UMF Unit-Wide Lesson Plan Template

Name: Stephanie Jillings Program: Elementary Education Course: EDU 450

Lesson Topic / Title: Pre-assessment for Narrative Writing

Lesson Date: 10/10/17 Lesson Length: 47 minutes Grade: 6

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

I can show my understanding of what a personal narrative This pre-assessment is appropriate

is and what it entails. because students will be learning
techniques and writing skills for
narrative writing during the next two
weeks. This assessment will show me
what students know about writing and
about narratives. This assessment will
also show me if they are taking
information from mini-lessons during
reading workshop weeks and
incorporating the techniques and skills
we have been observing in our reading
books.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.W.6.3 This standard is related to this

Write narratives to develop real or imagined experiences
or events using effective technique, relevant descriptive
details, and well-structured event sequences.
lesson/pre-assessment because it is an
overarching goal for the next two
weeks of writing workshop. Ss will
most likely not meet this standard fully
with this first piece of writing, but it is
important that they know the purpose
of this lesson is to begin reaching this
goal. Each day we will strive to meet
this standard by meeting other
standards and targets alongside it.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

The entirety of this plan is a written pre-assessment to see
how the students understand narrative writing and what
skills and techniques they have or are lacking in the
writing process. The rubric that we are assessing students
on in relation to this standard is about craft.
This pre-assessment is purposefully
open-ended and vague to seeing what
students misconceptions are
surrounding writing in general and
more specifically, writing narratives.
After each block ends, I will read each
narrative and determine which
 students will need more support
during the next week of mini-lessons
and narrative writing, as well as who I
will be conferencing with.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Writing journals/utensil Not many materials are needed

Document reader because students will be writing for
Directions most the class period.
iPad for accommodation
iPad is used for student who has
difficulty with fine motor skills.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

5 minutes Teach stop light self-assessment This new procedure is necessary to

procedure. teach before the following lessons. It is
another form of formative and self-
2 minutes Discuss Learning Targets and assessment that I will use moving
vocabulary. forward.

5 minutes Personal Narrative discussion. Initial discussion helps students to

Pods work collaboratively to determine
what a personal narrative is.
Come back together and write a
definition on the board.
3 minutes Display directions on document reader,
give expectations, and provide time for
clarifying questions.
Remaining Students write a personal narrative of
Time their choice in their writing notebooks.
Students have the option to move
anywhere in the room to work.
understand what type of writing they
are doing. This discussion does not
include the specific techniques of
narrative writing.
We want to provide students with most
of the class to show us what they
understand about writing and
narrative techniques.
Students are given the choice to move
around the room to work at their desk
or on the floor with a clip board. This
will help those students who need a
quiet space or need to get away from
distractions.

Meeting students needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
I am providing whole-group discussion
This is a pre-assessment, there are no modifications or and instruction so students can come
extensions. up with a definition for narrative
writing together.
Differentiation:
Whole-group instruction and discussion
Independent work
Instructing and listening to Ss
Accommodations:
M.A. is an ELL student. Part of his RtI plan is to check-in
with him before individual work time to make sure he
understands what he is expected to do. He has difficulty
with oral directions and often needs this extra support.
B.V. has difficulty with fine motor skills, he will be able to
type his narrative on his iPad.
Reflection
Students will only be able to work
independently due to this being a pre-
assessment. This supports my
understanding of their misconceptions
and difficulties with writing. This will
allow me to get accurate information
about where students are with writing
in general and writing narratives.
The accommodations do not interfere
with students genuine knowledge of
writing or of writing narratives, or
about the craft or structure that they
are being assessed on.

I can show my understanding of what a personal narrative is and what it entails.

Meets: 0
Partially Meets: 5
Does Not Meet: 7

The results of this pre-assessment came out how we expected. Five out of twelve students were
partially meeting the standard and the other seven were not meeting the standard. The students
were being assessed based on craft. Meeting the standard meant that they successfully developed
relationships between characters, use internal and external dialog, use sensory details to explain
sequence of events, characters, and setting, and use point of view, voice, and transitions to convey
emotions felt by characters. No student was 100% successful in any of these areas. This is great,
because although some students were getting there, our planned mini-lessons will strengthen these
skills and their writing will improve greatly. I provided specific feedback in the areas each student
needed to improve and praised them for what they specifically did well. For example, some students
who partially met the standard successfully used figurative language.

