Session 8- Allyson Haley

Lesson Planning Guide:

Resources:

Student Centered learners:

Tips for Differentiated Instruction:

SAMPLE LESSON PLAN:

How long will the lesson take:- you will want to determine how long you will need to complete the lesson

Common Core Standards:

SHOW HOW THE LESSON IS DIRECTLY RELATED TO COMMON CORE STANDARDS

W.2 CCR Anchor Standard Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Demonstrate understanding and application of appropriate usage to address audience, task, and purpose. (CCSS L. 9-10.1, L.3

Attention to School Mission:

YOUR SCHOOL MAY WANT TO SHOW THAT WHAT YOU ARE DOING IN THE CLASSROOM IS DIRECTLY RELATED TO THE MISSION OF THE SCHOOL

SAMPLE:

Challenging expectations increase individual student performance, self-discipline, and perseverance. Students flourish in a creative, challenging, safe, and supportive community

Attention to SPP Goals:

YOUR SCHOOL MAY WANT TO SHOW THAT YOUR LESSON IS DIRECTLY RELATED TO THE SCHOOL SPP.

SAMPLE:

This lesson will improve student academic performance in the area of writing by addressing the following strategic initiatives: Effectively communicate content knowledge and ideas through evidence based writing for a range of tasks, purposes and audiences. ILO 5.0 6.0 Title I Components

Formative Assessment:

CREATE AN ASSESSMENT THAT SHOWS THE STUDENTS ARE RETAINING THE INFORMATION YOU WANT THEN TO RETAIN FROM THE LESSON.

Students will complete class notes on different writing prompt styles

Summative Assessment:

THIS ASSESSMENT WILL SHOW THAT THE STUDENTS HAVE RETAINED AND UNDERSTOOD THE LESSON AND ARE ABLE TO DEMONSTRATE THEIR UNDERSTANDING

After reading an article, students will create 2 writing prompts using 2 different writing prompt styles

Lesson Objective:

USE ACTION WORDS that are aligned with Blooms taxonomy and learning outcomes.

USE “I CAN” statements for student learning outcomes

Students will demonstrate understanding of different essay writing prompts by using action words to create a writing prompt in 2 different styles.

At the end of lesson:

I can identify action words in writing prompts

I can identify different types of writing prompts styles

I can write a writing prompt for an essay using appropriate action words

Process:

  1. Students will see a group of actions words, and writing prompt styles. In pairs, the students will determine the meaning of the words. The class will come together and review the meaning of all action words and writing styles.
  1. Class discussion- the importance of action words in an essay prompts and different essay prompt styles. Why is it important to have a good understanding of the different action words and writing prompt styles?
  1. Students will watch a video- Safari Montage- Taking Essay Tests Chapter 2 and take notes on the video.
  1. Class discussion – class will review the information from the video.
  1. Independent work- students will be given a sample prompt and will identify the key actions words in the prompt and determine the writing prompt style.
  1. Students will read together a short article and then independently will write 2 essay prompts using 2 different writing styles presented in the lesson with the appropriate action words.

Resources:

USE RESOURCES that will enhance your lesson, introduce the different resources ie: video or reading within the lesson at different times to keep the students attention and focus.

Safari Montage- Taking Essay Tests Chapter 2

Quizlet- Action Words for Essays-

The New York Times UPFRONT magazine May 11, 2015 Scholastic