Danielson Model: Lesson Plan Design

Class- ​period 2 ELA -Middle School Room at Lakeshore Learning Center Date:​ 4/16/19

Unit: ​Lesson 1 Lesson Title:

Possible law to put a
limit on sugary drinks
for teens- your
opinion matters.

Content Standard Alignment:

● CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear
resistance and relevant evidence.
● CCSS.ELA-LITERACY.W.7.2 Write informative/explanatory texts to convey
ideas, concepts, and information through the selection, organization, and analysis
Of relevant content.
● CCSS.ELA-LITERACY.RL.7.10 By the end of the year, read, and comprehend
literature...in the grades 6-8 text complexity band proficiently, with scaffolding as
needed.

Lesson Objectives/Instructional Outcomes: ​(Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the
same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be
stated in the form of critical questions students should be able to answer.
● Students will be able to read an article and demonstrate understanding of the
article through class discussions and comprehensive questions.
● Students will be able to write arguments to support their opinion on the article
that we read.
● Students will be able to write a paragraph to respond to the prompt and use facts
they read in the article to support their opinions.

Relationship to Unit Structure: ​(Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous
lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?
● Previous lessons that I have taught in the last few weeks have addressed how to
expand sentences to add more details and how to properly write a 5-7 sentence
paragraph. My next week lessons will also focus on the basics of writing a
paragraph and will soon add the idea of editing and revising into a well-written
paragraph.

Instructional Materials/Resources:​ (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g.
paper based materials such as textbooks, technology equipment, science equipment or supplies, art materials or
equipment.
● NewsELA Article “Doctors ask for new law to limit sugary drinks” (9 copies)
● Paragraph Writing Prompt- Write a 5-7 sentence paragraph on your opinion on
the article (8 copies)
 ●
● Doc Cam
● Computer
● YouTube Video
https://thehill.com/policy/healthcare/435621-health-groups-back-taxes-on-sugary-
drinks-to-limit-access-for-kids
● http://youtu.be/hSE4tBDFuBA

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

● A common misconception could be that the students will think that when they are
writing an opinion piece, they can only use their own thoughts. I will reassure
them that they need to show their opinions but they can use details from the
article to help them to make their opinion paragraphs better and more concise.
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards,
goals and objectives of the lesson.
● Opinion writing
● Using evidence to support own ideas
● Comprehension of article concepts
● Sugary drinks taxes
● SNAP/food stamps

Introduction:
● Play YouTube video
https://m.youtube.com/watch?feature=youtu.be&v=hSE4tBDFu
BA​ to introduce the article
● Then read article together as a class

Instructional Activities:
Includes questioning techniques, grouping strategies, pedagogical approaches.
1. When starting ELA, we always watch CNN Student News, to
learn about what is going on in the world around us.
2. I will show the YouTube video to introduce the possible law
that the article will be talking about.
3. We, as a class, will be reading the article out loud. I will read
most and then ask for volunteers to “popcorn” read.
4. Have a short discussion on the article
5. Hand out the paragraph worksheet to the students and have
them write their opinion into a paragraph that uses facts from
the article to argue their point of view on the article.
Wrap Up-
Synthesis/Closure:
● Ask the students to briefly state their point of view on the topic
given.
● Have a small class share out on their opinions
● Do check in on how ELA went and then a short break

Differentiation According to Student Needs: ​(Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural or linguistic needs.
● For the students who need help, I will be walking around to help them on writing
their papers. I will also have Ms. O (the para) help either T or A who usually
struggles with writing. If needed, for T or A, I (or Ms. O) will have them dictate
their thoughts and write them down for them.

Assessment (Formative and Summative): ​(Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio
guidelines or rubrics if available submitted along with the lesson plan as attachments.
● The 5-7 paragraph opinion writing assignment is the formal assessment I am
using for this lesson. We have been working on writing paragraphs the last 2
weeks, so this this also a summative assessment on how the students have
understood the concepts that I have been teaching them the past few weeks. I will
I formally assess the students while we are reading the article as well as I will
informally assess them while I am walking around the room while they are
working on their paragraph on their opinion on the article that involves a possible
law that limits the amount of sugary drinks teens can drink.

Reflections: ​(Framework Domain 4a: Reflecting on Teaching)

What questions will you ask yourself ​after​ the lesson is taught?
● What went well about my lesson?
● What could I do differently for the lesson to go better or more smoothly?
● How can I get more of the students engaged in my lesson?
● Was the article used in this lesson relatable and did the students engage well with
it?