EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

9/25/2017
Lesson Day (Unit day/Date) Sara Nyholm
Name 2
Grade Level Whole group, partner, individual
Grouping

How will this lesson support the learning goal?

Big Idea/ Essential Question How does interaction with text provoke thinking and response?
(1c: Setting Instructional Outcomes)
(1 point)

Objective(s)
(1c: Setting Instructional Outcomes)
(2 points) I can give feedback to myself and my peers about narrative writing.

Taking the learning goal into consideration, what is the objective(s) of

this lesson that will support progress toward the learning goal.

Objectives should be learner focused (not what the teacher will do or

accomplish), observable (use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.

PA Standards (2 points)
www.Pdesas.org/Standard/view or CC.1.4.2.T- With guidance and support from adults and peers, focus on a topic and
https://www.pdesas.org/Page?pageId=11 strengthen writing as needed by revising and editing.

ISTE Standards (if applicable)

RJM Fall 2017 SLO Lesson Plan Template 1

 Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
(2 points)
What texts, digital resources, & materials will be used in this lesson?
How do the materials align with the learning objective(s)? If
appropriate, what educational technology will be used to support the
learning outcomes of this lesson? How do the resources support the
learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(3 points)
__8__ minutes
How will you set the purpose and help students learn why todays lesson
is important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
RJM Fall 2017 SLO Lesson Plan Template
Chester by Melanie Watt
Stories written in writers notebooks
Checklist/Feedback handouts, inspired by
http://www.pdesas.org/ContentWeb/Content/Content/22508/Lesson%20Plan
Document camera
Our students have been preparing narrative stories in their writers notebooks for the
last week. They will bring these stories to the lesson for revising. I prepared my own
story in my writers notebook in need of revising, my story will be used to model a
revising conference between Mrs. Dzielawa and myself.
Mrs. Dzielawa and I decided to read Chester by Melanie Watt to our students to start
the lesson. In the book, Melanie begins her story only to be interrupted by Chester,
one of the characters in her story. I will read the part of Melanie, and Mrs. Dzielawa
will read the part of Chester. Students will hear the two voices in the book, and the
back and forth that occurs in revising. They will see that we all need help in our
writing, and peers and teachers can help make our stories better.
I found the checklist and feedback documents on the PDE website, but adjusted their
content for our lesson. (see attached document) In this initial lesson, we want our
second graders to begin thinking about theirs and others writing. I proposed the idea
of using the feedback, I like, I wonder, and What if to get the students started.
The document camera is a great tool in our classroom we use often. Through the
document camera, students can easily see our working through the story and
worksheet. It allows us a much smoother modelling than we could do without it.
Read Chester by Melanie Watt.
Mrs. Dzielawa reads part of Chester, Miss Nyholm reads part of Melanie.
Notes:
Be extra enthusiastic
Engage with Mrs. Dzielawa as she reads
Stop and ask, What are you doing?
2

Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(10 points)
__30__ minutes
Exploration (Model): How will students explore the new concepts? How
will you model or provide explicit instruction? You MUST include a
teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they apply
the new concept? How will you allow them to practice (with teacher
support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
Closure
(1e: Designing Coherent Instruction)
(3 points)
_2__ minutes
How will students share or show what they have learned in this lesson?
How will you restate the teaching point or ask students to do so and
clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
RJM Fall 2017 SLO Lesson Plan Template
Discuss characteristics of revising a story. Use what Chester did as a guide.
Chester took Melanies writing and added details. Chester did not want to
change all of Melanies writing, just make it more interesting and clear for
the reader.
Model revision with Miss Nyholms story, using feedback review sheet.
Ive written a story in my writers notebook, and Im going to ask Mrs.
Dzielawa to read it for me. I like what Ive written, but I want to see what she
says. She might have some ideas I didnt.
{Mrs. Dzielawa read story, and respond with I like, I wonder, What if}
Thank you for your thoughts and ideas! I can use some of what you told me to
revise my writing, I can go back and change some of my writing. Also, I have
feedback for myself after hearing my writing. {Miss Nyholm record on page
with I like, I wonder, What if}
Pass out student papers and break into partners. Allow students to pick their
own partners.
Students will read your partners rough draft to them. Student reading will
give feedback and record on feedback worksheet. Students may also write
directly in the writers notebook.
Partner gives you ideas to change your writing. Students will use feedback
sheet of I like I wonder and What if.
Teachers will rotate through classroom, listening to students conferencing.
Ask about their progress and any questions they may have. Guide them back
to engaged, on-task behavior if off-task. Teachers will redirect students, and
guide them through feedback giving and receiving.
Possible questions: Did you finish xs piece? What did you like? What do you
wonder? What else could they add?
Students will share pieces of their feedback with the class.
Teacher will make note of specific partners to highlight their feedback and
peer interaction. Take note of specific I like to share, ones that highlight
detail. Take note of specific I wonder, ones that highlight needing to add
detail.
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 Be sure to check in with student x often to redirect to task.
Differentiation Be sure to check in with student y often to monitor peer interaction.
(1e: Designing Coherent Instruction) Be sure to check in with student z for understand of prompt and further
(2 points) explanation of concepts.

What differentiated support will you provide for students whose *X, Y, Z are specific students with names omitted to protect identity.
academic development is below or above the current grade level?
What specific differentiation of content, process, products, and/or All students will complete the same worksheet, some will be expected to have
learning environment do you plan to employ to meet the needs of all of full sentences written, while others may verbalize their work to their partner
your students? as their partner takes notes.
How will your lesson be supportive for all students, including English Students who are still working on writing their story may continue to do so,
Language Learners, and build upon the linguistic, cultural, and teacher will conference with them later for additional help.
experiential resources that they bring to their learning?
How will your lesson promote creative and critical thinking and
inventiveness?
Consistent circling back to student x. Teacher may transcribe their
Accommodations ** (see note below) feedback on theirs and their partners worksheet.
(1e: Designing Coherent Instruction)
(2 points)

What classroom accommodations do you plan to employ to increase

curriculum access for students identified with special education needs or
504?

Describe how these accommodations align with the current

Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).
None.
Modifications**(see note below)
(1e: Designing Coherent Instruction)
(2 points)

What curricular modifications and/or changes in performance

standards, if any, do you plan to employ to facilitate the participation of
students identified with special education needs?

RJM Fall 2017 SLO Lesson Plan Template 4

 Check in with all student groups during partner time at least once. Depending
Assessment (Formal or Informal) on feedback, circle back.
(1f: Assessing Student Learning) Take notes in student binder after lesson, monitor peer interaction, and
(3 points) feedback type.
Review feedback sheets.
How will you and the students assess where the learning objectives,
listed above, were met?

Each formal or informal assessment should describe how it is aligned to

the above objective(s).

