Adapted from Deborah Layzell Illinois State University
LESSON PLAN MODEL
1 : English Language Arts (Writing)
LESSON TITLE: Opinion writing-Earth Day Lesson 2 of 3
Teacher(s): Jessica Barbis/Amanda Todd/Holly Tomesello Number of Students: 4 students Grade Level(s): 3 rd grade Date: 4/3/13 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 bout 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 punctuation.
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 ____10___ Minutes
How will you start the lesson to engage and motivate students in learning?
******ALL VERBATIM*******
What: Hello boys, refresh my memory, what did we do yesterday? Why: Remember why we are writing an opinion piece? S: We will need what we learn today to help prepare us to take our ELA test and when we will need to argue our point in a well organized debate.
There will be a list of what they did the day before on the SmartBoard that will be revealed after they discuss 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: We are going to continue with what we did yesterday by writing our paragraphs out. Any questions? S: Students may have a question at this time and the teacher will answer the questions. T: Now you will have the full class time to write your rough draft. I will write a topic sentence first on this sentence strip to help you begin. T: Once you finish writing your rough draft, you will trade papers and peer edits each others paper. This way we can fix the mistakes for our final draft.
Modeling: Teacher will model how to write a good complete sentence on a sentence strip. Teacher will also model how to put the sentence strips in the correct order in the pocket chart while the students observe.
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 see how to write sentences and order these sentences in the paragraph correctly.
Independent Practice: Students will have 35 minutes to write their 3 paragraphs in a rough draft form. They will write an opinion piece where they express what they believe people should do to help care for the Earth.
Extension or Sponge Activities: When the students finish with writing their rough draft, they will then trade papers and peer edit each others papers.
Closure ___5_____ Minutes
How will you end the lesson?
******ALL VERBATIM******* We will come together after the teachers told them that they need to start packing up what they are working on and then face towards the white board for the next direction. The students will then all stand up and we will toss around a ball that has questions about what they learned today and what they enjoyed about today. This will be a great way to end the lesson and hopefully help them remember what they will have to do the following day. The students will be asked what they liked about writing and what they didnt like. This will help them and the teachers on reflect on how the lesson went for the day.
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, peer edit sheet) e) Students will all have copies of the materials that are being talked about in class. f) Students will have the peer editing sheets and be able to peer edit another students work.
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 be able to talk with a peer about the topic and also as a whole class. Students will peer edit another students work after the rough draft is completed. 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 writing on their own, I will have the students to have the chance to write with a partner. This will then be assessed later on individually. This way it reinforces the concept of opinion and still has the student writing it down. However, this leads to more collaboration and room for further understanding on the concept because they are working and communicating together. Theoretical Principles and/or ResearchBased Best Practices
Why are the learning tasks for this 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
lesson appropriate for your students?
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 need to use the vocabulary they have learned and also their ability to pull out important information from the paragraph. Students will also need to know their vocabulary thoroughly to help edit their classmates paper. This will help them see that they can help their friends have great papers just like they will have a great paper after fixing the mistakes that were made in the writing.
Language Abilities
What are your students abilities with regard to the oral and written language associated with this lesson?
The students will now sit with a partner and switch papers to peer edit each others paper. This will allow some time to discuss with a classmate and learn about each others opinions on the same topic. 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: Analyzing the content objective. Considering data on students' language strengths and needs. Analyzing texts and student tasks. All dealing with looking at the other students paper. This will help them edit their own paper by seeing that they are not alone in making mistakes. It is key in showing them that all great writers make mistakes and fix them to have a great final paper to show off to their classmates.
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? Informal
Observation of the peer editing process. Students that need the extra time will receive it and also will be able to have the help of a teacher if they need it. Ability to peer edit another students paper. Formal
Students will turn in the peer edit sheet. Students that need the extra time will receive it and will be able to hand in the sheet after they have completed it. Ability to properly give positive and constructive criticism to another student.
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
The Effect of Peer Pressure To The Grade 10 Students of Colegio San Agustin Makati 2018-2019 That Will Be Choosing Their Respective Strands in The Year 2019-2020