KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: November 19th, 2018 School: Madison Central High School

Grade / Age: 11th grade, 16-17 years old Subject & Topic: English 11, Informative Writing

# of Students: ______32________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: Brainstorming Topics

_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial,
socioeconomic diversity in class.

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the library or chromebooks are made accessible for the whole classroom.
While there are no students with special needs accommodations, each student is leveled as low-performing.
Out of 32 juniors, 14 girls and 18 boys, every student is at around a ninth or tenth grade reading level. To
accommodate this, students are arranged by achievement level in groups of 4 and work frequently with those
in their group. Other accommodations are extended time to work, all instructions are written and said allowed,
and visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard.

a. Previous lesson’s learning targets / objectives:

n/a

b. Current lesson’s learning targets / objectives:

CCSS.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. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12
here.)

Objectives:
• SWBAT: Develop and strengthen writing by planning
 c. Next lesson’s learning targets / objectives:
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

Objectives:
• SWBAT: Gather relevant information from multiple print and digital sources
• SWBAT: Use advanced searches effectively
• SWBAT: assess the strengths and limitations of each source in terms of the task, purpose, and
audience

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.

The lesson will begin the students’ work in their writing unit. Previously, students finished reading Of Mice
and Men by John Steinbeck and I gave them a list of possible essay topics. Students should have their topics
picked out before class. Possible essay topics include: Dreams Vs. Reality, Discrimination, Friendship vs.
Isolation, Static vs. Dynamic Characters, Response to Robert Burns Poem, Relationship between George and
Lennie, The American Dream, or Analyzing a Specific Character.

This preassessment will be administered in the first 5 minutes of the class in their journals. I will have students
complete a think-group-share, starting with a 2-min freewriting session answering “What do you know about
prewriting? Include past experiences, definitions, examples, and/or feelings about prewriting.” When time is
up, students will turn to their group and share for 2 minutes. After this, a student from each table will present
what their table discussed. I will check their responses to gauge what they already know before beginning the
lesson today. If students have a general knowledge about prewriting and can identify 1 or more types, then I
will focus more on the “why” of prewriting. If students do not show a general knowledge about prewriting
and can not identify any types, then I will start explaining what prewriting is before explaining why it is
important.

Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

My formative assessments will be:

• Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
• Scaffolding with targeted questions while students are working
• Prewriting Practice + Writing Plan
o Students will work with a packet containing the sections: Idea Webs, Freewriting, and Outlining.
We will work through the packet during class and students will practice the three types of
prewriting, sometimes working by themselves and others working with their group. At the end,
students will be considered successful if they have each section filled out and are able to create a
Writing Plan (1 paragraph summary) about what ideas they plan to research.
• Exit-slip:
o Post-it note answering “Which prewriting method is your favorite and why?”.

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
 • Hardcopies of Prewriting plan packets
• Student journals (stored in classroom)
• Post-it note
• Computer to set timer
• Projector to display timer
Link for “Prewriting Practice” packet:
https://docs.google.com/document/d/1W-FLThv7iqisrjzHIz7WuGk3t1iidowMxh4k3uU4vn4/edit?usp=sharing

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
• I will begin by greeting the students at the door and in the I’m incorporating many different
classroom. types of learning into my lesson.
• I will have the student’s bellwork on the board. • Auditory/Visual: When I’m
• As a standard procedure, students will get their journals from going over the material and
the designated area and begin working on the bellwork. the organizers provided.
• Collaborative/Interpersonal:
2.) Lesson Objectives: My overall lesson objective is that the students students routinely check
will be able to experiment and plan with different prewriting back in with their peers
methods. throughout the lesson to
collaborate and
3.) Practice/Feedback: communicate.
• Preassessment: (5 min) • Intrapersonal: students also
o If students seem to have a foundational have time to think at their
understanding of prewriting, then I will go on to the own pace and collect their
first prewriting exercise. thoughts.
o If students do not understand the concept of
prewriting, I will explain it to them before starting the There are accommodations
exercise. incorporated into my lesson and
• Activity: classroom that can support all
o Students will complete three different prewriting students, such as:
methods: webbing, freewriting, and outlining. • Modeling
o Webbing: (10 min) • Prompting and Cueing
▪ Students will have 2-minutes to write ideas • Small Groups
on their own paper about their essay topic. • Reader
They will put their topic in the middle and • Paraphrasing
connect any ideas or phrases that come to
mind to the center. While there are no designated
▪ After this time is over, they will pass their populations in my classroom, I have
papers around the table in 2-minute organized the students into
increments until they receive their paper achievement groups that support
again. Students will have 2 more minutes to their learning.
look at their peer’s feedback or write down
any final thoughts.
o Freewriting: (15 min)
▪ Students will have 4 minutes to write down
any thoughts they have about their topic in
full sentences, not stopping until time is up.
▪ Students will turn to the person beside them
and will talk for 3.5 minutes about their topic,
what they wrote, and questions they have.
 Their partner will do the same for another 3.5
minutes.
▪ After this, students will return to their own
papers and freewrite for another 4 minutes.
o Outlining: (15 min)
▪ Students will take the brainstorming they’ve
done thus far and begin to create a possible
outline. During this time, I will go around to
each student to check on their ideas. Possible
questions/suggestions might be:
• I like the direction you’re going with
xyz, try flushing this idea out.
• What defines these characters?
Focus more on how xyz affects them
in the story.
o Writing Plan: (5 min)
▪ Students will create a one sentence summary
in their journals on what they plan to write
about and research in the next class.
• Post assessment/Exit Slip: (5 min)
o As students are creating their writing plans, I will pass
out a post-it note. Students will respond to the
prompt and post them on the door as they walk out.

Lesson Time: Approximately 55 minutes.

6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

Are the different methods of prewriting allowing student engagement and choice?