LESSON PLANNING FORM Name Youngmee Suh

Grade level: All

Portfolio Checkpoint/Portfolio Presentation Prep

Long-term goal:
Students will be able to express personal opinions and preferences
Students will be able to acknowledge individual differences
Students will be able to share life experiences
Students will be able to use various organization skills
Essential Question:
What defines you best?

1. Title of Lesson: ___Portfolio Checkpoint__

2. Lesson Goal:
Choose works that best represent themselves and share
Reflect on past work and present work to make connections with themselves
Reflect on the progress or lack of progress that has been made

3. Standards addressed:
View, listen to, read, gather, organize, and discuss information from various sources.
Select information appropriate to the purpose of the investigation.
Formulate and share opinions about information and ideas with reference to features in oral and written text such as details and facts.
Formulate, ask, and respond to questions to obtain and provide information and meaning.
Compare, contrast, and categorize to gain a deeper understanding of information and objects.
4. Background of the Lesson:
Portfolio checkpoints should happen once a week within each theme. This time is specifically allotted to help students organize and choose
what items they would like to put into their portfolio. This lesson should, in some way, be a review of the lessons previously done for the week.
Students should be able to raise questions about topics or lessons that still confuse them, want to work more with, or even had a criticism about.
Instructors should be able to tend to the issues brought up by students either individually or collectively to help them think critically and connect
those same issues with their identities as well as their overall portfolios.






5. Lesson Procedure page _________

Time Activities
(Divide this into sections. Sections might include: Set-up,
Introduction, Teacher-guided instruction, Individual Practice,
Group Work, Sharing Ideas, Summary, etc.)
Dialogue
(Teachers Questions; Anticipated Student
Responses)
Environment
(Materials, Strategies,
Adaptations)
Accommodations

30min
1 hr
Pre-stage
Review
1. Have students elicit the different topics of
the lessons they have had so far.
a. This can be a class discussion or
interactive:
i. Teacher-instructed:
-Write on the board the
different topics elicited
-Project the different topics
up on the board
ii. Student-initiated:
-Have students go up to the
board and write down as
many topics that they can
remember. Allow Student
to Student interaction to
negotiate different topics.

2. From those topics have students pick by:
a. The most difficult to the easiest
b. The most interesting to least
c. The most relevant to least
d. Needs more help
e. Still confused with
f. Did not like/really enjoyed
3. Students should lead these conversations.
Students should be able to either
summarize or justify their opinions based
on their own personal experience with the
topic or as a reaction to the experience
4. Round out the conversation by connecting

General post-focusing questions:
What lessons do you
remember?
What do you remember from
those lessons?
How can you summarize the
lesson?
What skill(s) did that lesson
help you with? How?
What was significant about
that/those lesson(s) to you?


Board work
Projector

Handout (individual work):
Brainstorming
Handout
Lesson Topics with
blanks provided for
reflection


Instructor should be
able to provide
clarifications during
this time about
previous lessons
that students are
still confused about
or provide exercises
to help students
remember and
reflect.
the topics to the appropriate skills they
relate to (R, W, S, L, G)** if not already
done so by students.
5. Have students personally choose one of
those activities based on what they have/do
not have in their portfolio already and what
criteria they themselves would like to
reflect or react to the activity.
a. This can link to any of the
reasonings posted on #2 (a-f) or any
others brought up during
discussion.
Time Activities
(Divide this into sections. Sections might include: Set-up,
Introduction, Teacher-guided instruction, Individual Practice,
Group Work, Sharing Ideas, Summary, etc.)
Dialogue
(Teachers Questions; Anticipated Student
Responses)
Environment
(Materials, Strategies,
Adaptations)
Accommodations

30 min-
1 hr
During Stage
Individual Practice, Group work, Sharing
Ideas
1. Once students have chosen a work, have
students discuss or reflect their decisions
individually or collectively.
a. Give students individual time to
look through their portfolios or
their work for the week and chose
what they want to put in their
portfolio.
b. Allow students to discuss or reflect
in groups, as a class, or with a
partner.
2. Provide guidance with what students
should be looking for. Instruction should
be scaffolded to allow students picking
ANY of the 5 language skills (R,W,S, L,
G) to organize and reflect upon their work.
3. Provide guiding questions that help
students think critically and make
connections to themselves

General post-focusing questions:
Who
o Who is the activity talking
about? Related to?
o Who else can this lesson
help?
What
o What is the activity about?
o What did the activity help
you with?
o What did you learn?
o What did you improve/did
not improve?
o What was difficult for
you?
o What was easy for you?
o What was interesting for
you?
o What was boring for you?
o What would you change?
When

-Handouts strongly
encouraged.
Reflections
Handout
Peer Editing
Handout

-Any materials needed to
replicate or review
previous lessons should
be made available to
students
Example:
Drawing materials
Projector or
Computer
Audio


4. After choosing, students should be able to
talk to peers for suggestions or opinions
about their chosen pieces. This is a way to
elicit critical thinking and connections to
self that may not be realized through
individual work. It may also bring up
perspectives that they have not considered
before.
o When did you do this
activity?
o When does this activity
apply to your life?
o When can you use this
activity in your life?
Where
o Where did you do this
activity?
o Where can you apply this
activity?
o Where does this activity
apply to your life?
Why
o Why did you choose this
activity?
o Why did you find it
difficult/easy/interesting/
boring?
How
o How does this
activity/lesson apply to
you? Relate to your life?
o How does this
activity/lesson reflect you?
o How can you change this
lesson/activity to reflect
yourself better?
Time Activities
(Divide this into sections. Sections might include: Set-up,
Introduction, Teacher-guided instruction, Individual Practice,
Group Work, Sharing Ideas, Summary, etc.)
Dialogue
(Teachers Questions; Anticipated Student
Responses)
Environment
(Materials, Strategies,
Adaptations)
Accommodations

30 min-
1 hr
Post Stage
Practice
1. Have students now look at their reflections and
or what they want to reflect upon.
2. Allow students to begin the editing process.
a. Students should be able to find
mistakes that they have made, or things

General post-focusing
What needs more work?
How can you change, expand,
react to your points of
interest?
What grammatical forms help

-Handouts strongly
encouraged.
Reflections
Handout
Peer Editing
Handout


they may want to expand upon,
include, or just react to based on the
activity that they have chosen
b. Reactions or reflections should
somehow be made tangible so that they
can be represented in the physical
portfolio.
Suggestions:
Provide students with a USB that can hold
either a video file or audio file that they
would like to talk about, show, reflect, or
react to
Provide students with a handout where
they can draw, write, or cut & past their
reactions/reflections
Provide students extra copies of previously
used handouts to re-do, re-create, or write
criticisms about
Provide students with a handout that helps
them organize what they would like to
specifically present, represent, or reflect
you?
What vocabulary words help
you?

-Any materials needed to
replicate or review
previous lessons should
be made available to
students
Example:
Drawing materials
Projector or
Computer
Audio


















6. Evaluation:
(How will you know whether or not you have achieved your goals? What did the childrens responses to this lesson tell you about whether your goals were met?)

Did students make connections with activities to themselves?
Did students find areas that need improvement, expansion, reaction, reflection, or criticism?
Did find solutions to issues found through the activity?
Did students respond to feedback?




7. Post Lesson Reflection:



What would you change about this
lesson and why would those changes
improve it?



How did your organization and
materials affect the success of the
lesson?


What were some challenges with this
lesson? What surprised you?




Additional comments?