Rochester College

General Lesson Plan Template

8/1/2017
Grade Level / Subject Area (Discipline) Teacher Candidate Name Date of Lesson
9th Grade English Language Arts Stephanie Connell N/A

Common Core Standards and/or State of Michigan GLCEs and/or HSCEs (Danielson 1a and 1c)
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement,
and, when warranted, qualify or justify their own views and understanding and make new
connections in light of the evidence and reasoning presented.
Important Concepts (Danielson 1a)
Model a balance in speaking, listening, and reflecting.

Ensure each person has an opportunity to contribute.

Demonstrate courage to express differing perspectives in a constructive manner.

Learning Outcomes (Danielson 1a and 1c)

Students will practice arguing with the support of textual evidence.

Assessment Summary (Danielson 1f)

The Summative Assessment will be exit slips. The students will each write down what their opinion was on
the topic of letter grades in school, and back up their opinion with three supporting reasons that they talked
about during “Philosophical Chairs.” This will hold them accountable for learning and is good practice for
writing a thesis statement.
Prerequisite Relationships to New Learning (Danielson 1a)
Basic communication skills
Basic listening skills
Middle School reading level
Flexibility and Responsiveness to Students’ Learning Needs (Danielson 3e)
Students who have ADD/ADHD will be allowed get out of their seat when needed.
Students who are ELL will be read each article if needed and will be provided with sentence starters for
discussions.
Instructional Procedures (Danielson 1e)
Class Discussion
Group Learning
Introduction I:
I will start the class by allowing the students a chance to read, plan, and prepare their
arguments for the activity “Philosophical Chairs.”
We will go over the rules and guidelines associated with this activity by reviewing a
PowerPoint explaining how to participate in “Philosophical Chairs.” I will make s8re to
remind them that at least two people from your side have to speak before you can
speak again.

Interaction With you and by you:

(Guided Practice) I will tell the students to split into two groups: those who agree that schools should use
letter grades and those who think they should only use written feedback. Students
must have their articles on hand so they can use direct quotes to strength their
opinions. This helps students understand that pulling information from a higher
authority does improve their argument. This will take up most, if not all, of the class
 period because there were many articles the students could quote from, and each
student needs a chance to speak their opinion.

Closure The Summative Assessment will be exit slips. The students will each write down what
their opinion was on the topic of letter grades in school, and back up their opinion with
three supporting reasons that they talked about during “Philosophical Chairs.” This will
hold them accountable for learning and is good practice for writing a thesis statement.

Independent No homework
Practice

Lesson Timeline (Summary of Instruction ) (Danielson 1e)

Start of the Lesson Mid-Lesson Activities End of Lesson Activities
I will start explaining the activity I will tell the students to split into The Summative Assessment will be
by going over the PowerPoint two groups: those who agree that exit slips. The students will each
that breaks down “Philosophical schools should use letter grades write down what their opinion was on
Chairs.” and those who think they should the topic of letter grades in school,
only use written feedback. and back up their opinion with three
supporting reasons that they talked
about during “Philosophical Chairs.”

Texts, Materials, and Supplies (Danielson 3c)

 “Billerica Parents Plead for Return to A-B-Cs”
 “NACAC Survey: Grades Matter Most in College Admission”
 “Many Elementary Schools Abandon Letter Grades”
 “No Grading, More Learning”
 “Parents Push Back Against School Report Cards with No Letter Grades”
 PowerPoint

Additional Information Required by Individual Course Instructor: Specialized Pedagogy (Danielson 1e)
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