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Teacher Candidate: Stacy LaBounty

Date: March 14, 2016

THE UCI LESSON PLANNER


Part 1: Classroom Information
Grade: 5

Content Area: English Language Arts

Group Size: 28 Lesson Length: 45 minutes


Student Context:
Identified Needs

Accommodations

Students with Special Needs


(IEP and/or 504)

1 IEP

May work around room where


comfortable; may take breaks if
overwhelmed; work with
teacher individually or with
resource teacher when writing
independently

Students with Specific


Language Needs (ELL)

2 Early Advanced ELLs

Explicit modeling, visuals of


structure, sentence frames, think
pair share

Part 1: Planning for the Lesson


A: Standards
i. Key Content Standard:
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas
are logically grouped to support the writer's purpose.
CCSS.ELA-LITERACY.W.5.1.D
Provide a concluding statement or section related to the opinion presented.
B. Objectives
i. Learning Objective/Goal: The students will (DO __) to (LEARN ___).
Based on a graphic organizer students have filled out detailing the pros and cons of being a Rebel and a
Tory, students will fill out a graphic organizer for writing an opinion piece about whether Tim Meeker
in My Brother Sam is Dead should support the Rebel or Tory cause. Students will use the graphic

organizer to write their opinion piece consisting of an introduction, one body paragraph, and a
conclusion.
ii. Language Objective (transfer this from "Incorporating Academic Language"):
Students will justify whether Tim Meeker in My Brother Sam is Dead should support the Rebel or Tory
cause.
C. Assessments:
Informal assessment strategies you will use during class (What evidence will you see and/or
hear and how will you note it?)
Make note of responses in class and group discussions
i.

Written assessment you will use to determine, for each individual student, to what extent
they have met your learning objectives. (What evidence will you collect?)
Opinion piece graphic organizer, final opinion piece
ii.

D. Lesson Resources/Materials (e.g., handouts, manipulatives, text pages, special supplies):


Pro/con graphic organizer, opinion graphic organizer, Chromebook

Part 2: Instructional Sequence - Engaging Students in the Learning Process


Introduction (5 min.): Describe how you will 1) make connections to prior knowledge, tap into their
experiences and interests or use a hook, AND 2) let students know what the objective of the lesson
is.
Remind students that last week we finished MBSD and filled out a graphic organizer with the pros
and cons for being a Rebel and a Tory.
Remind students that they should have also put a star next to the side that they would have supported
based on all of the pros and cons.
Tell students that today we will be filling out another graphic organizer in order to state and support
their opinion and write about it.
Body of the Lesson (35 minutes): Describe step-by-step what the teacher and the students will be
doing during the lesson.
Show students graphic organizer on document camera. Ask students if the organizer looks familiar.
Confirm students filled out the same organizer for their last scholastic debate. Compliment students
on how they filled it out, and encourage the same thoroughness this time around.
Give students time to work independently on graphic organizer. Tell students that if they finish their
graphic organizer, they may read silently at their desk
When most students are done, have them stop and share with a partner.
Call students back together. Have them flip over their graphic organizer, even if they are not done
Let students know we are going to talk about what their essays should look like
Co-write introduction as a class
Let students know it should contain background information about the story as well as
their opinion- time period, problem in the story, opinion (no reasons)

Let students know they may borrow parts or sentences from this introduction or create
their own
Show students body structure
Reason 1- evidence from story, reason 2- evidence from story, reason 3- evidence from
story
Just one meaty body paragraph
Show students what conclusion should consist of
Restate your opinion, remind readers why this issue matters or suggest ways they can
take action
May also restate reasons with opinion
Send students back to work independently on finishing graphic organizer or typing opinion
Have students create a new Google doc, title it ##.Tory/Rebel, and share it with Miss Keller
Closure (5 minutes): Describe how you will prompt the students to summarize the lesson and restate
the learning objective.
Have students close Chromebooks
Ask students to share out what they have written as their conclusion on their graphic organizer.
Remind students they need to restate their opinion and tell the reader why the issue matters

Part 3: Incorporating Academic Language


(to be completed after you have planned the content part of your lesson plan)
1. Describe the rich learning task(s) related to the content learning objective.
Students will fill out a graphic organizer and use it to start writing an opinion essay
2. Language Function: How will students be communicating in relation to the content in the learning
task(s)? Identify the specific function (purpose or genre) you want to systematically address in
your lesson plan that will scaffold students to stronger disciplinary discourse. The language
function will always be a verb. Some examples are: describe, identify, explain, justify, analyze,
construct, compare, or argue.
Students will justify their opinion
3. Language Demands: Looking at the specific function (purpose or genre) your students will be
using, what are the language demands that you will systematically address in this lesson?
Vocabulary:
Key to this lesson: Rebel, Tory
Syntax1: Tim should support the _____ cause because ____________.

1 Use of a variety of sentence types to clarify a message, condense information, and combine ideas, phrases, and clauses.

