Lesson Plan (30 minutes):

Colorado State Standards:

3. Writing and Composition 1. Stylistic devices and descriptive details in literary and narrative
texts are organized for a variety of audiences and purposes and evaluated for quality a. Write
narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. (CCSS: W.8.3)

1. Oral Expression and Listening 1. Communication skills and interviewing techniques are
required to gather information and to develop and deliver oral presentations a. Engage
effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts, and issues, building on others ideas and expressing
their own clearly. (CCSS: SL.8.1) ii. Follow rules for collegial discussions and decision-making,
track progress toward specific goals and deadlines, and define individual roles as needed.
(CCSS: SL.8.1b) viii. Demonstrate appropriate verbal and nonverbal delivery techniques (clear
enunciation, gesture, volume, pace, use of visuals, and language) for intended effect

Numeracy

P1 - Aden, Rowan, Grace, Lucy, Matthew, Anisa, Evan, Ahna 1/table+2

P2 - Maddie, Mia, Landon, John, Donavan, Anna, Ari 1/table+1
P3 - Ryan, Amelia, Annie, Cole, Grace, Malachai, Zoe, Nathan, Asa 1/table+3
P4 - Jadyn, Megan, Arin 1/2 tables

AE: Academic Expectations

BE: Behavioral Expectations

Numeracy Warm-Up:
- Show the number of students who earned at least a 3 in Organization in each class,
along with the total number of students in each class.
- Ask students: What is the ranking for each class by percentage?
- How do we find the percentage?

Split class (DIFFERENTIATED):

- Students who need to revise essays stay to work with Matt
- Students who received a 3 or higher on Organization leave to work with me in the
Teachers Lounge, Library, or hallway

Learning Target (LT): I can design and lead an activity for the class which accomplishes the
days goals.

Set-up (5-10 minutes)

 - Proven strong writers
- Second half of class, we want to work on narrative/descriptive writing
- I want you all to help me teach something
- Our goals are to:
- 1. Practice descriptive writing, particularly setting
- 2. Brainstorm for chapter 3
- Possible starting points include:
- Adapt Matts activity from yesterday
- Review techniques from last semester
- Atmosphere
- Passage of time
- Contrast
- The activity should last about 30 minutes TOTAL, but thats a long time to write so
consider structure
- 10-5-10 (writing, feedback, writing)
- 5-5-5-5 (quickwrite, discussion, continue writing, feedback/debrief)
- 5-5-10 (quickwrite, discussion, continue writing)
- Deconstruct model, write, refer back to model
- We are all the teachers!
- Consider modeling
- Consider giving stars and stares
- Consider how you will explain the activity/who will lead
- Consider how students will select a location (Student choice? Teacher choice?
Continuation of yesterday? Options?)
- Consider using Padlet, Google Docs, or paper
- Consider a Ticket Out the Door
- Consider using stations
Release the kracken! (20-25 minutes to plan, create materials, and prepare models)
- My role:
- Ask questions
- Offer ideas
- Keep students on task
- Students role:
- Plan activity
- Delegate roles
- Make decisions
- Create necessary materials or models
- Clarify understandings with one another
- AE:
- Communicating in a respectful, productive way
- Planned activity centers around specific descriptive writing techniques
- BE:
- All students participate
 - Distractions on the computer or otherwise are avoided
- Remain on task
Teaching to class (30 minutes)
- My role:
- The role students assigned to me
- Keeping other students on task
- Clarifying directions if necessary
- Students role (teachers):
- Lead the class activity (provide directions, clarification, etc.)
- Keeping peers on task
- Students role:
- Be respectful to peers
- Follow directions for activity
- Ask clarifying questions if necessary
- Produce descriptive writing centered on the chosen technique
- AE:
- Teaching students should use effective communication and leadership skills
- Other students should gain practice with specific descriptive writing techniques
- All students should write
- BE:
- Teaching students should be leaders, they are the teachers
- Other students should be listening to their peers and following directions with
minimal distraction
- Writing time should be quiet and focussed
Ticket Out the Door for teaching students:
- How would you grade your lesson on a 1-4? Why?