4. Instructional Design Lesson Plans (LO. 1.1, 1.4, & 2.

2) (APS 2, 5 & 6)
TWS Standard
The teacher designs instruction for specific lesson objectives, student characteristics and needs, and
learning contexts.
The lesson plans relate to the students needs and characteristics because I wanted to make
sure I taught lessons that would be meaningful to the student. The 1st two lessons are related to
language arts and writing. The students are writing a descriptive paragraph and a friendly letter which
are two skills that can beneficial to the student. The lessons are taught in relation to something I felt the
students needed to know how to do. This was a refresher lesson for some of the students that knew the
content. The lesson on EEDA and SSCA is allowing the students to share what they know about selfcontrol then we build on that knowledge. The third lesson concentrates on teaching the students about
Self-control. I noticed that the students needed to learn what Self-control is and how to use it. The
students seem to say whatever comes to mind and it gets them into trouble most of the time. The
fourth lesson taught was the social studies lesson where the students completed a web quest
questionnaire using the IPad. The lesson was important because they got to learn how to read internet
sites to find answers to questions. The students also learned how to maneuver with an IPad instead of a
computer. The last lesson taught was a math lesson on making charts finding the y coordinates. This
lesson was meant as a review for the students because they already learned the content in their math
classes. The lesson helped to refresh the students knowledge on the math content.
Teacher Education Lesson Plan #1

Subject/Grade: Ela/ 8TH Grade

Learning Objective:

Date and Time of Lesson: 10:21-11:16

Students will be able to use descriptive words to create their own stories about the animal they created
and share them with the class. They must be able to write 3-5 sentences.

Alignment with Standards:

ELA Common Core Standards for 8th grade:
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are
defined in standards 13 above.
SSCA Element: Students ability to learn and teachers have the ability to educate in a safe
environment where harassment, intimidation and bullying or violent behavior arent
tolerated.
Developmental Appropriateness or Cross-curricular connections:
Students will be able to work cooperatively and collaborate with their peers effectively on the
class assignment. Students will have to be able to write their descriptive writing assignment.
Students will have to be able to share their ideas and opinions collectively with the rest of their
class during the end of the lesson.
Assessment(s) of the Objectives:

What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Students will be able to use

descriptive words to create
their own stories about the
animal they created and share
them with the class with 80%
accuracy.

Assessment(s) of the
Objective(s)
Pre assessment- Students will
work on writing their
paragraph about an animal
they have created with great
detail. They will use a graphic
organizer to plan this out.
During assessment- I will walk
around checking the status of
the students to make sure they
are on track.
Post assessment- I will take up
their rough drafts and final
drafts will be graded based on
a rubric.

Use of Formative
Assessment
I will use the pre
assessment to check what
descriptive words that the
students will use for their
stories.
I will use the during
assessment to check the
status of the students
while they are writing. I
want to make sure the
students are working in
the right direction while
they are writing their
stories.
I will use the post
assessment to check on
the students writing and
to plan for the
conferences for the next
day.

Accommodations:
For early finishers they can read silently at their desk. Also they can take it on the road and talk
with other groups who are close to being finish. They can share descriptive words that they have on their
graphic organizer. For slow finishers they can keep working or take their stories home to finish for
homework. Some students that are easily distracted, I will make sure to redirect them when needed.

Materials: Holes By: Louis Sachar, graphic organizer, pencil, paper, white board, markers
Procedures:
1) Mini lesson
a) Read- Good afternoon class today we are going to learn how to write a descriptive paragraph.
For the past couple days we have been reading Holes By: Louis Sachar. In the book we know that Stanley
is away at camp and is in a secluded area call Camp Green Lake. They give you an excerpt of the most
dangerous animal at the camp. Lets pick out some descriptive words after I read the excerpt. (I read
aloud pg. 41) Key Idea: The students should be able to picture the lizard, this is important when writing
something descriptive. 5min
b) Reflect- Now lets create a graphic organizer about Brewer Middle School. Each student must
give some words or ideas to describe Brewer. (We go through and write words as a class on the graphic
organizer) 7min
c) Recite- I want you to work with your partner and write a paragraph using the words from the