A lot of students had issues with small moment memory details and sensory details. We previously
had a lesson about the importance of memory moments, but did not go into depth about the
importance of details within these memories. This is something we will have to provide a mini-
lesson about it the near future. If these students added sensory details and chose a smaller moment
to focus on within the story, almost all the students would be at partially meets. Most students used
dialog correctly, a few left this technique out completely. This weeks writing workshop does not
include dialog. This is something that will come along later in the year, however, we want students to
begin trying to implement this skill into their writing. So, we may have students practice this soon, or
at least attempt it on their own. A few students did add some internal thinking, but most students
were missing this skill. For those students, I did provide written feedback about the importance of
this. I will also be conferencing with students in the upcoming week.

Half of the students had great writing topics, but the other students chose topics that provided no
opportunity for depth or detail. Tomorrow we are starting a strategy list to come up with topics, and
the next few days students will be practicing and adding new strategies to the list. One student
received Does Not Meet in all three areas. He was not on task and talked a lot during class. His story
is basically a list of events in sequence. Tomorrow we are changing seats to see if this student will
write more around other, more quiet peers. I will also conference with him to explain the importance
of using all the time given to practice writing. No student met the standard fully, but this is their first
writing assignment in 6th grade, and it was to be expected. Now, we will tailor our future lessons to
meet the similar needs that most students are struggling with. I liked the open-ended pre-
assessment for this lesson. Students really had the opportunity to show what they understand or
dont understand about narrative writing.
Teaching Standards and Rationale

Standard #1 Learner Development

The teacher understands how students learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.

This standard means that the teacher understands that all students are at different levels of
development, whether that is physically, mentally, and cognitively. The teacher gains this knowledge
through assessments, observations, and getting to know students and uses this information to create
lessons that are appropriate to students levels, while also trying to challenge learners with effective
lessons and activities.

1(f) Identifies readiness for learning, and understands how development in any one area may affect
performance in others.
1(i) Is committed to using learners strengths as a basis for growth, and their misconceptions as
opportunities for learning.

This pre-assessment lesson is designed to show students misconceptions about writing narratives
and their understanding of the techniques and skills needed for this type of writing. This assessment
gives me the opportunity to read students narratives and make decisions on what to plan next to
strengthen and develop their skills and techniques. If students miss the point completely, this can
affect them negatively moving forward, falling behind, and not strengthening their writing in the
areas of focus in the coming weeks.

Standard #2 Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that allow each learner to reach his/her full potential.

This standard means that the teacher develops relationships to understand their students and how
their differences affect their learning. The teacher allows students to express their differences and
embraces these differences in the classroom. The teacher helps other students appreciate diversity
and has the expectations that all students embrace each others differences positively so all students
feel safe and comfortable to learn with the community.

2(c) Designs instruction to build on learners prior knowledge and experiences, allowing learners to
accelerate as they demonstrate their understandings.
2(i) Knows about second language acquisition processes and knows how to incorporate
instructional strategies and resources to support language acquisition.

This assessment gives students a genuine opportunity to show what they know about narrative
writing. With these writing pieces, I can gain knowledge and assess where students are with writing
in general and writing narrative stories. I can then make decisions on what needs to be focused on
immediately, based on student work and major problems I see. I met with the ELL teacher in the
district to make sure the ELL student has received specific RtI support for this lesson. One
instructional strategy that I incorporated was to check-in with him. After I gave written and oral
directions, I met with this student to make sure he understood what was expected of him.

Standard #3 Learning Environments

The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self-motivation.

This standard means that the teacher implements classroom procedures to help students learn
efficiently and collaboratively with each other. Teachers and students work together to make the
learning environment positive and supportive. Whether it be coming up with classroom expectations
and rules together, meeting to discuss importance of procedures, collaboratively working with
students to make changes to procedures, and modeling positive and cooperative learning
relationships to the students. The teacher understands the importance of voice and choice.

