Rutherford, H.

Academic Strategy Lesson Plan 1

Lesson Preparation Worksheet (Thinking about the lesson)

Teacher Candidate: Heather Rutherford Title of Lesson: SPORE Writing Strategy Grade Level: 5th Subject Area: Writing Lesson Topic (What is the big idea?): Students will learn the SPORE writing strategy. This strategy will help the students to organize their thoughts and ideas when writing a retell of a personal experience or event. What standard(s) and/or IEP goal(s) will it address? Content Area: Reading, Writing, and Communicating Standard: 3. Writing and Composition EEO: III. Complete multiple sentences retelling an experience or event, including details. Main Objective of Instruction (What do you want the student(s) to learn?): Students will learn how to organize their thoughts, and complete a multiple sentence personal narrative that retells an experience or event. Supporting Objectives: Students will learn to use a Thinking Map graphic organizer: the bubble map. Specific Strategies to be taught/modeled: SPORE writing strategy Using a graphic organizer

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications you need to prepare? The students in this group all have intellectual or speech/language disabilities. I will need to give ample processing time. I will also need to explicitly explain, and model, each part of the SPORE strategy. The students will need help with spelling and I will need to write the words out on the white board for them to copy. Any difficult vocabulary will need to be explained, such as the word resolution for the R in SPORE. What background knowledge do the students have? How will you assess students learning pre, during and post?

Rutherford, H. Academic Strategy Lesson Plan 2 The students are familiar with writing small moments stories. These are stories where a student will write about a personal experience or event. They have attempted to write these stories in their general education classes. I will assess the students pre-learning by having a short discussion before the lesson. I will ask the students if they have ever written a story about a personal experience or event. I will then ask them how they would start their stories. For assessment during the lesson, I will observe the students writing and conversation. I will listen for clarifying questions that will let me know if they understand the information that is being presented. For post assessment, I will ask the students to use the SPORE strategy to write about a personal experience or event. I will take their work and grade it using a teacher made checklist. What management/grouping issues do you need to consider? CH has a difficult time keeping his questions/comments on topic and I will need to make sure to redirect him as needed. JH can sometimes make inappropriate comments about the other students questions/comments. I will need to help him make the choice to be appropriate in the group. Materials and Resources: Paper handout with the SPORE strategy Bubble Map Poster Whiteboard and Dry Erase Markers Paper for the students to make their Bubble Map Paper for the students to write their story A personal experience, or event, to use as a model

How/where will students be able to integrate (generalize) this learning? The students will be able to use this strategy in any class which requires them to write a story or create a detailed description of an experience or event. This strategy will also help the students when they need to write book summaries. How will you evaluate student learning from this lesson and build review into ongoing instruction (judicious review)? I will evaluate the students learning through a teacher made checklist. I will ask the students to write about a personal experience, or event, using SPORE. I will take their completed work, and compare it to the checklist to see their progress with SPORE. If the students are not able to use the strategy properly, I will need to evaluate what part of SPORE they do not understand, and re-teach the strategy emphasizing the areas that are unclear to the students.

Rutherford, H. Academic Strategy Lesson Plan 3

Lesson Plan (What will actually be done)

Lesson Title: SPORE Writing Strategy Main Objective of this lesson: Students will learn how to write a multiple sentence personal narrative using the SPORE strategy. Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior
learning. I will ask the students to each share one fun thing about their previous night, or weekend. After each student has shared, I will ask if they remember sharing information about their experiences in other classes before. I will then ask if they remember their teachers asking them to then write about the experiences they just shared with the class. This will lead me to ask if that writing experience was difficult for them. I will also ask them if they have ever used a thinking map to organize their thoughts when writing. I will then tell them that I have a strategy that will help them to be better able to write about their life experiences.

Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What
strategies will you be using? Be sure to include differentiation. This will be a direct instruction lesson. I will first describe the SPORE strategy. I will give the students handouts that contain the SPORE strategy. I will point to the poster that I have made with the SPORE strategy and tell them what each letter stands for in SPORE. The poster and handout will say: S Setting P Problem O Order of action R Resolution E End I will then start at the beginning and ask the students if they know the meaning of each word in SPORE. I will go over the vocabulary with them to make sure they understand what each component means. Next I will ask the students: What is a bubble map? They will answer and I will confirm their answer, or explain the bubble map if they are unsure. I will use the white board to draw the bubble map and label each part of the SPORE strategy. I will only be using the words of the SPORE strategy and not a personal experience or event. After completing the description of the SPORE strategy, I will ask if they have any questions.

Rutherford, H. Academic Strategy Lesson Plan 4 Next I will model the strategy. To do this I will use a personal experience from my life. I will tell the students that I am going to show them how I would use this strategy to help me write my own personal narrative. I will use self-talk and complete the entire strategy.

Check for Understanding- What questions will you ask your students?
I will cover the poster and ask the students to turn over their SPORE handouts so they cant see the words. I will then ask for an explanation of each letter in SPORE. I will ask: When would you use this strategy? Why would this strategy be helpful?

Guided Practice or Discovery:

I will ask the students to think about one of the Community Based Outings they all attended. I will tell them that we are going to use the SPORE strategy to write about that outing. I will hand out sheets of blank white paper, and lined paper, for them to use the SPORE strategy. I will write the information on the white board as we discuss it, so they can copy it onto their papers. I will prompt them to tell me how to start the strategy, and continually ask them: Ok, now that I have completed ______, what do I do next?

Closure: Student(s) summarize, demonstrate learning of lesson.

I will ask the students to describe the SPORE strategy and tell me when they would use this strategy.

Independent Practice: What will this look like? Is it homework? Completion of a product
independently? Students will be given time in class to work independently on personal narratives using the SPORE strategy. Over a period of a one week, the students will be asked to complete 3 different personal narratives with the SPORE strategy.

(Formally END the lesson)

EDSE 444/bal/spr10