web about Brewer. Each paragraph must be at least a couple of sentences to show they understand how
to take the information from the web and turn it into a paragraph. Lets hear a couple of paragraphs
from some groups. 8mins
2) Status- Today you are going to write your own descriptive story. You may write about:
* Your own animal
*your own machine
*your own country
You can start today with brainstorming and pre writing. It must be looked over by me or Mr. Platt before
you get the okay to work on the final copy. Make sure to write 5 sentences and you can draw a picture if
you would like.
3) Write- You may begin writing. (At this time I will walk around and check to see where the students
are) The students may come to me with any questions but during this time you want them to mostly be
writing. They will have to have their rough draft approved before they can start on the final draft. They
also have to have a substantial amount of writing for the writing to count for that day. I want at least a
3-5 sentence paragraph.
During the conferencing time, I will be walking around most of the time. I want the students to make
sure that if read aloud someone could picture what they are writing. 10 min
4) Share- Okay class do we have any students that want to share an excerpt of their stories. Lets
continue to work on these during the week. The students turn in what they have at the end of class.

Activity Analysis:
One activity that I plan to use is reading a paragraph from Holes that is an example of a
descriptive writing. This is related to the lesson because students can use the example to help with their
writing. Another activity is having the students write the example describing Brewer. This supports the
lesson because the students will have practice using the graphic organizer so they can write their own.

Rubric
Behavior

Product

Peer
Involvement

3
Wonderful
attitude and
team member
Provided
detailed 3- 5
sentences
Supportive
team member

2
Works well
with others
Provided just 3
sentences
Team member

1
Not very
cooperative but
provides input
Provided 2
sentences or
less
Not very
cooperative

0
Unacceptable

Provided 1 to no
sentences
Doesnt want to
work with others

Teacher Education Lesson Plan #2

Subject/Grade: ELA/ 8th grade

Date and Time of Lesson: Immersion Week

Learning Objective:
Students will be able to write a friendly letter to someone of their choosing, which includes all
parts of a friendly letter.

Alignment with Standards:

ELA Common Core Standards for 8th grade:
Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 13 above.
SSCA: Students working in groups cooperatively and effectively with peers.
Developmental Appropriateness or Cross-curricular connections:
Students will be able to work cooperatively and collaborate with their peers effectively
on the group assignment. Students will have to be able to write their friendly letter during this
assignment. Students will have to be able to share their ideas and opinions collectively with the
rest of their group during the recite phase of the mini lesson.
Assessment(s) of the Objectives:
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able to write

a friendly letter to someone of
their choosing, which includes
all 5 parts of the friendly letter
with 100% accuracy.

Pre: At the beginning of the

lesson I instruct the students
on the parts of a friendly letter.
The students will work with a
partner on fixing some
examples of not so good
letters.
During: While the students are
working on their rough drafts
of a letter, I will go around
making sure that students are
on task and have all the parts
stated.
Post: After the students have
written for 10-15 minutes. I will
take up their draft writings and
look over them. I will check the
status of each student and see
what groups need to be pulled
for the next day.

I will use the pre

assessment to review the
parts of the friendly letter
and make sure that all the
students know the parts
before they start to write
their own letters.
I will use the during
assessment to check the
status of the students
while they are writing. I
want to make sure the
students are working in
the right direction while
they are writing their
letters.
I will use the post
assessment to check on
the students writing and
to plan for the
conferences for the next
day.

Accommodations:
For early finishers they can read silently at their desk. Also they can take it on the road and
talk with other groups who are close to being finish. They can share ideas that they noticed from the

group activity and they can start to draft their friendly letter. For slow finishers they can keep working or
take their friendly letter home to finish for homework. I will help make sure that each students needs
are met accordingly. I will sit the students that easily lose focus to the front during the instruction of the
parts of the friendly letter.

