ED 285 Lesson Plan Template

Adam Nottoli 3/11

3 Easy steps to your conclusion English/Writing

Routine/Strategy used:
Grade Level: 9th
None

Core Components

Learning Objective: Students will be taught the three components of writing a

conclusion, then will be able to use those components to create the conclusion
to their Literary Essay.

Routine/Strategy: My plan was to give the students a quick lesson on what

parts go into a conclusion and how they would be graded. Then, with a lot of
time allotted for students to work on their conclusion, I would have time to go
around the class and help individuals with specific questions.

Common Core or other State Standard(s): ELA Literacy 9-10.1A, 9-10.1C,

9-10.1D,9-10.4,9-10.5

Audience:
9th graders who just finished a novel of independent reading.

Assumptions that you have regarding prior knowledge or understanding

regarding lesson strategy and/or content: Students should have finished
their novel by now and have been learning about the other parts of a Literary 5-
paragraph essay.

Accommodations/Modifications: My students had had over two weeks to

learn the material using my teachers specific style of creating documents to
present to them. Because of this, I made my document in a similar style to my
mentor teachers and even included examples from my own writing to make it
more applicable to students.

Literacy components of the lesson and how they will be addressed: This
lesson addresses Writing and how to craft a good ending to your five
paragraph essay.

Assessment (formative and summative):

Summative: By the end of the next week, students should have their essays
done and turned in.
Formative: Each paragraph is due each day, so the conclusion should be
finished by the end of class time.

Use of technology and how it contributes to effective instruction: Use of

the projector in getting my document out to all students at the same time.

Materials/Resources used: Document, Chromebooks for writing, internet for

research.

Classroom Management strategies used: I present to all students at the

same time, then made sure to make myself accessible by traversing the
classroom, and helping at any given point. I made sure all students were on
task as I passed by them.

Description of Handouts/Supplementary Material included with this

lesson:
Handout to students that was the same as the one I was presenting.

Overview of lesson with approximate times for each process component:

Orientation (with expected length): Students are introduced to the idea of the
conclusion, to its purpose, and to the idea of how it will be set up.

Lesson Sequence (with expected length, with bullet points for each step in the
sequence):

Introduction to conclusion paragraphs: 5 minutes

Components of a conclusion paragraph: 5 minutes
Practice dissecting conclusion paragraphs: 8 minutes
Practice writing your own conclusion: 35 minutes

Closing of Lesson, to include Transition to next part of student day (with

expected length): After the fifteen minutes of explanation, the students have
the rest of the hour to get to work on their own conclusion for their papers.
They understand that their work is due at the end of the class.
 Process Components (detailed description of each part of the lesson)
Approximate time required:

Orientation:

Introduction to Conclusion paragraph: 5 minutes

Approximate time required:

Steps in Lesson Sequence:

Components of writing a conclusion: 5 minutes
Practice dissecting conclusion: 8 minutes
(3 minutes) students practice dissecting example paragraph
(5 minutes) talking in class about what was right and wrong
Practice writing your own conclusion: Rest of class (about 35
minutes)

Bloom Levels / Depth of Knowledge / Thinking Routines employed in this

lesson: Blooms Levels: 1-3

Approximate time required: Five minutes

Closing of Lesson: Only a few minutes for the closing of the lesson as
students get started working, and know that their drafts are due at the end of
class, with possible extension to Monday.