DAILY LESSON PLAN FORM

COURSE: Honors Lit/Comp 1 NAME: Amanda Hefner

DAY AND DATE: Wednesday October 31, 2018
PERIOD: 6
UNIT: Understanding the Writing Process
TODAY’S TOPIC: Writing Reflection: Strengths & Areas of Improvement
Essential Question → How can self-evaluation help us become more effective writers?

OBJECTIVES:

1. Students will self-assess their writing strengths and needed areas of improvement.
2. Students will share these assessments with their peers using technology.
3. Students will complete a reflection to see what they can change in the writing cycle to
work on their needed areas of improvement moving forward.

STANDARDS:

CCSS.ELA.9-10.W.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.

INSTRUCTIONAL ACTIVITIES (45 MIN PERIOD):

10 Minutes: I will begin class by explaining the directions for the Writing Strengths and Areas
of Improvement Padlet Discussion Post and Peer Response. I will be displaying the Padlet
interface on my projector and walk students through how to create their initial post, add an
image, and submit it to Padlet for other students to digitally view. I will pause to answer any
student questions, then I will allow students to retrieve a Chromebook, evaluate their writing
feedback (provided by me from their last graded writing assignment), and begin crafting their
initial discussion posts.
25 Minutes: I will circle the room monitoring student progress and answering questions as
necessary. Students will be actively writing their initial discussion post describing their writing
strengths and areas of needed improvement based on their received writing feedback. They will
also be inserting an image that they feel represents how they see themselves as writers. Once
they have completed their initial post, students will be responding to a peer of their choice,
comparing and contrasting their writing strengths and areas of needed improvement to extend
their peer’s discussion points. Students may work on this activity independently or in pairs to
discuss their writing thoughts and ideas before posting.
10 Minutes: During the last 10 minutes of class I will screen the updated Padlet Discussion
Board to show students all of the writing development work they have accomplished thus far.
During the last 5 minutes of class I will remind students that they will need to finish the Padlet
Discussion Post, Peer Response, and Self-Reflection Google Form for homework tonight if they
did not finish during class. I will walk them through completing the Form as well as inform them
that the Self-Reflection Form activity is meant to help each of them determine how they can
change their approach to the writing process to develop more effective writing skills moving
forward.

ADAPTATION OF LESSON PLAN

ENGLISH LANGUAGE LEARNERS: Even though most of my ELLs have been

Reclassified, I will still encourage these students to ask for technology assistance and academic
language help from students who are native speakers, if needed. I will also check in with these
students individually to clarify instructions as needed and to monitor their writing progress.

STUDENTS WITH SPECIAL NEEDS: I will check in with my Special Needs students
individually to clarify instruction and monitor their writing self-reflection progress. I will also
encourage my SSNs to ask high achieving students questions or for help if they prefer peer to
peer communication.

STRUGGLING READERS: I will check in with my Struggling Readers individually to

clarify instruction as needed and to monitor their writing self-reflection progress. Similar to my
SSN students, I will encourage my Struggling Readers to work with high achieving students so
they can ask these peers for help as well as me, if they prefer peer to peer communication.

ADVANCED STUDENTS: For this self-reflection writing time, I will encourage my

Advanced Students, who often finish their work early, to help students who are struggling with
their initial discussion post writing or are struggling with ascertaining areas of improvement and
needed improvement that they should write about. I will also encourage these students that if
they finish their self-reflection activities early they may work on other classwork.

PLANS FOR ASSESSMENT: These reflection assignments (Padlet Discussion Posts and Self-
Reflection Google Form) are designed as progress-monitoring assessments and will count
towards their Participation Grade as part of their total grade for the semester. It will be graded
based on completion, creativity, and how thoroughly each student reflected on their writing
development. They are designed to aid students in taking ownership of their own learning and
develop the individual writing skills they need to improve.

MATERIALS NEEDED: Chromebooks, WIFI Internet Connection, Laptop, Projector,

Whiteboard Marker, Google Forms and Drive

HOMEWORK ASSIGNMENT: Complete initial online discussion post, peer response, and
Self-Reflection Google Form by tonight.

REFLECTION/EVALUATION: My prediction for this lesson is for all students to have the
opportunity to reflect and progress monitor their own writing abilities. My hope is that students
take this time to think meta-cognitively about how they approach the writing process currently
and what steps they can take to become more effective writers instead of making the same errors
across all of their writing assignments.