Revised February 2018

Lesson Plan Template

For Special Education Teacher Candidates
(& Anyone Else Who Wants to Be Awesome)
Overview

Teacher(s): Sami deSibour Subject: Writing Grade: 3

Lesson length: 30 Lesson Topic/Unit: Planning- Brainstorming

Learning Objectives:
I. By the end of this lesson, students II. By the end of this lesson, students III. I will know that students have met
will know: will be able to: this objective when:

What brainstorming is and why Use brainstorm strategy. Students can use brainstorm
it is used. strategy independently.

IV. Essential question(s) for students to answer

What is a brainstorm?

Why do we use brainstorming?

State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

Writing- 3.9 The student will write for a variety of purposes.

b) Use a variety of prewriting strategies.

Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

Students have learned about brainstorming in grade 2. In previous grade 3 lessons, students have been
writing single sentences about a topic.

Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)

The lesson will re-teach what brainstorming is and go further into detail about how to utilize the
brainstorm strategy when writing (e.g. deciding main idea and supporting ideas from brainstorm ideas).
This will lead to organizing and outlining for the writing process, ultimately leading to writing a
paragraph.

Lesson Rationale: In this section, describe why students need this lesson the way you have planned it. What are you
offering them? What needs are you addressing? (2-3 sentences)

Students are required to be able to write a paragraph with a topic sentence and details. This lesson uses
explicit instruction to introduce the first step in the writing process, planning. It provides students with
a model and guided practice for brainstorming.

Individualized Instruction
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IEP Goals: In this section, list the IEP goals that this lesson addresses. You can list them by student/pseudonym.

By the end of the semester, when given a topic, student will be able to write a 3-sentence paragraph
about the topic in four of five trials with 75% accuracy in grammar.

When given a writing assignment, student will be able to create an outline that shows the order of main
ideas and supporting details for each main idea in four of five trials by the end of the school year.

IEP Accommodations: In this section, list the classroom & teaching accommodations that must be provided. You can
list them as accommodations or by student/pseudonym. This should include plans for using assistive/instructional technology.

Student receives preferential seating: In an area with minimal distractions during work time, and near
the teacher or front during instruction/lecture.

Student is allowed to use spell check on computer program on laptop when writing paragraphs.

Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: In this section,
list any relevant accommodations or other information that you will provide given unique student needs arising from their
cultural or linguistic backgrounds.

Independent work and groupwork will be included to accommodate students’ learning preferences.
This lesson will include group work since it is the introduction of the writing process and
brainstorming. Students will be expected to be able to do it independently in the near future.

Instrinsic Load: Given the content being taught, and unique student needs, predict the level and impact of intrinsic
cognitive load for the lesson on students. Remember, intrinsic load is impacted by the inherent complexity of content,
interatctivity between content elements being taught, and existing student background knowledge and motivation. Can you
make any instructional decisions at this planning phase to limit the impact of intrinsic load?

The level of intrinsic load should be relatively low. Students have previously learned about
brainstorming in grade 2. Although they are learning the writing process, it is being chunked or broken
down into smalls steps (e.g. planning- brainstorm, organize, outline, drafting-, etc).

Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
The special education teacher will present the
☐ One Teach, One Support lesson to students with an IEP. The general
X Station Teaching education teacher will teach to all other students.
☐ Team Teaching
☐ Alternative Teaching
☐ Parallel Teaching

What is each teacher’s role within the model(s) you selected?

Each teacher will lead the lesson with their group

of students.

Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.
 Revised February 2018

Students will be assessed by completing a worksheet with a partner. They will be given a graphic
organizer and two topics to chose from. Students will receive verbal feedback during the process. Their
work will be checked by the end for progress as assessment.

Assessment Type(s): In this
section, describe how you will assess
students.
Students will complete a
worksheet with a partner after
guided practice. This will be
used as formative assessment.
Assessment Criteria: In this
section, describe how students will
demonstrate mastery on your
assessment(s).
Students will successfully
complete the worksheet by
accurately brainstorming about
the given topic (ideas relate to
topic).
Feedback: In this section, describe
what feedback from the assessment(s)
you will give students and how you will
give it to them.
Students will receive verbal
feedback as the teacher monitors
student progress. By the end of
the lesson, teacher will review
partners’ worksheet and take
note of student progress (e.g.
check for completion, plus for
accurate/successful completion).