Materials: Holes By: Louis Sachar, Not so good letters handout, pencil, paper, white board, markers
Procedures:
1) Mini lesson
a) Read- Good afternoon class today we are going to learn how to write a friendly letter. For the
past couple days we have been reading Holes By: Louis Sachar. In the book we know that Stanley is away
at camp and he told his mother that he would write her while he was there. They give you an excerpt of
the letter that he wrote his mother but not the whole thing. We are going to read today the letter that
Stanleys mother wrote to him. (I read aloud pg. 75) 5min
b) Reflect- Now lets review the parts of a friendly letter.
*We have the heading which in the address and or date.
*Next we have the greeting which is how you greet the person you are writing to. For example hello is a
greeting.
*Next we have the body which contains the message of the letter. Please make sure to indent when you
start a paragraph.
*Next you have the closing which means the letter is ending or the goodbye statement for the letter.
*Lastly we have the signature which tells the author of the letter. Lets try to write our name in cursive
and print.
Now that we know the parts of a friendly letter, lets go through and pick out the parts in Stanleys
mothers letter.
(We go through and pick out the parts as a class) 7min
c) Recite- I want you to turn and work with your partner on the examples of friendly letters that
are on your desks. Check each letter to see if all the parts are present. (Each table will have 2 examples
on a sheet of paper and they have to tell what is missing in each with their partner) Lets review what
you found with your partner. 8mins
2) Status- Today you are going to write your own friendly letter to the person of your choosing but it
must have all the parts of a friendly letter in order for you to get credit for it. You may write to:
* Someone in your family
* back to Stanleys mother
*to me or Mr. Platt
*to another classmate
You can start today with brainstorming and pre writing. It must be looked over by me or Mr. Platt before
you get the okay to work on the final copy.
3) Write- You may begin writing. (At this time I will walk around and check to see where the students
are) The students may come to me with any questions but during this time you want them to mostly be
writing. They will have to have their rough draft approved before they can start on the final draft. They
also have to have a substantial amount of writing for the letter to count for that day. I want at least a 5
sentence paragraph.
During the conferencing time, I will be walking around most of the time. I am making sure the students
are stating good greetings and body statements that could be used for letter writing. I want the students

to make sure that they have all the parts and that it is at leave 5-8 sentences. 10 min
4) Share- (This may not come until the next day) Okay class do we have any students that want to share
an excerpt of their letters. Lets continue to work on these during this week. The students turn in what
they have at the end of class.

Activity Analysis:
One activity that I plan to use for this lesson is having the students correct not so good letters. It
supports the lesson objective because students must use the information given to them on the parts of a
friendly letter in order to complete the activity. The students work together with a partner during this
activity. Another activity is having the students write their drafts at the end of the lesson and turning to
share their beginning thoughts with the class. This aligns with the objective because students must be
able to share their friendly letter that they created. Technology can be used when I share the example of
Stanleys mothers letter.

Teacher Education Lesson Plan #3

Subject/Grade: SSCA/EEDA/ELA

Date and Time of Lesson:

10:21-11:16

Learning Objective: Students will be able to engage effectively and answer questions that relate to
bullying, careers and character traits. They will be able to share ideas with the group while establishing
on task behaviors 80% of the lesson.

Alignment with Standards:

EEDA Standard: Students will recognize what career they want to seek for the future.

SSCA Element: Teachers have the ability to educate and students have the opportunity
to learn in a safe environment where harassment, intimidation and bullying or violent
behaviors arent tolerated.
ELA: Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacherled) with diverse partners on grade 8 topics, texts, and issues, building on
others ideas and expressing their own clearly.
Developmental Appropriateness or Cross-curricular connections:
Students will be able to work collaboratively and cooperatively with their peers
effectively during the lesson. They will also display on task behaviors more frequently during
the lesson. Students will have to be able to share their ideas and opinions collectively with the
rest of their class at the end of class.
Assessment(s) of the Objectives:
Lesson Objective(s)

