Brianna Willis Lesson Plan Template

Page 1 of 4 Lesson Plan Template Example (Type in the shaded text boxes when appropriate.) Directions: The purpose of this assessment is to ensure you can create objectives for your students and measure how those objectives are mastered. This task begins with identifying the state standards that apply and narrowing the focus to the specific student learning outcomes. Your lesson plans should focus on the following three questions. What am I teaching? How am I going to teach it? How will I assess what the students have learned? These questions should be addressed while focusing on each and every student in your class. A template is provided for your use. General Information Candidate’s Name: Briannna Willis Course Name: EDUC 375 Cooperating Teacher: School: M. Agnes Jones Elementary S u b j e c t / C o n t e n t A r e a ( s ) : English Language Arts (ELA) Time frame (minutes, or period or block): 40 minutes Grade Level: Please select the grade level: 4 th Number of students : 18 Standards G S E s t a nd a r d s ( h tt p s : // w ww . g e o r g i a s t a n d a r d s . o r g /Ge o r g i a - S t a n d a r d s / P a g e s / d e f a u l t . a s p x ): 1. Type or copy-and-paste the complete GSE standard you selected for this lesson. If no GSE standards are available, please include the national and/or international standards. 2. When listing standards, identify a level for each standard: Level 1: Introducing the standard, Level 2: Building mastery, or Level 3: Review (InTASC 4; Intern Keys 1, 2) Standards https://www.georgiastandards.org/Georgia-Standards/Pages/ELA.aspx Level ELAGSE3W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Please select the level: a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Please select the level: T e c hn olo g y S t a nd a r d s ( h tt p s : // ww w . i s t e . o r g / s t a nd a r d s ) Select at least one ISTE standard from each (Educator & Student) list of standards. These standards must be integrated in the lesson. (InTASC 8; Intern Keys 3) ISTE Educator Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning. ISTE Students Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats, and digital media appropriate to their goals. 1.6d Students publish or present content that customizes the message and medium for their intended audiences.

Page 2 of 4 Learning Objectives and Assessments (Complete in table below.)

Page 4 of 4 Prior Knowledge (based on pre-assessment data): 1. Identify the knowledge and abilities the student needs to possess to be prepared for this lesson and to be successful in meeting the student learning outcomes. 2. These statements should use learner-centered language; for example: The student should be able to (Bloom’s verb) …. The student should know …. (InTASC 2, 4, 6; Intern Keys 1, 4, 6) Gaps in Prior Knowledge (based on pre-assessment data): Identify gaps in prior knowledge or understanding such as common errors in content, misconceptions or partial understandings in concepts, etc. Explain how you will address these gaps for this group of students. (InTASC 4, 6; Intern Keys 1, 4, 6) Academic Language: Identify & define particular words/phrases that are essential to understanding the content of this lesson. (InTASC 4, 7; Intern Keys 1,2) Engaging, audience, topic, main idea, theme

Page 5 of 4 Differentiation/Planned Support Based on Academic Need/Learner Profile: You must integrate evidence-based strategies for differentiation by identifying at least 3 individuals or groups who require additional support. Selected strategies should be based on data from student readiness and/or developmental level, which is classified below as “Learner Profile.” Each rationale must be supported through research by citing the learning theory and theorist. (InTASC 1, 2; Intern Keys 2, 3, 4, 5, 7) Learner Profile Differentiation in Engagement, Representation, and Action and Expression ELLs The teacher will introduce informative writing through PowerPoint. After the PowerPoint the teacher will model a sample writing piece. Gifted/Advanced Students will be grouped by colors based off their write score writing score. (ex. Red, green, orange, and blue) Struggling Students Students will be grouped by colors based off their write score writing score. (ex. Red, green, orange, and blue) Students with IEPs/504s The teacher will accommodate all who need the extra support. The teacher will utilize small group during class sessions, extended time on the writing pieces, and assignments. Also, provision of notes simply lessening the notes the students with accommodations have. Other Learning Theorists & Theories: Describe the theorists and theories that support your instructional choices and justify how and why it will work. (InTASC 9; Intern Keys 1) Constructivists view the student as a knowledge constructor. Schemas that the learner brings to the process of learning form new learning. One of the key pioneers of constructivist learning theory is Lev Vygotsky. Vygotsky held that social contact is essential for cognitive growth and that learning is a collaborative process. As to Vygotsky's theory, learning occurs most effectively when students collaborate with individuals who possess a higher level of knowledge than themselves. This enables them to accomplish tasks that they would not be able to accomplish on their own. The Zone of Proximal Development and the More Knowledgeable Other are two ideas that Vygotsky recognized. The instructor serves as a facilitator in constructivist classrooms, which are focused on the needs of the students. During the beginning of this lesson the students will take notes specifically about the writing process and it’s key components on how to write a informational essay. During the next part of the lesson, which is the middle students will get into their small group writing sessions. As the teacher is teaching the lesson she will appose student teacher questions making sure the students understand the lesson in it’s entirety. Positive Behavior Intervention Classroom Management Plan: Describe the plan for this lesson. The positive behavior classroom management plan should outline your classroom stated expected classroom behaviors (3-5 positively stated expected behaviors), your plan for utilizing/increasing positive interactions to improve student behavior (opportunities to respond, response cards, high-p requests, technology/app responding), and your plan for prompting expected behavior or re-teaching students who struggle with meeting expected behavior. (InTASC: 3,7; Intern Keys 2, 7) Instructional Resources, Materials, & Technology: Attach all documents, images of materials, to the lesson plan. Whenever possible, include primary sources. (InTASC 8; Intern Keys 3) Technology: Chromebook PowerPoint Instructional Resources: Prodigy.com StudyIsland https://youtu.be/rHHUfGvtXc4?si=UfDIcXD64LU_Zn1V Write Score

