Mara Brandli Lesson Plan #1 LTM 621 - Alverno College

Describe the context: Notre Dame Middle School (Students, grade level, geographic 19 Female Students location, community and school Grade 6 population, socio-economic 1420 W Scott St. Milwaukee, WI 53204 profile, school culture, Mostly latino community availability of technology, Low to lower middle classes content, learning styles, ethnic breakdown, special needs, . . . Be English Language Arts - Advanced Reading Group detailed)

Learning Goals/Objectives Content Standards (CCSS) Affective Objectives: (related to student attitudes and values; think dispositions) Cognitive: (related to the mastery of knowledge: think Bloom) For help please go to Blooms
Taxonomy of Learning Domains

CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. SWBAT read her bio-poem to the class. SWBAT listen effectively to peers. SWBAT describe their opinions about reading and writing.

- I have been observing students complete a writing activity (a topic is given, and they must write a topic sentence). My Pre-Assessment: (What will observations lead me to believe that students in this class are you do/what have you done to proficient to advanced in their writing ability. know that the student(s) need to - The purpose of this first lesson is to pre-assess student be taught this information.) ideas/current knowledge about reading and writing as well as begin to establish a rapport as the observing teacher.

Assessment (Criteria / Look Fors; How will you assess learning? What will you do to know if the students have met the objectives?) What Rubrics or other scoring scales will be used? Students Self-Assessment

-For this lesson, the Bio Poem will be the formative assessment that will allow me to reflect on current knowledge and opinions regarding reading and writing. -Again, since this is the first activity and formative assessment, I will not expect a self-assessment.

-How does an individual become a life-long writer and/or Enduring reader? Understanding/Essential Question(s): (What are the big ideas? What thought provoking question(s) will guide the lesson?)

Instructional Procedures 1. Introduction -Who I am and why I am here. Write essential Learning Strategies: (Be sure question on the board: How does an individual become a life-long reader and writer? (3-5 minutes) to include specific strategies to 2. Pre-assessment: Writing/Reading Bio Poem (method of develop literacy of content) assessing opinions about reading/writing as well as learning student names) - Teacher models. (5 minutes) 3. Students write their own bio poem. (10-15 minutes) Introduction 4. Students stand up and share their bio poem with the class. Pre (How will you motivate, Students who are not sharing will write down the writers activate prior knowledge, what name and one piece of information that they found to be the will be your hook? . . .) most interesting or one question for the writer while each student presents. (20-25 minutes) 5. Exit slip - Based on the sharing of our bio-poems, how do During you think that a person becomes a life-long reader or writer? Demonstration (3-5 minutes) Participation

Practice

Closure Post Extension

Time (Total and Specific)

45-50 minutes

Student Accommodations Differentiation/Planning for Individual Needs (IEP goals if known; RtI; learning styles): Resources and Materials: Writing utensil, loose-leaf paper (Include technology where applicable/available/appropriate)

Reflection (What theory/theorists are you using to guide your practice/planning of this lesson?)

Bruner - Constructivism (comparing new ideas/concepts with current knowledge)