Students will be able to

Assessment(s) of the
Objective(s)
Pre assessment: At the

Use of Formative
Assessment
I will use the pre

engage effectively and answer

questions that relate to
bullying, careers and
character traits. They will be
able to share ideas with the
group while establishing on
task behaviors 80% of the
lesson.

beginning of the lesson we

discuss a quote and they share
their opinions about what the
quote means.
During assessment: While
students are working on their
charts in the group, I will walk
around and check for on task
behaviors while listening to
conversations that are taking
place. I will record data on a
chart with all the students
names.
Post assessment: After the
students have written big ideas
on the sheet paper, they will
write their own personal
statements. The writings must
be 3-5 sentences.

assessment to check to
see if the students know
anything about selfcontrol and if they will be
able to handle being in
groups with their peers.
I will use the during
assessment to see if
students are working hard
to stay on task and
working together
cooperatively.
I will use the post
assessment to check that
the students have
gathered their thoughts
on what they want to do
in the future and what it
takes to get there.

Accommodations:
For those students that seem to get off task easily, they will be redirected when needed. If
students need help spelling something they may ask me or Mr. Platt. For the early finishers, they can
read at their desk quietly. Students that do not want to work in groups will have to write out their
thoughts at their desk. Any students that do not finish their personal statements will have the
opportunity to finish the next day.

Materials: Poster paper, markers, paper, pencil, pen

Procedures:
1) Today class we are going to work on personal statements. I know Mr. Platt had each of
you write out personal goals, now we are going to work towards putting them into
action. I want to share some quotes. Tell me what you think about them.
2) Never respond to an angry person with a fiery comeback, even if he deserves it...Don't allow
his anger to become your anger. Showing a lack of self-control is in the same vein granting
authority to others: 'Perhaps I need someone else to control me.
3) We will discuss the quotes for about 5-6 minutes.
4) I know you guys are wondering why we have big sheet papers in each corner. Youre going to
work with others in a group and answer the questions on the paper. Make sure during this time
that you are working with your group only and not distracting others in another. Understand
that if you cant handle this responsibility then you will sit down and write yours on paper. If you
need to spell something, Mr. Platt and I will help. We both will walk around and check to make
sure each group is working hard. You will be at each sheet for 5 minutes so make sure your
working hard during those 5 minutes. I have already selected the groups that you will work with.
5) The groups are:
a. Rachel, Ella, Tyisha, Zae
b. Karesha, Matthew, Dillon, Aaron

6)

7)
8)
9)
10)

c. Nautica, Tyreke, Guel

d. Mckayla, Somarial, Dean
Lets go over the questions on each paper.
a. Does self-control have an impact on my future? Why or why not?
b. What level of self control does your future career require? Explain (Rate 1-5)
c. What are ways that you display self-control? Explain
d. Do you feel prepared for high school? Why or why not?
Now each group starts at a poster and we will rotate every 5 minutes. Go!!
Teachers will walk and observe how students are working. We will redirect when needed.
After each group has worked on each paper, we will discuss what self-control is and why it is so
important.
They will start to write their personal statements on how they will work towards their future
endeavors. They must be 3-5 sentences. They can share them when they finish and they will be
taken up for teacher review.

Activity Analysis:
One activity that I plan to do is sharing ideas on some quotes. It supports the lesson because
they deal with self- control which is something the students need to have more often than they do. The
students dont seem to realize that getting into trouble will prevent them from things that they want to
do in the future. The next activity with them answering the questions on chart paper will help the
students learn how to work with others and think about their future. These students need to learn to
use self- control in order to be successful in the future. Technology can be used in order to have
students type the personal statements.

Teacher Education Lesson Plan #4

Subject/Grade: 8th grade/Social Studies
Learning Objective:

Date and Time of Lesson:Immersion Week #2

The student will be able to use resources to find information and answer questions about South Carolina
with 100% accuracy.