Page 7 of 4 Activate Prior Knowledge: Review what students have learned by making connections between lessons. Your review should engage ALL students in expressing their current knowledge and understanding. This collaborative activity, for example – a think-pair-share activity, will encourage students to start the thinking process about what they are learning. The Teacher will call on students using the “GO AROUND CUP” and ask them about the writing process. The teacher will then explain each step of the writing process and it’s components. The students will then use a turn, and talk method to talk with a peer to review the steps and key information from the lesson prior to this discussion. Essential Question (E.Q.) or I Can Statement: Preview the lesson and what the students will be learning. This should help students understand what will be taught and how they will be learning it. If using an E.Q., introduce by asking relevant questions that establish inquiry-based learning. What is the writing process? What basic writing skills are needed to conduct strong paragraphs? Why is a hook needed in writing? Middle (20-40 Minutes): This section contains the activities/instructional strategies used to teach the content. Describe the step-by-step process you will use teach the learning outcomes. Be sure to use formative assessments to check for understanding throughout the entire lesson. The students will turn their attention to the teacher, and get in active listening mode to view the presentation. During the presentation the students will be able to take some notes based off the writing process, and how to write informative essays. The students will then get into groups. The groups will be based off writing. They will each be given a prompt, and each member of the group has to take part. The parts include the process of writing the plot, and the theme of the prompt. (exposition, rising action, climax, falling action, and resolution.). The students will all include and structure, and organize events that make up the components of the writing prompt. Each small group will have about 45 minutes to construct this writing piece into 5 strong paragraphs. Before the class block ends the students will then come back to a whole group session, each group will be called, and one member will be responsible to read aloud their writing piece with the class. After each group has gone the students will be rated based on how thorough and well thought out their writing examples were. The students can score between 1-5. The rating will have feedback from the teacher, and comments to go along with the feedback to make the writing stronger. This session will be created to also help choose writing groups for the classroom. Closing (5-10 Minutes): This section should include a short review and reflection of key points, EQs, and student learning outcomes. This is an opportunity to uncover & undo students’ misconceptions & remaining questions and to create a bridge to future learning, for example: “Tomorrow we will ….” The closing should be student driven with ALL students actively contributing to the closure discussions and activities. Plans for collection of papers and materials should also be addressed. The teacher will reflect off of the grades the students got on the rubric, and will receive positive feedback off what the student did good within the writing, and feedback off of things they need to improve. The students will take the teacher back through the writing process, and fully explain the components of main idea, theme, informational writing, and text structure. The students may refer back to their notes, and reflect off the information from the anchor charts to help them better their writing. The teacher will review the PowerPoint to guide the students with their writing, and model an informational writing piece with the students. The teacher will also use the writing rubric to critique the sampled writing. The students will too be able to switch papers with a peer to have their papers rated from the writing rubric. The teacher will support students in a small group writing session which this session will be for students who are struggling. The students will get extra sone on one support to get them through the writing session. Students will be able to tell me where they are struggling at, and how we can make the writing stronger. After a few sessions the students will be able to work independently on their own wring selections. Post Instruction Reflection Based on Data (Complete this section after teaching the lesson.) Use the assessments and create a chart to analyze student learning across the class. Attach or paste your chart and respond to the following prompts based on your analysis of assessment results. Success of Lesson: What information about students’ understanding or misunderstandings did you learn from your assessment(s)? Feedback: What type of feedback was provided based on formative and summative assessment results?

Page 8 of 4 Using Assessment Data to Plan for Instruction: How does the assessment data you collected during this lesson inform your planning for the next lesson? Provide specific examples for multiple students at varying levels of learning target success. Please identify up to three critical steps you took to assess this lesson and plan for instruction. Please select the most appropriate option: Please select the most appropriate option: Please select the most appropriate option: Provide a detailed description for each element you selected in the drop down list above.