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USD Daily Lesson Plan

Teacher Candidate: Lindsey Kramer Lesson: 1 Cooperating Teacher: Heather Wood


School: Eastlake High School Grade: 12 Subject: English—Expository Reading and Writing
Lesson/Unit Title: Descriptive Writing Unit—Adding Sensory Description

CCSS and CA SS /Standards: (What are the skills being taught? Which standards are being Agenda: (What is the snapshot of my class flow?)
specifically addressed in this lesson?)  Feedback on essays/directions
CASS.ELA-LITERACY.W.11-12.23 Write narratives to develop real or imagined  Partner feedback on paragraphs
experiences or events using effective technique, well-chosen details, and well-  Adding Description PowerPoint
structured event sequences. d. Use precise words and phrases, telling details, and  Annotation Self-Reflection
sensory language to convey a vivid picture of the experiences, events, setting, and/or
characters.
CASS.ELA-LITERACY.W.11-12.5 Develop and strengthen writing as needed by 
planning, revising, editing, rewriting, or trying a new approach, focusing on 
addressing what is most significant for a specific purpose and audience.

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will be able to revise for descriptive and sensory language in their writing, as measured by their
revised essay sentences.
Key vocabulary and phrases:
 Sensory
 Onomatopoeia
 Spatial
 Chronological
 Circular
 Droning
 Gawked
 Elapsed
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
Before reading The Catcher in the Rye, my students wrote UC Personal Insight Essays on a challenge that
they have overcome. I noticed that about 55% of students did not successfully provide a descriptive snapshot
of one moment in their narrative. Students were supposed to being their essays with a scene placing the
reader in their shoes and introducing their challenge before going to on explain more about the challenge that
they faced and how they overcame it. After completing the novel The Catcher in the Rye, I will introduce the
paragraph revisions in the context of announcing that students’ essays have been graded and providing
feedback. Though the class’ focus is on expository reading and writing, anecdotes are one of the types of
evidence used in writing student essays. Therefore, students should not only be able to identify anecdotes in
texts, but be able to use them in their own writing.

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Materials/


Note: A variety of formative assessments Technology
should be used at key points throughout
the lesson

Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that - -Whiteboard
should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that
student need to complete before the lesson begins?) -Laptops
10 The teacher will provide students with general feedback
mins on their essays and will explain the agenda for the day
and the unit. Students will pick up laptops and log into
their student accounts.
15 Get started/Drill/Do Now: (What meaningful activity will students complete as soon as The teacher will monitor -Laptops
they enter the classroom?) students’ progress and -Google
Students will log into Google classroom, find a partner, listen in on students’ classroom and
mins and share their original paragraphs with each other for conversations. students’ essays
general feedback. This feedback will be recorded as on Google Docs
comments on their Google Docs.
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy -Computer
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) -Projector
The teacher will lead students through a PowerPoint -PowerPoint
presentation outlining steps in revising for descriptive -Student laptops
20 and sensory language. The Powerpoint will begin by -Optional paper
mins and pencils
providing a past student example paragraph that will be
progressively revised throughout the PowerPoint. Each
step in the revision process and each sense will be
introduced separately. We will begin with: focusing the
paragraph, adding details, sound, and taste.
(5
mins)
On the adding details slide, the teacher will follow the
hyperlink to the visual dictionary sight and demonstrate
how to use this resource.
Independent Practice: (individual practice, discussion, writing process.) -Computer
Students will individually revise their own selected -Projector
3 mins portions of their original paragraphs at the class looks at -PowerPoint
each revising for focus, taste, and sound. -Student laptops
-Optional paper
and pencils
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, The teacher will circulate, -Computer
student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing
process) monitoring student’s -Projector
Students will be asked to share their revisions for focus, discussions and written -PowerPoint
7 mins
sound, and taste with their partner for feedback. Guiding work. -Student laptops
questions are provided on the PowerPoint to support -Optional paper
students’ feedback sessions. and pencils
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy -Computer
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) -Projector
The teacher will lead students through a PowerPoint -PowerPoint
15 presentation outlining steps in revising for descriptive -Student laptops
mins and sensory language. -Optional paper
and pencils
We will now look at: touch, sight, and smell.

