KTIP Source of Evidence: Lesson Plan

Name __Kristi Wertz_________ Date of Lesson: ____Day 12___ School: __Madison Southern High School _____

Grade / Age: _____Freshman______ Subject & Topic ____Revising Paper___________

# of Students: ____24__________ # IEP / 504 _______4____ # G/T _______0______ # ELL ______0________

Lesson Title / Topic:

_x_ teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __ Team

1. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach. Strand: Writing, Cluster: Production and Distribution of Writing, Grade: 9-10
Current lesson’s learning targets / objectives: I will be able to revise and edit papers.

2. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.
I will ask the students if they have done peer editing in the past. If they have, I will ask what they did.

3. Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.
Each student will have to fill out a peer review sheet for two of their classmates. This sheet will include things such
as grammar errors, points of confusion in the paper, something good within it and something they can improve on.

4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
Each students paper
Peer review sheets
Projected peer review sheet

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures Accommodations / Adaptations

1. I will greet students as they enter the room.
2. I will ask students if they have done peer editing in the past and if
so what they have done.
3. I will go over how to peer edit using the sheet they will be using
with a research paper I was writing with them.
 4. I will model what they will be doing for peer review. If its
underlining points of confusion or mistakes as well as writing down
something good and something to improve on in the paper.
5. I will pass out one peer editing sheet to each student and have
them trade papers with one student. If this gets to crazy, I will just
have the students raise their hands and switch the papers for them.
6. I will have the students work through the first paper they have with
the peer editing sheet.
7. When the students complete that one, I will have them turn in their
peer editing sheet and switch papers with someone else. I will hand
them another peer editing sheet when this occurs.
8. After students the students have finished their second peer editing
sheet, they will turn it in.
9. When all of the students are done with peer editing two papers, we
will discuss what they learned from this.
6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.