Alignment with Standards:

Identify the source and list standards (local, state, and/or national) that align with the learning
objective.
SSCA Element: Students ability to learn and teachers have the ability to educate in a safe
environment where harassment, intimidation and bullying or violent behavior arent tolerated.
Social Studies Standard: 8-1.1 Summarize the collective and individual aspects of the
Native American culture of the Eastern Woodlands tribal group, including the Catawba,
Cherokee, and Yemassee.
8-1.4 Explain the significance of enslaved and free Africans in the developing culture and
economy of the South and South Carolina, including the growth of the slave trade and
resulting population imbalance between African and European settlers; African
contributions to agricultural development; and resistance to slavery, including the Stono
Rebellion and subsequent laws to control slaves.
Developmental Appropriateness or Cross-curricular connections:

Students will be able to work cooperatively and quietly while working on the web quest.
They must be able to work cooperatively with others in the class. Students will have to be able
to write their answers to the web quest. Students will have to be able to share their ideas and
answers they generated collectively with the rest of their class during the end of the lesson.
Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Students will be able to

research and find information
to answer questions on the
web quest with 100%
accuracy.

Pre assessment- We will have a

class discussion to test the
students prior knowledge about
South Carolina.

I will use the pre

assessment to check
where the students are
based on what they know
about South Carolina.
I will use the during
assessment to check the
status of the students
while they are working
and answer any questions
that they may have while
working on the web quest.
I will use the post
assessment to check on
the students
understanding of the
content. The web quest
will be taken up after
completion.

During assessment- I will walk

around checking the status of
the students while they are
working on their web quests.
Post assessment- We will
discuss some of the questions
to check for understanding of
the material being given.

Accommodations:
For early finishers they can read silently at their desk. Also they can take it on the road and talk
with other students who are close to being finish. They can share any other questions or concerns with
the teachers while we walk around. For slow finishers they can keep working or take their web quest
papers home for homework if they have internet access. Some students that are easily distracted, I will
make sure to redirect them when needed.

Materials: web quest paper, iPad, pencil or pen, promethean board

Procedures:
11) Today class we are going to be learning about some history of South Carolina. Can
anyone tell me some things that they already know about our states history? (I will wait
on some responses that we can discuss as a class) 5-6 min.
12) We will be working on a web quest today which means you get to use some technology

today. You will have the opportunity to work with the iPads and investigate different
websites to find the answers to the questions. I want you to try to work alone at first
but you may turn and talk to a partner if you have a question. If you have any other
questions or concerns, feel free to ask me or Mr. Platt.
13) Lets also make sure that we are using our time wisely and working to complete the web
quest questionnaire.
14) Lets go over the questions on the paper.
a. What type of climate does South Carolina have?
b. What is the highest peak in South Carolina?
c. What ocean does South Carolina boarder?
d. What is South Carolinas largest river system?
e. Study of the earths physical features
f. According to the land bridge theory, the first people who came into North America
came from
g. What is a Medicine man, or spiritual leader?
h. Who were the first to settle in South Carolina?
i. How did slavery impact the economy in South Carolina?
15) Now everyone can start working. Go!! 15-20 mins.
16) Teachers will walk and observe how students are working. We will redirect when needed.
17) After the majority of the students have completed the assignment then we will discuss some of
the answers as a class. This paper will be taken up at the end of class. 5-10 mins.

Activity Analysis:
The activity that I plan to use is having the students research different sites to answer questions
about the history of South Carolina. This is related to the lesson because students are able to use
technology to gain their own knowledge of the content. Another activity is having the students turn
and talk to the class about what they learned from the web quest. This supports the lesson because
the students will have practice using technology and forming their own answers to probing
questions.

References:
Lesson created by Mr. Platt and Arielle Morton

Teacher Education Lesson Plan #5 (Showcase)

Subject/Grade: 8th grade/Math
Learning Objective:

Date and Time of Lesson: Immersion Week #2

The students will be able to find the outputs for the functions given with 80% accuracy.

