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As I reflect on my two-day lesson plan on writing a summary in a third-grade English

Language Arts classroom, I consider how my planning and preparation contributed to the
effectiveness of writing this lesson. By referencing Danielsons Framework for Domain 1, I
incorporated the six components into my lesson. Through this, I could effectively deliver not
just a lesson plan but a learning path for the students to build their skills upon.
Under Domain 1, the first component in the Danielson Framework is to demonstrate
knowledge of content and pedagogy. During the planning and preparation process, I consulted
with school curriculum materials as well as articles from Literacy Today and Ed Leadership on
how to develop lesson planning into more than a plan but rather a lesson path.
To meet the second component of demonstrating knowledge of students, I needed to take
into consideration how I was going to teach students of a diverse classroom. Currently, there
are no students with an IEP. However, there are two students who are designated as non-English
speakers. Accommodations were made for the ESL students by allowing them to work with a bi-
lingual peer and to write in their native language. In addition, I reflected on how I can connect
the lesson to each students unique learning style. I knew I had to deliver a lesson that would
appeal to my auditory learners, the visual learners, and the kinesthetic learners.
In developing the third component of setting instructional outcomes within this lesson, I
referenced the school based curriculum materials that are aligned to the Common Core State
Standards for Pennsylvania. The state standards outline the expected learning outcomes the
students should be expected to achieve in their grade level. Essentially, I was able to use this
information to drive my lesson delivery.
By demonstrating knowledge of resources in the fourth component, I can apply various
teaching techniques and visuals to enhance my lesson. In other words, bring creativity and
engagement into the student learning process. For my lesson on summary writing, I found a
printable visual that students would find appealing and relatable to the lesson topic. The
printable that was chosen was multi-faceted because it allowed for my auditory learners to listen
to the lesson, my visual learners to see what I was teaching and kinesthetic learners to learn by
coloring the lesson.
Culminating in the design of coherent instruction, the fifth component encompasses how
well I put together all the other components. For this lesson, I used the teaching strategy of I
do, we do, you do along with the visual and printed material. By using this type of strategy,
students are given modeling first by the teacher, then teacher and students together on examples,
and finally students are able to practice the skill independently during class. Independent
practice for students is rooted in problem-based learning. For this lesson, students were given
the writing prompt Tell about a time you helped someone out with a problem. Through this
lesson, students were able to apply higher-order thinking skills by applying what they learned,
analyzing how to connect their story in a logical sequence, evaluate their selection of connecting
words, and to create a logical story.
The nucleus of any lesson is the final component in Domain 1 of Danielsons Framework.
A variety of assessments are needed in order to understand student learning and if the
instructional outcome has been met. For this lesson, I used both a formative and summative
assessment. I chose teacher observation because it is through the verbal interactions with
students that a teacher can truly listen to the student speak as they ask questions or express
concerns about the lesson. As a summative assessment, I chose to create a rubric. A rubric is an
effective assessment tool that establishes beforehand for the student what is expected in their
writing. Fundamentally, it is their blueprint that will guide them toward success.
While this lesson was delivered to the students, the writing process is still on-going. The
students were given a choice to hand in what they have written to date or they can take the long
weekend to complete their writings. The students chose to continue to work on their writings
over the weekend.