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Saint Josephs University

Pennsylvania Standards Aligned System

Lesson Plan Format
Candidates Name: Jessica Sweet

Course Prefix/Number/Section: SPE

Date Week of 9/27/2015 Subject DHH Skill intervention Grade Level: 9-12
Duration: Day 1 of 3
Lesson Topic: Written Language/The writing Process
1. Essential Questions (Linked to Big Ideas)
What are the steps of the writing process and how can
they help you create well-written essays?
2. Learner Outcomes (Instructional Objectives)
Students will recognize and utilize the first two steps of
the writing process.
3. Related Academic Standards: Common Core and/or PA Standards
4. Vocabulary
Writing process

To face
makes you
who you are

5. Materials/Resources
Student Journals
Vocabulary visual resource
Examples of personal triumph
Video Clips
Brainstorming graphic organizers

6. Instructional Procedures
i. Students will complete their daily journal entry
upon entering the classa journal prompt is
displayed via the computer/projector with a
powerpoint presentation. Their answers are written
in their journal/composition books.
ii. Todays journal prompt will be: Tell me about one
important event/experience from your life
iii. Students will be given their writing limits (10
sentences, a page, or full page)
iv. Students will share their story with the class and
discuss difficulties and challenges of the experience
i. Students will watch two video clips
1. Explaining what a personal narrative is
v=XTVWUKBjp1othe captions on this video
are not perfect, but I will be pausing the
video throughout and explaining what is
being presented. Two of the three students in
the class have no usable hearing for speech
perception, so interpretation of the video is
essential since they also both struggle with
reading comprehension of captioned material
2. Writing process required to create well
written essays
3. Students will complete a vocabulary analysis
using the visual dictionary to identify the
meaning of the words within the assigned
writing prompttriumph, challenge, success,
achievement, identity, who you are, to
face a situation. Student definitions will be
shared to create class definitions and
synonyms to use in their understanding
4. Writing prompt: Explain what experiences in
your life have allowed you to triumph and
become who you are today.

5. Students will view various graphic organizers

as filled out as an example by the teacher
using her own personal triumph situations
and will be allowed to pick their organizer of
choice to begin brainstorming

i. Students will be given class time to work
independently with rotating teacher support to
identify the parts of their past that effect their
current identify. The goal of the class is for students
to completely fill out their brainstorming guide of
choice in preparation for the upcoming lesson of
drafting a personal narrative.

7. Addressing Learners Diverse Needs

Accommodations and adaptations
o This class is geared specifically for students who are
deaf and hard of hearing. Instructional objectives are
derived from student IEP goals as well as areas of need
as related to the students various course curricula.
o All presentation methods are designed for the DHH
student with particular attention paid to the visual
learning preferences of the students in the class.
Information is scaffolded in a way that bypasses
possible gaps in the student learning and is paired with
pre-instruction in related information to ensure that
the students have the required prior knowledge to
understand the instruction.
o English grammar is the weak area for each student,
and this lesson is designed to focus on their academic
strengths and authentic learning experiences while
simultaneously challenging to improve their areas of
Challenges for advanced learners
o For students who excel in the instructional objectives,
the parameters of the lesson including length and level
of expectations are set higher than for the students
who struggle more.

7. Formative/Summative Assessment
Students ability to use resources to complete definitions
of relevant vocabulary will suffice as informal
assessments as will the completion of the visual diagrams
as their understanding of the first step in the writing

8. Data Analysis and Reflection on Planning/Instruction; Plans for

Reteaching (as applicable)

Summative assessment results in combination with

details from teacher observation will be used to identify a
need for additional instruction in this objective or the
need for acceleration in related instructional tasks.
Students vocabulary definitions will be graded and data
collected to identify their level of understanding in the
Student created brainstorming organizer will be analyzed
to note if student was able to pull relevant supportive
details into the narrativeif the student is able to
correctly use 3 or more supportive details in the
brainstorming step then he/she will have demonstrated
satisfactory achievement in this objective.

Graphic Organizer Choices