Course Description

TEACHER: Sam Wilson - Gray COURSE: DEPARTMENT:

GRADE LEVEL: 2 TOTAL STUDENTS 6 DATE: 2/6/17 -
TIME/PERIOD
TOPICS: Writing Special Ed

PA State Standards
Referenced from http://www.pdesas.org/ or http://www.pakeys.org/pages/get.aspx?page=EarlyLearning
for PA State approved academic standards

Text Types and Purposes:

CCSS.ELA-Literacy.W.2.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply
reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons,
and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points,
and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of
closure.
CCSS.ELA-Literacy.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising
and editing.
CCSS.ELA-Literacy.W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.L.2.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
CCSS.ELA-Literacy.L.2.2.e
Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
Knowledge of Language:
CCSS.ELA-Literacy.L.2.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Objectives
Objectives correspond with PA State Standards listed above.

SWBAT write opinion pieces where they restate the question with their opinion and use two supporting details.
SWBAT use language to express their feelings.
SWBAT focus on a topic while writing with support from a teacher.
SWBAT revise and edit their work with assistance from teachers and peers.
SWBAT use proper capitalization, punctuation, and spelling in their writing.
SWBAT use dictionaries as needed to correct spelling.
Lesson Introduction: (5-7 min)

Administrators initials: _____________

Everyday:
Teacher reads story aloud to the group.
Choral Read (everyone reads it aloud together)
Partner Read Partners take turns reading the passages to each other with other student tracking.
Choral Read again.

Ask questions and short discussion of the story as necessary.

Activities/Procedures: (25-30min)
Lesson Plans are conducive to student achievement and focus on PA State standards and objectives

Day 1 and 2: Comprehension Questions to Fluency Passage

Answer the questions together. Answers will be modeled on dry erase sheet that states the sentence.
Students should answer the question out loud in complete sentences before writing their answers.
Example: Why is Meg sad?
Model: Meg is sad because she broke the pad.
Practice speaking in complete sentences. Avoid starting sentences with because.
If students are unsure about an answer, model your thinking about how you would find the answer. Reread the
question to the student(s), think about what it is asking and how you would reread the passage. Reference to the
keywords in the question.

Day 3 and 4: Weekly Prompt

Answer will be modeled on dry erase board or separate sheet of paper that states the sentence.
Students should answer the question out loud in complete sentences before writing.
Practice speaking in complete sentences. Student answers will be written for them and they will copy on Day 3.
Day 4 students should practice writing independently restating, using supporting details, capitalization, and
punctuation.

If there is time left over, students should practice their sight words rainbow write, stair step, sentences.

Administrators initials: _____________

 Closing& Assessment: (5-7 min)
Once students complete their writing, they should read it to the teacher. Any mistakes should be
addressed/discussed and corrected.

Assessment Procedures: (check all that apply)

Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Presentation Notebook Check
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios

Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Text Book: Other: weekly story, questions with space for answers,
Graphic Organizer/Handouts(s): writing prompt sheet
Technology:

Accommodations

They have their own folder with words that they They will have their sentences and answers written
frequently use to help them with their spelling. down for them to copy onto their paper 3 of the 4 days.

Differentiated Instruction

Teacher read, choral read, partner read, choral read.

Administrators initials: _____________
Practice and repetition!

Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:

INTASC 2: Child development and learning theory

The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Evidence/Reflection:

INTASC 3: Learning styles/diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Evidence/Reflection:

Administrators initials: _____________

INTASC 4: Instructional strategies/problem solving
The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

INTASC 5: Motivation and behavior

The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

INTASC 9: Professional growth/reflection

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Evidence/Reflection:

INTASC 10: Interpersonal relationships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
Administrators initials: _____________
 students learning and well-being.
Evidence/Reflection:

Administrators initials: _____________