Lesson Plan Template for Observation (C-5)

Reading and Language Arts Standard of Organization and Focus - 1.1 Create a single aragra !" de#elo a to ic sentence and include si$ le and su orting facts.
Sequence of Lesson: Introduction:

Date of lesson: 11/18/2013 Time Allocation :

3 $inutes

%!e lesson &ill start &it! t!e re#ie& of t!e green' (ello&' red &riting tec!ni)ue t!at &as introduced in t!e re#ious lesson. *e &ill discuss and go o#er eac! color and t!e coding. +,reen $eans go and tell t!e to ic. -ello& $eans slo& do&n and tell t!e .e( idea. Red $eans sto and gi#e t!e details./ Students &ill do $otions t!at go &it! t!e colors and &ill c!ant aloud during t!e re#ie&. Students &ill t!en 0e introduced to t!e to ic of t!e lesson. %!roug! t!is lesson students &ill 0e a0le to &rite a aragra ! t!at includes a to ic sentence' su orting details' and a closing sentence. %!e students &ill 0e &riting a0out &!at t!ree t!ings t!e( &ould &is! for if t!e( &ere granted t!ree &is!es. %!e( &ill also include &!( t!e( &ould &ant to !a#e t!ese &is!es and &!at t!e( &ould do &it! t!e$.
Direct Instruction:

1 $inutes

2 &ill e3 lain to students t!at &e &ill 0e using t!e green' (ello&' and red $et!od to organize t!eir &riting. %!e to ic &ill 0e in green' &!ic! is t!ree &is!es. %!e .e( ideas &ill 0e in (ello&' &!ic! are s ecificall( &!at t!eir t!ree &is!es &ill 0e +i.e. to !a#e a class t!at listens' to !a#e a cleaner lanet' for all of $( students to 0e successful/. %!e red is for t!e details' &!ic! &ill tell &!( t!e( &ant t!e &is!es and !o& t!e( &ill use t!e$. Students &ill 0e re$ined t!at t!e( are using t!ese t!ree colors to literall( unerline t!e a ro irate section in t!eir outline. 10 $inutes
Modeled Instruction:

4sing t!e S$art5oard' 2 &ill s!o& t!e students !o& t!e outline &ill 0e co$ leted. 2 &ill $odel &!at one of $( &is!es &ould 0e' &!( 2 &ould &ant t!is &is!' and &!at 2 &ould do &it! t!is &is!. 2 &ill 0e using t!e sa$e outline t!at t!e students &ill 0e using' so t!e( are a0le to se e3actl( &!at t!e( &ill 0e e3 ected to do. %!e to ic &ill 0e in green +6( %!ree *is!es/. %!en 2 &ill roced to tell t!e students &!at $( first &is! is &!ile &riting it on t!e S$art5oard. Students &ill 0e re$inded t!at t!e( are &riting in 7ca#e-$an7 tal. &!ere t!e( do not use co$ lete sentences' rat!er s!ort )uic. &ords. 2 &ill t!en as. t!e students &!at color t!is needs to 0e coded. %!e ne3t ste &ill 0e to add details. 2 &ill do t!is and as. t!e students &!at color t!is needs to 0e coded. Students &ill res ond outloud' and &e &ill re eat toget!er so e#er(one is a0le to get t!e a ro riate color. 8uring t!e $odeling' 2 &ill also discuss !o& to turn t!ese .e( ideas into sentences.
Guided Practice/Checking for Understanding:

10 $inutes

2 &ill no& !a#e students tal. &it! eac! ot!er and !a#e t!e$ co$e u &it! a &is! t!at 2 can use as an e3a$ le. 2 &ill t!en !a#e t!e students s!are out &!at t!e( discussed and &rite t!e &is! on t!e S$art5oard. Students &ill t!en co$e u &it! reasons &!( t!is &ould 0e a great &is! to 0e granted' and !o& it could 0e used. %!e students &ill 0e a0le to color code &!at is &ritten u on t!e S$art5oard. Students &ill also discuss and guide $e in turning $( .e( ideas and details into sentences. *e &ill re#ie& our c!ant &it! t!e colors' &!at t!e( $ean' and t!en t!e students &ill 0e gi#en an outline to co$ lete on t!eir o&n.

21 $inutes

Independent Practice:

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%!e students &ill 0e co$ leting t!e sa$e outline t!at 2 co$ leted on t!e S$art5oard' 0ut t!e( &ill use t!eir o&n ideas. 2n doing t!is outline' students &ill 0e using cra(ons or colored encils to underline t!e sections t!at coincide &it! t!e to ic' .e( idea' and details. 2 &ill 0e a0le to see if t!e students are understanding t!e conce ts 0ased on !o& t!e( are a0le to co$ lete t!e outline inde endentl( and !o& t!e( are a0le to color code it. Once done &it! t!e outline' t!e students &ill 0e a0le to turn t!eir outline into a aragra !. +%!e students &ill re#isit t!eir outline and co$ lete t!e aragrao! during t!e ne3t lesson./
Differentiated Instruction for Focus Students:

As needed

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