3(d) Manages the learning environment to actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time, space, and learners attention.
3(r) Is a thoughtful and responsive listener and observer.

The initial direct instruction for this lesson provided an opportunity for students to brainstorm a
definition for what narrative writing is. I listened and responded to students ideas, and as a class we
came up with a completed definition. The writing prompt is engaging, self-motivating, and allows
students to make connections with their personal lives. Students were given the entire period to
brainstorm, plan, and write their narrative. They also had the choice of what kind of space they
wanted to work in, whether it be at their desk or a quiet space on the floor.

Standard #4 Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible
and meaningful for learners.

The standard means that the teacher can effectively take learning standards, targets, vocabulary, or
concepts of the lesson and make them accessible for the age of learners in their classroom. Teachers
understand that this can be done in many ways, by providing collaborative brainstorming, guided
discussions, etc.

4(e) Recognizes learner misconceptions in a discipline that interfere with learning and, creates
experiences to build accurate conceptual understanding.
4(l) Knows and uses the academic language of the discipline and knows how to make it accessible to
learners.

For this lesson and pre-assessment, I made the vocabulary of the standards and learning targets
accessible to students by breaking them down as a class and then discussing what they mean to the
students. I provided students time for questions and clarification so they can better complete the
task with more success. With this pre-assessment, I will be able to determine misconceptions and
further plan lessons to support students needs to fine-tune their writing skills in any areas I see
major problems.

Standard #5 Innovative Applications of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners
in critical/creative thinking and collaborative problem solving related to authentic local and global
issues.

This standard means that the teacher understands the importance of chunking information for
students and breaking it down into digestible pieces. The teacher understands that students learn
from each other and knows the importance of collaborative learning communities. Breaking down
the information and allowing students access to different viewpoints is an effective way to help
students comprehend authentic issues and concepts.

5(h) Develops and implements supports for learner literacy development across content areas.
5(o) Understands creative thinking processes and how to engage learners in producing original
work.

Students were expected to produce original pieces of writing for this lesson and pre-assessment.
They were expected to write a true story or experience they had in their lives. Since this is a pre-
assessment, we will be working to develop students writing and literacy moving forward with
writing workshops. The past few weeks, however, we have been discussing and working on
analyzing our silent reading books and read-aloud books to determine what readers and writers do
well. This type of analytical work helps students to develop literacy from different perspectives and
allows them to make genuine connections from their own lives to literacy and content.

Standard #6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to document learner progress, and to guide the teachers on-going planning and instruction.

This standard means that the teacher can effectively provide students with many ways to show their
understanding and to gain information about student comprehension that supports learner
differences. The teacher uses many forms of assessment such as, observation, discussions, individual
work, group work, written work, visuals, self-assessment techniques, etc. The teacher uses this
information to understand where each student is at and uses it to plan conferences, mini-lessons,
and activities to help students reach targets and standards, in ways that are tailored to them as
individuals.

6(c) Works independently and collaboratively to examine test and other performance data to
understand each learners progress and to guide planning.
6(l) Knows how to analyze assessment data to understand patterns and gaps in learning, to guide
planning and instruction, and to provide meaningful feedback to all learners.

With my mentor, we will use this assessment to make decisions about mini-lessons and conferences
in the future. Reading these writing pieces will give us the information needed to make these
decisions and see where students are struggling and what techniques students need to strengthen.
Although this entire lesson is a pre-assessment, I observed students during the writing process,
their stamina, whether they finished early, and who did not finish their piece. I also observed and
listened to students during the initial discussion before they began writing.

Standard #7 Planning for Instruction

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the
community, and pedagogy to plan instruction that supports every student in meeting rigorous
learning goals.

This standard means that the teacher makes the effort to become familiar with students, other
content areas instruction, and the community to provide students with lessons, activities, and
instruction to support their learning of the standards, goals, and targets. The teacher also is aware of
how their pedagogical decisions and methods support student learning and growth.

