond]. Description text structure is… [show the
definition on the board and have students write.] After you finish writing, think about what
graphic organizer you might use for description text structure. Any ideas on what graphic
organizer? [I select students to guess.] Right! The graphic organizer for description text is the
web. Imagine that we put the topic “School” in the center. Then, we would come up with
examples to help describe what school is like. What are three examples that you all might add to
describe school? [Students respond.] Perfect! Thanks for those ideas. Now let’s think about the
signal words that help show descriptive texts. Write these down in your notes.
6. [10 mins] Read and annotate the article
 [I pass out articles. As I pass them out, I start transitioning]. Now, we are going to read a text
about something called a coconut crab. Has anyone ever heard of a coconut crab? [Students
respond.] I had never heard of one before reading this article. I think that you will learn lots
from the descriptions of the crabs that we see in this article. I will read the first couple of
sentences of this article to get us started. Remember that active readers—readers who engage
with the text by writing on it—are more likely to retain the knowledge about what they read.
So, I will show you how I might annotate this article. [I begin reading with my article under
the document camera.] “The coconut crab lives on islands in the Indian Ocean.” Hmmm.
Where is the Indian Ocean? Is that near us? [Students respond.] Right the Indian Ocean is
over next to Africa, Asia, and Australia. It’s different from the Atlantic which is near us, so
we don’t have these crabs nearby. “It looks like a hermit crab, but its body can grow to be 14
inches long and its legs can span three feet in length!” Woah. That’s huge. A normal
Chesapeake Bay blue crab is about this big [show with my hands]. Three feet long is about
this big [show with my hands]. That’s a really huge crab. Will someone help me identify
which part of the sentences I read might be description? [Students respond.] Yeah that all
sounds great! I think that since there is so much information here, I’m going to use different
marks for different categories of information. I will use a box for “location.” I will you a
squiggly line for “appearance” and I will use a straight underline for “actions” or what they
do. [I make a key on my article under the document camera as I speak.] Ok, now it’s your
turn to finish reading the article. When you finish reading the article, make a web graphic
organizer of what you learned on the back of the page. [As students work, I circle the room
to observe their annotations. I also keep track of reading pace.]
7. [4 mins] Share what you learned from the article:
a. When students finish reading the article, they will be asked to share with their classmates what
they learned. They will share at their pods, starting with the person sitting closest to the door.
b. Thank you all for you hard work while reading that article. Now, I want you to talk at your tables
again. Raise your hand if you are sitting closest to the door at your table. [Students raise their
hands]. Thank you! Those of you with your hands raised with be the first to speak. Then, you will
pass to someone else at your table when you are done. You will share one thing that you learned
about coconut crabs at your table. What will you share at your table? [Students respond]. Ok, go
ahead and take one minute to share with your table. [I time and observe students to see what
understanding of the article they took away.]
8. [2 mins] Closure: Why do authors choose to write descriptive non-fiction texts?
a. I pass out slips of scrap paper to each student. Students will write why they believe that the author
chose to use description text structure for the article that they read.
b. Take one minute now to think about why this article was written in a description text structure
format. Write your idea about why the author chose this text structure on the sheet of scrap paper
in front of you. [I time for one minute as students write.]
c. Before we set up for class meeting, will everyone pass the sheets of paper to the person sitting at
the front left desk of your table? [I pick up the sheets of paper.] Now go ahead and start setting
up class meeting. We will continue discussing description text structure after lunch.

Attention to Individual Student Needs: (Differentiation):


Detail specific actions/materials you will use to differentiate instruction in this lesson. Use specific student names when
appropriate
Using pseudonyms
Malcolm, LaQuan, and Stephen are very talkative in class. They often are getting into trouble for being
disruptive. This lesson design offer multiple opportunities for students to talk with their peers. This is
useful for the talkative students because it gives them a space to voice their thoughts without disrupting
class.
Charlie is very quiet. He often struggles to complete work in this class, but I have noticed that his
writing is strong. I am including a quick write in the beginning of class as a diagnostic assessment, and it
will also be used to help me learn more about the writing patterns of the students in the class. I think that
it will give Charlie a space to excel when other projects have not been particularly easy for him.
Technology Use:
Detail specific technology being used in the lesson with explanation for why it is being used.
Google Classrooms: This helps students learn how to type and to navigate their computers. It also easily organizes student
work for my MT and me to review.
Google Slideshow: This feature is good to use within the PLC because we can share it remotely and work on it. It also helps
navigate through he class and gives another place for students to see instructions.
Materials Appendix:
Include the actual materials or links to what you will be using. If you are using a handout or a PowerPoint, or giving a quiz,
etc., these documents (or links to them) must be included. (see the list above)
The Reading
Daily Slideshow

In Retrospect (to be completed after the lesson has been taught):


Reflect on the lesson after you taught it. Was there anything that surprised you? Discuss your students’ reactions and
behaviors to the activities you planned. Is there anything that you would do differently if you were to teach this again? What
would you do?

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