Lesson Plan

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
Standard: W.11-12.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
“I can write an essay when given a KYOTE based writing prompt.”
b. Current lesson’s learning targets/objectives (connect each target/objective to the appropriate state curriculum/content
area standards.)
Standard W.11-12.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
“I can revise my writing and produce a stronger, clearer, and more organized essay.”
c. Next lesson learning targets/objectives (connect each target/objective to the appropriate state curriculum/content area
standards.)
Standard: W.11-12.7: Conduct short as well as more sustained research projects to answer a
question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating understanding of the subject under investigation.
“I can write a paper based on research”

3. Students’ Baseline Knowledge and Skills (1B) (1F)

Describe and include the pre-assessment(s) used to establish students’ baseline knowledge and skills for this lesson.
Prior to this class, students have written an essay based on a KYOTE writing prompt. All papers were graded and
looked at by Mr. Dooley and I. The following mistakes were made in almost all of the papers we graded, whether it was a
passing score or not:
> When to use “A” or “An”
>The difference in “they’re”, “their”, and “there”
>Run-On sentences
>”Rabbit Holes” (Going off on another topic and not staying on topic)
>Needing a stronger conclusion
>When to use “than” and “then”

4. Formative Assessment (1F)

Describe and include the formative assessments(s) to be used to measure student progress during this lesson.
After students have been through all stations, they will be asked to go to their Google Classroom. An assignment will
be in there for students to complete individually. The assignment will be a paragraph that students will need to revise. The
 paragraph will include multiple problems (specifically ones they need to work on) and they will revise it however they
would like. They will earn their grade based on how well they have revised the paragraph and if there are no more mistakes
in the final paragraph they submit.
https://docs.google.com/document/d/1nwFMsd_O2fxFTXbB2zotOAX8TgJOwMGu2ohyDu9ycOI/edit?usp=sharing
That is the link to the formative assessment.
5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning.
● Chromebooks (~30)
● Google Classroom
● Projector
● Timer (I will project one on the screen so students can see the time they have left)
https://www.online-stopwatch.com/countdown-timer/
● Paper handouts to give students when they enter the room so they know what group to start with.
● Google slides to introduce the stations and what they’ll be doing in each.
● Youtube video for run on sentences and comma splices
https://www.youtube.com/watch?v=Fh45mhVsZrU
● Poll Everywhere for students to take:
https://www.polleverywhere.com/multiple_choice_polls/ClpBTZqB1qQO71c
● https://docs.google.com/document/d/12PDpgrHEZvabdl9VTZQJ41Yb1VcpawViemM2imhvUeE/
edit?usp=sharing The google sheet for “A/An/Then/Than”
● https://docs.google.com/document/d/1KQNaBV4gslybov9LE0EBbA38No_AnuUb3b_yi9SAxs4/
edit?usp=sharing The google sheet for run on sentences.
● https://docs.google.com/document/d/1iIlXbHitq9_9yFs-
UZn5YEVmvrNTFgWG6SFa9J3s7R4/edit?usp=sharing Google sheets for there, their, they’re.
● Link to the formative assessment:
https://docs.google.com/document/d/1nwFMsd_O2fxFTXbB2zotOAX8TgJOwMGu2ohyDu9ycO
I/edit?usp=sharing

6. Lesson Procedures (1E)

Describe the sequence of strategies/activities/assessments that will be used to scaffold instruction, engage your
students, facilitate attainment of the lesson objective(s), and promote higher order thinking. Within this sequence, be
sure to describe how the instruction will be differentiated to meet your students’ needs, interests, and abilities.;
1. While students are entering the room they will be given a number to let them know what group
they will begin in. They will have a bellringer on the board that will simply say: “log onto your
chromebook” (~5 minutes)
2. While students are logging onto their chromebooks, I will take attendance and pull up the
powerpoint. (This will be included in the time slot above)
3. I will QUICKLY go over the powerpoint slide so that students can begin in their stations. They
will be directed to go to the next number in sequential order (1-5) (~5-7 minutes)
4. Students will begin in their stations. Each station will be given 6 minutes. I will be flexible with
the time for a couple of reasons: 1. This is the first time I am doing stations for a lesson 2.
Students might need more time.
5. In each station, the facilitator has been given instructions and students were told the procedures
during the powerpoint.
The purpose of each station is to engage students with different instructional strategies.
In group #1:
Students are learning how to use “A,An,Then,Than” correctly. The handout they are given easily explains
how to use them and the difference in using them. The activity is for them to correctly use them in a
sentence. In station #2, students will be watching a YouTube video from KHAN academy explaining run
on sentences and comma splices. After watching the video, students will be given a sentence, and on a
mini whiteboard they will rewrite the sentence correctly so that it is not a run on. In station #3, students
will be discussing how to use “they’re, their, and there” correctly. They will be given a “tip sheet” to help
them remember how to use each one correctly. After going over each one, students will answer a question
by texting it in to Poll Everywhere. In station #4, students will meet with Mr. Dooley and he will give a
mini-lecture about how to write a strong conclusion. Students will be allowed to take notes if they would
like. Finally, in the last station, #5, students will be with me. I will discuss what it means to have “rabbit
holes” in your writing. I will explain to them the importance of keeping on topic because it makes your
paper clear and concise. Their activity will be to take a cut up essay and piece it together, and leaving out
any unnecessary factors.

Once students have been through all stations, they will be redirected to their chromebooks. They will then
take their formative assessment individually. If we happen to run out of time, students will have the
opportunity to take this assessment the following class.

My way of differentiating for students in this lesson were:

>Having heterogenous groups (I placed students based on their skill level, so that not all the students who
would work ahead, would need more time, or who would talk the most be in the same group)
> Taking advantage of the fact that I have a TA in my classroom, a student gifted in leadership and a
leadership dynamic student.
>Students with an IEP will be allowed to have individual help during the formative assessment.
>The student gifted in leadership is actually going to help facilitate one of the groups. This is something I
am slightly taking advantage of because this student should not actually be placed in this course.
However, she has to have another English credit to graduate so she has been placed in this General
Education room. It is also important to note that this student DOES want to be a teacher someday, so this
is a great way to involve her in an assignment and let her use her strengths, but without having to “tutor”
or “be in charge” of other students. She is simply facilitating the group.
>Each station has different ways to help students learn. One station is watching a video, one station is set
up like a lecture, one station has a hands on activity, one station allows students to use their phones, and
one station allows students to write on marker boards.
7. Watch For-------
Identify anything that you would like specifically observed during this lesson.
From my last observation, there were a handful of goals for me to meet by now. If you can please
watch for how I am able to redirect the class, how well I implement technology, and how particular I
am with my “praise” to students. (Instead of just saying, “that’s good”)