Discourse2: 3 paragraph essay


4. Language Objective: What is/are the language objective(s) for your lesson? (The students will
(FUNCTION) (LANGUAGE RELATED TO CONTENT) (SYNTAX AND/OR DISCOURSE)
For example: The students will compare different types of parallelograms using transition words
such as similarly, different from or by contrast. Note: be sure to copy and paste this into the top of
the lesson planner.
Students will justify whether Tim Meeker in My Brother Sam is Dead should support the Rebel or Tory
cause.
5. What does your language objective sound like/look like for different levels of language learners?
Ask yourself, What would the students say/write when using the language function. Remember
to consider the language demands while creating sample language that the students might use.
Emerging

Expanding

Bridging
Tim should support
the _____ cause
because
____________.

6. Language Support: What instructional strategies will you use during your lesson to teach the
specific language skill and provide support and opportunities for guided and independent practice?
Instruction
Outline structure

Guided Practice
Co-write introduction
paragraph

Independent Practice
Reference structure to write
own piece

Part 4: Lesson Analysis


In addition to answering the questions below, annotate (make notes on) the actual lesson plan to
indicate what worked, what didnt, missed opportunities you had, where you collected evidence of
student learning, how you monitored students, and other anecdotes.

LEARNING GOAL
2

Discourse includes the structures of written and oral language, as well as how member of the discipline talk, write, and
participate in knowledge construction.

1. What was your content learning objective/goal?


Based on a graphic organizer students have filled out detailing the pros and cons of being a Rebel and a
Tory, students will fill out a graphic organizer for writing an opinion piece about whether Tim Meeker
in My Brother Sam is Dead should support the Rebel or Tory cause. Students will use the graphic
organizer to write their opinion piece consisting of an introduction, one body paragraph, and a
conclusion.

EVIDENCE
2. a) What specific examples of student learning do you have that showed students met or made
progress toward the content learning objective? Please complete the chart below.
Teacher Actions &/or Strategies

Evidence of Student Learning

Why should Tim Meeker join the Tory


cause?

Their army is better trained and has more


resources.
Have support of the British King.
Financial means.
Rebels captured his father.

Why should Tim Meeker join the Rebel


cause?

Fighting for countrys freedom.


Taxes should support own country.
Greater cause.

b) Write a narrative that explains the decisions and strategies you used that led to successful
student learning of your content learning objective.
My ultimate goal was for students to write a three-paragraph opinion essay. I scaffolded them by
having them fill out graphic organizers that built on each other in order for them to have all of the
information necessary for writing their essay. Because students had a graphic organizer of pros and
cons, they were able to fill out the graphic organizer stating their opinions and reasons. Because
students had a graphic organizer with their opinion and reasons, they were successful in writing
their opinion essay. I also co-wrote an introduction paragraph with students after letting them know
my expectations. This gave students an example of a strong introductory paragraph.
c) What evidence is missing? What would you do to capture this evidence in the future?
I am missing evidence of students ability to support their reasons with multiple pieces of evidence.
I required students to support their reasons with a detail from the story, but did not require any
additional evidence. In the future, I would ask students to include evidence in a graphic organizer
and/or in their final writing piece.

3.

a) What specific examples of student learning do you have that showed students struggled to meet
or make progress toward this goal? Please complete the chart below.

Teacher Actions &/or Strategies

Evidence of Student Learning

Why should Tim Meeker join the Rebel


cause?

In the end they win.

Restate opinion and remind reader why it


matters or how they can take action.

I dont know what to write for this.

b) Write a narrative that explains the decisions and strategies that may have interfered or created
missed opportunities in terms of student learning.
I did not collect students initial graphic organizer with pros and cons. When I asked students to
refer to this graphic organizer in order to complete the next, some could not find theirs. When I saw
that multiple students lacked the necessary material, I projected a teacher copy that the class helped
create. Without this graphic organizer, students struggled to develop their opinion and reasons.
c) What evidence is missing? What would you do to capture this evidence in the future?
I am missing evidence of students recognition of a counter argument. Some students may have a
clear understanding of both sides, but others may have simply picked the side what they had more
to write about, without understanding the complexity of the argument. To capture this evidence in
the future, I could include a part of the graphic organizer that asks students to recognize the counter
argument, but refute it.

ALTERNATIVE STRATEGIES and NEXT STEPS


4. Considering student learning, if you were to teach this lesson again, what decisions and strategies
would you change (in planning, instruction, and/or assessment) to teach an upcoming lesson? How
do you expect these strategies to impact students achievement of the lesson learning goal(s)?
If I were to teach this lesson again, I would collect all materials from students at the end of each
previous lesson. That way, I would ensure that all students had their own work to reference when
completing their graphic organizer and writing their essay. This would impact students
achievement of the learning goal by allowing them to achieve the goal using work that they have
previously put the effort into. Students would be more successful working with materials with
which they are familiar, that with work projected by the teacher.
5. Using the evidence of student learning described and observed, what will be your next steps in
future instruction with the class, small groups, and/or individual students?
In future instruction with the class, I will continue to scaffold writing with graphic organizers that
break down the elements of the writing piece. I feel this benefited students in this particular lesson,
so I will continue to do so. With small groups, I will group students by ability level, and have them
peer edit each others pieces. Sometimes editing and revising is hard to do with your own work, so
allowing students to work together will improve their writing. With individual students, I will
address their needs when the whole class is working independently. Because I know students will
work diligently on a new assignment on the Chrome Book, I know I will be able to give struggling
students the attention they need in order to be successful.