7(e) Plans collaboratively with professionals who have specialized expertise (e.g., special educators,
related service providers, language learning specialists, librarians, media specialists) to design and
jointly deliver as appropriate learning experiences to meet unique learning needs.
7(l) Knows when and how to adjust plans based on assessment information and learner responses.

For this lesson, and others, I have worked directly with the ELL teacher to make sure the needs of
the ELL student are met. I have worked with our team to design an RtI plan specific for this student
and implemented the instructional strategies for him. With the new knowledge from this assessment
about what students know or are struggling with about narrative writing, my mentor and I will be
adjusting future lessons accordingly to meet the needs of our students.

Standard #8 Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to access and
appropriately apply information.

This standard means that the teacher can effectively provide instruction that helps all students reach
goals and targets. The teacher is knowledgeable about different instructional strategies and reflects
on how they affect student learning. The teacher can provide learning experiences that engage all
students and encourage learner growth.

8(b) Continuously monitors student learning, engages learners in assessing their progress, and
adjusts instruction in response to student learning needs.
8(d) Varies his or her role in the instructional process (e.g., instructor, facilitator, coach, audience) in
relation to the content and purposes of instruction and the needs of learners.

Students were introduced to a new procedure to assess their own learning and help me assess them
as well. The traffic light allows students to work through issues they are facing during independent
or group work where they are expected to use all resources before teacher support. Although this
pre-assessment consisted of mostly independent work from students, I still provided whole-group
instruction, class discussion and collaboration, and I acted as a listener and observer and instructor
in the process.

Standard #9 Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (students, families, and other
professionals in the learning community), and adapts practice to meet the needs of each learner.

This standard means that the teacher is open to constructive criticism and allows others to offer
suggestions for improvement. The teacher also embraces the ideas as others positively and
understands how they can positively affect students and help them learn. Not only does the teacher
try new strategies based on others observations, but the teacher also understands the importance of
taking risks, trying new things, and adjusting accordingly based on learner feedback and proof of
effectiveness.

9(h) Understands and knows how to use learner data to analyze practice and differentiate
instruction accordingly.
9(l) Takes responsibility for student learning and uses ongoing analysis and reflection to improve
planning and practice.

I taught this lesson four times in one day. Each time I taught, I conferenced with my mentor,
discussed, and adjusted or changed where something may have not worked well the first time. For
example, I provided more time for discussion of what narrative writing is. The first lesson, I asked
students what they thought it was without providing any wait time. Teaching the next lessons, I
provided wait time and the opportunity for students to bounce ideas off each other and then come
up with a definition together. The results were positive. More students participated, and there was
more engagement all around. I have seen the benefits of wait time and collaborative discussion and
will use it going forward.

Standard #10 Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

This standard means that the teacher understands the importance of community and embraces
opportunities to use other professionals in the community for their own professional growth and
growth of the community. This can be practiced in many ways, whether the teacher seeks out
professional development conferences, co-teaching, meeting with administration, and problem-
solving to help students and hone their teaching practice and skills.
10(a) Takes an active role on the instructional team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple sources, and sharing responsibility for
decision making and accountability for each students learning.
10(q) Respects families beliefs, norms, and expectations and seeks to work collaboratively with
learners and families in setting and meeting challenging goals.

At the end of each lesson, I met with my mentor to discuss some things I could do differently going
forward. We discussed how my decisions or actions affect student learning and growth, specifically,
not giving them wait time or time to brainstorm. I saw improvement with the following classes and
much more participation in the discussion. Meeting and respecting family goals is something I am
trying to do every day, especially with parents we have met for some students. Part of the reason we
provide check-ins for our ELL student is by request from the parents, making sure their child
understands the directions in simpler terms that are appropriate for his language level. I have
attended many professional development meetings, RtI meetings, etc. and used the information to
help develop my practice to support the students learning.

Standard #11 Technology Standards for Teachers and Students

No technology was used for this pre-assessment.
Pre-assessment Rubric
Student Sample 1 (Partially meets)
Student Sample 1: Student-teacher feedback
Student Sample 2 (Does Not Meet)
Student Sample 2: Student-teacher feedback