Responsible Risk Lesson Plan

Pre-Planning:
OBJECTIVE
What will your students be able to do?
Students will depict an understanding of
the concept of transportation by writing
a sentence about how they would feel if
they were flying in an airplane.
CONNECTION TO ACHIEVEMENT GOAL
How does the objective connect to your
achievement goal?
Students will be taking responsible risk in
trying to spell out unknown words.

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to How will you assess students’ mastery of
master the grade-level objective? these foundational skills?
Letter sounds Writing journal entry
Writing letters
Conventions of writing a sentence
punctuation

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 1
 Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?
Students will use skills such as stretch and read to make the sounds of the words they
are trying to spell. I will take anecdotal notes of the students to keep track of who is
making progress to spelling words correctly and students who are struggling with
connecting letters and sounds. Mastery is assessed in journal entries that have
phonetically correct spelled words in 80% or more of their sentences.

KEY POINTS
What three to five key points will you emphasize?
Sometimes we do not know how to spell some words
We can figure it out by making the sounds in a word
It is OK if it does not look correct, as long as all the letter sounds are there

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 2
 Lesson Cycle
OPENING (__ min.) MATERIALS
How will you communicate what is about to happen?
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Today we have been talking about different ways to travel. One type
of transportation we discussed was flying in a plane. I want you to
think about how you would feel flying in the plane. Turn to your
partner, tell your partner how you would feel flying in a plane.

INTRODUCTION OF NEW MATERIAL (__ min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Today we will be writing a sentence about how you would feel flying
in a plane. We will be use the technique of stretch and read to sound
out the words that we do not know.

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 3
 Lesson Cycle
GUIDED PRACTICE (__ min.) MATERIALS
How will you clearly state and model behavioral expectations?
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
I think I want to write a sentence that says “I will feel happy flying in
an airplane.” I know how to write “I” because “I” is a sight word. Next
I will write “will” “/w/ /w/ /w/” I Will write “w” because that is the first
sound. The next sound id “/i/”. What letter goes /i/ /i/ /i/. Awesome,
“I” is the next letter.

INDEPENDENT PRACTICE (__ min.) MATERIALS

How will you clearly state and model behavioral expectations?
In what ways will students attempt to demonstrate independent mastery of the
objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?
Now you will write your sentence in your writing journal about how
you would feel flying in a plane. Remember to try the stretch and
read technique to spell out words that you do not know.

Johns Hopkins University School of Education

Lesson Plan Template
Revised April 13, 2017 4
 Lesson Cycle
CLOSING (__ min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?

You did a great job using stretch and read. Here are some examples
of some of the great words that you all spelled out. You guys used the
skills you already had of letter sounds to put them together to spell
out words. We will continue to use stretch and read to spell out more
words we may not know.

References:
Costa, A. L., & Kallick, B. (Eds.). (2009a). Habits of Mind across the curriculum:
Practical and creative strategies for teachers. Alexandria, VA: ASC.

Boys, K., & Watts, G. (2009). Action tool 1: Exploring the meaning of Habits of
Mind with teachers. In Developing Habits of Mind in elementary schools(pp. 11–
16). Retrieved from
http://www.ascd.org/ASCD/pdf/books/boyesAT2009_exploring_the_meaning_of_h
abits_of_mind_with_teachers.pdf

Johns Hopkins University School of Education

Lesson Plan Template
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