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 Reflection on Instruction
(8 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a
good lesson? Below are some questions to assist you in your reflective
process (Danielson, 2008):
o What evidence did you collect to demonstrate that your students
have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you teach
this lesson in the future? What misconceptions, if any, do you
need to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and
your use of physical space. To what extent did these contribute
to student learning?
o Comment on different aspects of your instructional delivery
(e.g., activities, grouping of students, materials/resources
utilized). To what extent were they effective?
RJM Fall 2017 SLO Lesson Plan Template
o What evidence did you collect to demonstrate that your students have met or
are progressing towards the learning outcomes/objectives?
While students still have them in their unfinished work folder, the feedback
worksheets are a key piece of data I collected during the lesson. Additionally, I
monitored peer interactions, partners that may or may not work well together, and
various forms of feedback students gave each other. Some students were spot on
in their feedback, while others will need more scaffolding to grasp the concept.
For their first time with this task, I learned a lot about their understanding of text
and views of writing.
o View student work samples. What do they reveal about the students level of
engagement and comprehension?
One student, sitting near the front zoned out for the end of the lesson, and broke
down after. He needed one-on-one teacher help for a good part of the partner
work. On the other hand, one sitting towards the back of the room was very
engaged in critiquing anothers work. He shared solid understanding of revisions
and editing from the beginning of the lesson. Most other students fell somewhere
in between these two students. I answered questions about the differences
between revisions and editing, guided students to specific feedback, and redirected
them to task.
o What changes, if any, would you make to the lesson if you teach this lesson in
the future? What misconceptions, if any, do you need to clarify before
teaching the next lesson?
If I could go back, and re-plan my lesson I would ask students for feedback on my
writing. Then, I would be able to display examples of model feedback. I would
also shorten the carpet time at the beginning, to allow more time for the closure.
Furthermore, I may pair partners rather than allowing students to pick. I noticed
the groups of three were not nearly as productive as pairs. If I could go back, I
would keep students at their desks instead of so spread out in the room. This
would allow me to travel quicker between groups, and keeps my eyes on all pairs.
Finally, after our conference after the lesson, I thought more about having the
partners read each others work. For our first time revising, I would go back and
change this to having our students read their own work to each other. This would
allow students to focus more on listening to the story for feedback. Before the
next lesson, the students need more explicit instruction in feedback and revision
strategies.
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 o Did you stray from your lesson plan? If so, how and why?
We did stray from the lesson by opening the lesson asking students what they
already knew about revising and editing. Our one student had a very strong
background knowledge in the topic. We also did not leave enough time for
closure of our lesson. This is a key piece Id like to work on for the future. Also,
in the moment and in my nervousness, I forgot my teacher talk dialogue. Next
time I will practice more so it seems more natural in my whole group instruction.
o Comment on your classroom procedures, student conduct, and your use of
physical space. To what extent did these contribute to student learning?
Mrs. Dzielawa and I made good use of the whole room for the lesson. The carpet
we find is the best place for whole group instruction, especially in lessons
involving the document camera. We use ready-set-go to leave the carpet,
another procedure that works well. When students moved to all parts of the room,
some chose good spots conducive to learning, while others were hoping to hide
from the teachers view. As I mentioned earlier, for this task in the future I may
have students stay at desks or desks and tables only. An area of improvement is
our transitions. Moving students out of our lesson and to the next learning activity
was not as smooth as I would hope. I think for the future a displayed timer may
help some groups, or possibly a minute countdown from 5 at each minute.
o Comment on different aspects of your instructional delivery (e.g., activities,
grouping of students, materials/resources utilized). To what extent were they
effective?
Allowing students to pick their partners had its pros and cons. On the positive
side, students were very comfortable sharing their writing with chosen partners,
and were often open to feedback from their chosen part. Consequences of
students picking their own partners include added distractions from peer
relationships, and mixed ability partners affected their progress in the learning
activity.
I think the feedback worksheet I brought scaffolded the students to their task well.
It allowed me to easily monitor progress of the groups as I circled the room. The
drawback of the worksheet, is it may have limited discussion between partners
who were focused on the act of writing instead of feedback.
Chester was a wonderful book to introduce the lesson to the kids. I think they
really enjoyed the story, enjoyed our enthusiasm, and learned about revision. The
instruction decision to team read the book fit our objective to conference with
another person perfectly.
Overall, I am proud of this lesson. Mrs. Dzielawa and I work well together, and
the students respect me as their teacher through her respect of me. They respond
to my teaching and feedback, which makes learning activities more effective.
Thorough planning and preparation was also key to my success. We planned on
Friday, and again in the morning where I came with a checklist of questions I still
had before we got started. Our communication and game plan was the real
RJM Fall 2017 SLO Lesson Planpart
successful Template
of the lesson Monday. I feel confident our students are prepared to7
give each other feedback again, and add to their revising with our next lesson in
editing.
**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

RJM Fall 2017 SLO Lesson Plan Template 8

LW-2-1-3_Revising Feedback

Authors Name: Date:

Editors Name: Date:

Revising Feedback

What I think What my partner thinks

I like I like

I I
wonder wonder

What if What if

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