Alignment with Standards:

Identify the source and list standards (local, state, and/or national) that align with the learning
objective.
SSCA Element: Students ability to learn and teachers have the ability to educate in a safe
environment where harassment, intimidation and bullying or violent behavior arent tolerated.

Math Common Core Standard: 8-1.1: Understand that a function is a rule that assigns to
each input exactly one output. The graph of a function is the set of ordered pairs
consisting of an input and the corresponding output.1

Developmental Appropriateness or Cross-curricular connections:

Students will be able to work cooperatively and quietly while working on the math
worksheet. They must be able to work cooperatively with others in the class. Students will have
to be able to write their answers on the paper. Students will have to be able to share their ideas
and answers they generated collectively with the rest of their class during the end of the lesson.
Assessment(s) of the Objectives:
What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

The students will be able to

find the outputs for the
functions given with 80%
accuracy.

Assessment(s) of the
Objective(s)

Use of Formative
Assessment

Pre assessment- We will have a

class review of multiplication
facts.

I will use the pre

assessment to check
students ability to solve
multiplication facts.
I will use the during
assessment to check the
status of the students
while they are working
and answer any questions
that they may have while
working on the math
sheet.
I will use the post
assessment to check on
the students
understanding of the
content. The math sheet
will be taken up after
completion.

During assessment- I will walk

around checking the status of
the students while they are
working on their math
worksheets.
Post assessment- We will
discuss some of the questions
to check for understanding of
the material being given.

Accommodations:
For early finishers they can read silently at their desk. Also they can take it on the road and talk
with other students who are close to being finish. They can share any other questions or concerns with
the teachers while we walk around. For slow finishers they can keep working or take their math papers
home for homework. Some students that are easily distracted, I will make sure to redirect them when
needed.

Materials: pencil or pen, promethean board

Procedures:
18) Today class we are going to be learning about functions. First lets do some review of
our favorite multiplication facts. Everyone come up to the front and stand in front of the
red line on the floor. When Mr. Platt or I states a problem that is correct step over the
line. If it is incorrect stay where you are. (We will do about 10-15 problems) 5-6 min.
19) Now that we have our brains warmed up lets go back to our seats and talk about
functions. Does anyone by raise of hand know what functions are?
20) Well functions are when we start off with an input, and we apply the function, we get an
output. For example: y= x+3. Lets put in 2, what will we get out? (answer: 5)
a. For every input there is an output. This can be represented in a table like this.
(The table will be drawn on the board to reference to) Make sure to have inputs
0,1,2,3.
21) Now lets practice finding the relationship between the input and the output in some
function tables. On the paper that you will be given. You can work with a partner to find
the relationship to the following problems.
a. Y=2x+3
b. Y=x+10
c. Y=4+6x
d. y=5x
e. Bonus= y=1/2x
22) Everyone can start working. Go!! 15-20mins.
23) Teachers will walk and observe how students are working. We will redirect when
needed.
24) After the majority of the students have completed the assignment then we will discuss
some of the answers as a class. This paper will be taken up at the end of class. 5-10
mins.
Activity Analysis:
The activity that I plan to use is having the students review their multiplication facts. This is
related to the lesson because students are able to practice their multiplication which they arent
strong in. Another activity is having the students practice solving functions. This supports the lesson
because the students will have to know how to solve functions in order to graph them in the later
lessons.

Technology: Technology will be used as reinforcement for the instruction being taught.
Students will be able to interact with the Promethean board and use it to review after the
lesson has been taught. The students were able to use Ipads in the Social Studies lesson.
They are able to find answers to the questions for the web quest questionnaire.
Activity Analysis: One activity that I plan to use for this lesson is having the students
correct not so good letters. It supports the lesson objective because students must use
the information given to them on the parts of a friendly letter in order to complete the
activity. The students work together with a partner during this activity. Another activity
is having the students write their drafts at the end of the lesson and turning to share their

beginning thoughts with the class. This aligns with the objective because students must
be able to share their friendly letter that they created. Technology can be used when I
share the example of Stanleys mothers letter.