Independent Practice: (individual practice, discussion, writing process.) -Computer


Students will individually revise their own selected -Projector
3 mins portions of their original paragraphs at the class looks at -PowerPoint
each revising for touch, sight, and smell. -Student laptops
-Optional paper
and pencils
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, The teacher will circulate, -Computer
student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing
process) monitoring student’s -Projector
Students will be asked to share their revisions for touch, discussions and written -PowerPoint
7 mins
sight, and small with their partner for feedback. Guiding work. -Student laptops
questions are provided on the PowerPoint to support -Optional paper
students’ feedback sessions. and pencils
Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy -Computer
demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing
process.) -Projector
The teacher will lead students through a PowerPoint -PowerPoint
presentation outlining steps in revising for descriptive -Student laptops
20
mins and sensory language. -Optional paper
and pencils
We will now look at: spatial order, time order, consistent
tenses, and types of endings.

Independent Practice: (individual practice, discussion, writing process.) -Computer


Students will individually revise their own selected -Projector
3 mins portions of their original paragraphs at the class looks at -PowerPoint
each revising for spatial order, time order, consistent tenses, -Student laptops
and types of endings. -Optional paper
and pencils
Group Practice/Small Group Instruction: (teacher-facilitated group discussion,
The teacher will circulate, -Computer
student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing
process) monitoring student’s -Projector
Students will share their revisions to-date with their discussions and written -PowerPoint
partners for a third time. Each pair will select one work. The teacher will -Student laptops
10
mins partner’s revised sentences to share with the class. These also receive half of the -School emails
revisions can be either copied or pasted into an email class’s revisions at the -Optional paper
sent to the teacher, or read aloud for the class. The end. and pencils
teacher will display students’ typed revisions on the
projector.
Evaluate Understanding/Assessment: (How will I know if students have achieved -
today’s objective?)
The teacher will listen in on students’ discussions during
their pair shares and can view students’ work during this
time as well. At the end of the lesson, the teacher will
min receive samples from half to the class and may view
these and provide whole-class feedback. After class,
students’ work will be available either online or on paper
for the teacher to assess informally.

5 mins Closing Activities/Summary: (How will I tie up loose ends, reinforce/revisit the objective The teacher can view -PowerPoint
and connect the lesson to the unit?)
Before leaving class, students will highlight and/or student work through -Student laptops
annotate their revisions, describing how their sentences Google Docs or -Optional paper
have been improved at this stage in the revision process. handwritten work which and pencils
Students who wrote on their own paper will give their was turned in.
revisions to the teacher at the end of class for safe-
keeping.

ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all


learners, including IEP, 504 plans, high ability learners, etc.?) ADD ROWS AS NEEDED.

STUDENTS WITH IEP/504 PLANS


IEP/504 PLANS: CLASSIFICATIONS/NEEDS NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS,
PERTINENT IEP GOALS

IEP:RSP 3 More time provided if necessary for the final


Powerpoint slide. The student with autism also
has an aide to take notes for him, an extra copy
of the class textbook, preferential seating, and
is allowed to type his homework.
504: anxiety 1 More time available if necessary.
504: eye condition, arthritis, migraines 1 Preferential seating. More time available if
necessary.
504: GERD, anxiety 1 This student misses class frequently due to a
medical condition. He gets up to a week to
complete missed coursework. All handouts
will be provided for him and the PowerPoint
and teacher notes on in-class activities will be
available online.
STUDENTS WITH SPECIFIC LANGUAGE NEEDS
LANGUAGE NEEDS (ELL) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS

STEL 1 Visuals and differently colored text on the


PowerPoint. Online resources, including a list
of sensory words and visual dictionaries.
Students also will be able to search for images
and definitions online if they are unfamiliar
with a word. Students are able to discuss their
revisions with a partner at regular intervals.
Vocabulary words in the PowerPoint will
contain a hyperlink with a definition/example
for students who are not familiar with them.
The teacher can send EL students sentence
frames over Google classroom if they need help
completing the sentences required by the
guiding questions.
LTEL 2 Visuals and differently colored text on the
PowerPoint. Online resources, including a list
of sensory words and visual dictionaries.
Students also will be able to search for images
and definitions online if they are unfamiliar
with a word. Students are able to discuss their
revisions with a partner at regular intervals.
Vocabulary words in the PowerPoint will
contain a hyperlink with a definition/example
for students who are not familiar with them.
The teacher can send EL students sentence
frames over Google classroom if they need help
completing the sentences required by the
guiding questions.
STUDENTS WITH OTHER LEARNING NEEDS
OTHER LEARNING NEEDS (High ability, struggling readers) NUMBER OF STUDENTS SUPPORTS, ACCOMODATIONS, MODIFICATIONS