Secondary Lesson Plan Template

Topic:
Grade Level: Length of class:
Personal Narrative Revision
9
45 minutes
through FQC
LEARNING GOALS to be addressed in this lesson (What goals for
learning to you hope to accomplish and/or national or state standards will
you address?):
Students will understand that revision is an important part of
the writing process
LEARNING OBJECTIVES (What will students know or be expected to do
in this lesson? Use verbs from Blooms Taxonomy):
SWBAT provide comments to a peer about his/her personal
narrative
SWBAT utilize comments provided by a peer in order to
strengthen his/her writing
CONTENT (What specific
concepts, facts, or academic
vocabulary will be taught in this
lesson?):
Focused question card
strategy

REASONING/SKILLS: (What types of

reasoning/skills will students
practice?) (e.g. comparative
reasoning, analytical reasoning,
analyzing, applying, evaluating,
solving two-step equations, defining
in context, classifying information.)
Evaluating writing

STANDARDS (What national or state standards will you address?):

W.9-10.5. 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.
RESOURCES/MATERIALS NEEDED (What materials and resources will I
need?):
Personal narrative
Notecard
LEARNING PLAN (How will you organize student learning in this lesson?

LESSON PLAN SEQUENCE & PACING (How

will I organize this lesson? How much time will
each part of the lesson take?)
1. After explaining the difference between
revision and editing, and how the process of the
focused question card activity works yesterday,
students are ready to begin the activity.
2. Students will first need to develop a revision
question and write it on their notecards. After
they have chosen a specific revision question
(i.e. Does the portion of my story about walking
through the dark build suspense for the reader?)
3. After every student has written a revision
question on his/her notecard, students will find a
partner to work through the FQC activity with.
4. Once students have partnered off, they will
sit directly across from each other so they
cannot see each others writing (this often leads
to the urge to edit, rather than revise). One
student will read his/her revision question and
then give the notecard to his/her partner. The
first student will then read his/her narrative,
while the partner listens for the areas
mentioned in the revision question. The partner
will write a response to the question on the
notecard and then will discuss it with the writer.
5. Once the process is done once, the students
will switch roles so that both students have their
revision questions answered and have ideas of
how to improve the writing in their narratives.
6. The notecards with the revision questions and
the partner response will then be submitted to
me so I may evaluate participation and
effectiveness of the question and response. This
will also grant me the opportunity to see if a
student chooses to implement peer suggestions.

ACTIVATE
/ENGAGE/EXPLORE
Capture student
attention, activate
student prior knowledge,
stimulate thinking, raise
key questions, Allow
students to observe,
design and plan
experiments, etc.
ACQUIRE/EXPLAIN
Introduce laws, models,
theories, and vocabulary.
Guide students toward
coherent generalizations,
and help students
understand and use
scientific vocabulary to
explain the results of
their explorations
APPLY/ELABORATE
Provide students
opportunity to apply their
knowledge to new
domains, raise new
questions, and explore
new hypotheses. May
also include related
problems for students to
solve.
ASSESS/EVALUATE
Administer assessment
(although checking for
understanding should be
done throughout the
lesson)