Materials & Resources

Teacher Materials (I need): Attach teacher
instructional materials to lesson plan submission. If you are
using a SMARTBoard during lesson, include a file with
materials (saved as a pdf). If you are using external websites,
videos, etc, list the links below.
White board, marker
Student Materials (They need): Attach ALL student
instructional materials to lesson plan (i.e., worksheet,
graphic organizer, test/quiz, etc).
Brainstorm Web 1.pdf

Brainstorm lesson notes.pdf

Behavior Management

General Concerns: What routines
are already in place to help you
manage student behavior/keep students
focused & on task?
Students know the classroom
rules and expectations, as they
are reminded often. Rules are
posted on the wall for a visual
and as a reminder. The class
schedule is posted on the board
too, so students know what to
expect. In addition, having all
materials ready will reduce
distraction and increase
productivity.
Specific Concerns: Are there any Feedback: How will you provide
specific antecedents, unique situations, feedback to students about their
or other student behavior concerns that behavior during this lesson?
may impact this lesson? Indicate how
you are planning to confront those Positive behavior will be
concerns. praised. For example, “I like that
you are looking at me and the
Some students may show signs
board. It shows you are paying
of restlessness, attention
attention. Negative behaviors
difficulty, or disinterest. The
will not receive recognition, and
lesson includes OTRs to engage
will be addressed if needed.
students. It also includes fun
(interesting) topics so students
will engage with the writing
assignment.

Preparing Students for Instructional Content

Estimated time: 4 minutes

Review of prerequisite skills: In this section, identify Student-Friendly Objective: Re-state the lesson’s
any skills or content that you will review with students prior
 Revised February 2018

to new instruction. This could be the warm-up, “do now”, or learning objective in student-friendly language.
other introductory part of lesson that reviews prior learning.
Today we are going to learn what brainstorming is
Students will do a warm up. The teacher will ask and why we use it.
students to each write down one word they think
of when they are given the topic Africa. The
teacher will ask students to share, going around
the group, and point out that there are many
different ideas that go with Africa. “By coming up
with ideas about Africa, we each just did a small
brainstorm…”

Essential Vocabulary
Estimated time: 1 minute
Reviewing vocabulary: In this section, identify any Pre-teaching vocabulary: In this section, identify any
vocabulary that must be reviewed or re-taught. vocabulary you need to introduce or pre-teach ahead of the
main lesson. If this is a vocabulary-centered lesson, skip
Brainstorming is when we come up with ideas on this section.
the topic we are going to write about. We use it as
part of planning in the writing process to help us
come up with ideas for the paper.

Instruction
Estimated time: 20 minutes

Direct Instruction (I DO): In
this section, describe the direct
instruction that will be provided. How
will you model/demonstrate ideas?
How will you use “think aloud” and
cognitive modeling?
I am going to show you a way to
write down your brainstorm
ideas by using a web.
The first example is going to be
on a single topic. The topic is
weather. Since the topic is
weather, the first step is to write
it in the center of my brainstorm
web.
Next, I will think or brainstorm
of ideas that are related to
weather. I am going to start
writing these ideas in the circles
around the center circle because
they are connected.
In this circle, I am going to write
rain because it is a type of
weather. This makes me think of
sunny, because it is also a type
Guided Practice (WE DO): In
this section, describe the practice that
students will be provided with. Include
how you will determine that students
are ready to independently practice.
This time, I am going to ask you
some questions for the
brainstorm. The prompt is,
“What are some things you can
do with a ball?”
What is the first thing I write
down in the web?
Write down the topic in the
center.
Right, I love how you are paying
attention! I write down things to
do with a ball in the center.
Now we come up with ideas and
write them in the circles. The
first thing I am thinking to do
with a ball is bounce it. What
should I write in the first circle
if my idea is bouncing the ball?
Independent Practice (YOU
DO): In this section, describe the
independent practice students will
complete.
Students will complete a graphic
organizer sheet with a
brainstorm web. They will do so
with a partner. They can choose
from two different topics/
prompts:
What is your favorite animal and
why?
What is your favorite subject in
school and why?
Extension: Write more ideas off
of the circles already done.
 Revised February 2018

of weather. So I will write it in a You should write bounce it.

different circle. Right when I
had another idea, I wrote it
down in my circle so I wouldn’t
forget. That is part of why we
brainstorm, to come up with
many ideas about the topic.
Next, I am thinking about
temperature, so I will write that
in a new circle.
I am thinking about clouds
because they can create different
types of weather. I have to write
this in a different circle.
Let’s think of one more. Do you
have any new ideas about the
topic weather?
Yes, I should write bounce
because it is connected to things
to do with a ball.
What is another idea for “things
to do with a ball?”
- Ask question to students
until circles are filled.
Provide positive
feedback.
Great job everyone! We just
created a brainstorm web
together. Now we know how to
come up with and write down
our ideas when we want to write
about a topic.

Windy.

That’s a great one! I like that

you are using your listening
skills.
That is how you create a
brainstorm web. I am going to
show you how to do one more.
- Provide another guided
practice example based
on student progress/
answers.

This time, I am going to show

you with a writing prompt. The
prompt is, “What is your
favorite season and why?”

First, I am thinking about the

answers I can choose from,
which are the four seasons:
winter, spring, summer, and fall.

After thinking about it, my

favorite season is summer. Since
this is the season I want to write
about, I am going to write it in
the center.

Once I write down the topic in

the center, I can begin to write
my brainstorm about why
summer is my favorite.

During the summer I like being

 Revised February 2018

warm, so I am going to write

down warm.

During the summer I like to go

to the beach, so I will write
down beach.

Another reason I like the

summer is because of the
flowers, so I will write this
down in a circle.

I like summer because I can go

swimming. I am writing swim in
a circle.

We need one more. Why do you

like summer?

I like to go camping!

That’s a good one for summer! I

like that you thought about
things that happen during the
summer time.

This is a brainstorm because I

wrote down the ideas I had
about my favorite season in the
circles. This will help me later
when I have to begin writing
sentences on the prompt.

Closure
Estimated time: 5 minutes

Lesson Review: In this section,
review the learning that occurred
during the lesson. Be specific and ask
students to review in a way that reflects
what they learned, rather than what the
topic was or what activities were used
to facilitate learning.
Let’s review what we learned
today. We learned what
brainstorming is, why we use it,
and how to use it.
Who can tell me what
brainstorming is?
Forward Look: In this section, link Homework: Describe any
this lesson to future learning. State how homework assignments. Use N/A if
this lesson is related to the next lesson there is no homework assignment.
or future learning.
N/A
Brainstorming helps use come
up with ideas about a topic to
write about. We are going to
continue our work with
brainstorms and learn how to
organize these ideas (e.g.
supporting and main ideas). This
will ultimately help us learn to
write paragraphs!

It is when you come up with

 Revised February 2018

ideas about the topic.

Great job, I love that answer

because it shows me you were
listening today!

Why do we use brainstorming?

To help create ideas to write

about.

Awesome! Brainstorming helps

us plan what to write about by
creating and writing down our
ideas.

Extraneous Load: Explain how the instructional approach and materials you plan to use will keep students’ extraneous
load as low as possible. Remember, extraneous load is increased when teachers talk too fast, use text-laden slides or other
modes of teaching that are not a match for how students have the best chance to learn.

How does your instructional approach provide a match for lessening the impact of intrinsic load noted above?

The lesson is chunked into small pieces; This piece of the lesson covers brainstorming, which students
have been exposed to previously. The direct instruction provides an easy example on a single topic to
introduce the concept. The second example provides a prompt to brainstorm about, since students will
be using it this way further into the unit.
How will your instructional materials help manage your own intrinsic and extraneous load as a teacher?

Notes about the topics and examples help the teacher remember the lesson plan.

Preparation for CLASS Scoring (For Dimensions Not Already Explicitly Included Above)

What steps will you take to ensure the lesson will occur within a positive climate, show sensitivity to students and
demonstrate regard for student perspectives?

To ensure a positive climate, I will enjoy time with the students by smiling and enthusiastically working through
the examples (Pianta, 2014). I will make positive comments about the students about positive behaviors, such as
listening and answering questions.

How will you maximize instructional time and keep distractions and non-instructional time to a minimum to
ensure productivity?

Student and teacher materials will be prepared in advance to save time for instruction (Pianta, 2014). The lesson
has planned tasks through review, instruction, practice, and closure.

Are your instructional learning formats organized to facilitate active engagement and clear learning?

The lesson uses explicit instruction to facilitate engagement and clear learning, and minimize disengagement.
Students are offered opportunities to respond, and the lesson is paced to promote student attention (Pianta, 2014).

Are you planning to help students utilize higher order thinking skills? And apply their knowledge in some unique
way?

Students are to apply their new knowledge when completing a brainstorm web worksheet. They are asked several
“why” questions to promote higher thinking and explanations.
 Revised February 2018

What are you planning to do to support content understanding and clear up misconceptions?

Content understanding is supported through prior knowledge review, a variety of examples, and time for
meaningful practice (Pianta, 2014). Examples are given at various levels of scaffolding beginning in the direct
instruction. Misconceptions are addressed as they arise by explaining to students the correct answer and why.

How will you promote active dialog between you and your students, and among the students? (As appropriate)

Students are given opportunities to respond throughout, specifically in guided practice, independent practice, and
closing the lesson.

What explicit steps can you take to keep students engaged throughout the lesson?

The questions direct student attention to the content being discussed (Pianta, 2014). The examples were chosen to
be something students my find interesting or fun to answer to promote engagement and interest in writing.

References, Notes & Other Information

In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is
also where you will list the APA citations for the articles that were referenced.

Pianta, R. C. (2014). Dimensions Guide: Upper Elementary, Class. Charlottesville, VA: Teachstone Training.

In this section, include any other helpful information that is relevant for the lesson plan.