Teacher Education Lesson Plan Template

Teacher: Mrs. Kelsey Hayes Date: Wednesday, March 17, 2021

Title of Lesson: Drafting an Expository Essay Cooperating Teacher: Mrs. Marie Munden
Part 2

Core Components
Subject, Content Area, or Topic
English 8, Unit 3: Expository Writing
Student Population
Core Block 1 - Inclusion
Males – 14 Females – 2 African American – 9 Caucasian – 1 Asian – 0
Hispanic – 2 2+ Ethnicities – 3 IEP – 9 504 – 0 ELLs - 1

Core Block 2 - Inclusion

Males – 13 Females – 13 African American – 12 Caucasian – 9 Asian – 2
Hispanic – 1 2+ Ethnicities – 2 IEP – 7 504 – 1 ELLs – 0

Learning Objectives
 TSW identify adverbs and adjectives in a sentence.
 TSW edit and revise their expository essay.
 TSW create the final draft of their expository essay.

Virginia Essential Knowledge and Skills (SOL)

8.7 The student will write in a variety of forms to include narrative, expository, persuasive, and
reflective with an emphasis on expository and persuasive writing. (VA SOL English 8.7).
8.7d Organize details to elaborate the central idea and provide unity (VA SOL English 8.7d).
8.8e Use comparative and superlative degrees in adverbs and adjectives.

Materials/Resources
 Writer’s Notebook Google Slides template -
https://docs.google.com/presentation/d/1MOwtdIDwl4JpAJqfA5tVSYS42qUH0-
n5q6BI_KXC8rk/edit?usp=sharing
 Mrs. Hayes’s Writer’s Notebook -
https://docs.google.com/presentation/d/1UCls_2CUsGUId6LA488nMagplSL_-3TwT8Z-
hxv79yU/edit?usp=sharing

 Bitmoji Classroom for Week 7 -

https://docs.google.com/presentation/d/148D_fMwtq7EsbQXv2ztGQgYil8kHFzcQ_4MgTRqMWPs/edit?
usp=sharing

 Expository Essay COPS & ARMS Checklist (Google Doc)

 Wednesday’s 3-2-1 exit slip (Google Doc)
 Unit 3 study guide (Google Doc)

 Week 7: daily task sheet (Google Doc)

High Yield Instructional Strategies Used (Marzano, 2001)
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Check if Used
Strategy Return
X Identifying Similarities & Differences 45%
X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
Demonstration 30%
X Audio Visual 20%
X Reading 10%
Lecture 05%

Time
(min.) Process Components
*Anticipatory Set (Virtual learning day)
Adverbs vs adjectives review

TSW write whether the underlined words are adverbs or adjectives (refresher from their
homework):
15-20 1. The English 8 students walk quickly through the hallway.
mins. 2. Mrs. Munden, Mrs. Robles, and Mrs. Hayes are nice teachers.
3. My family owns a friendly dog.

TTW do a brief mini lesson on adjectives vs adverbs, based on last night’s homework. TTW
go over a few different examples.

*State the Objectives (grade-level terms)

 I can identify adverbs and adjectives in a sentence.
 I can edit and revise my expository first draft.
 I can create the final draft of my expository essay.

These objectives, or rather learning targets, will be posted in the description in today’s
folder.

The objectives/to-do for today will be up on my Bitmoji Classroom Google Slides

presentation for the day. TTW show students the objectives/learning targets for the day and
read them aloud.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Instructional Input or Procedure
N/A

*Modeling
N/A

*Check for Understanding

TTW ask students if they have any questions, and TSW ask any questions thus far in the
chat.

TTW ask students to participate in the lesson and help provide details and examples for
revising and editing to check for understanding.

*Guided Practice
N/A

*Independent Practice
TSW finish the first draft of their expository essay.

TSW edit and revise their draft using the Expository Essay COPS & ARMS checklist and
45 submit that when they finish. TSW also use the rubric to help them finalize their expository
mins. essay.
–1
hour TSW write the final draft of their expository essay.

At any point, Mrs. Hayes and/or Mrs. Robles can help walk students through the checklist
process if any students need a refresher.

No Assessment
added TSW submit their final draft of their expository essays for a grade.
mins.
*Closure
TSW complete a 3-2-1 exit slip.

 3 sentence summary: summarize what you’ve learned about expository writing in

three sentences (You can write on anything we discussed in the last few weeks.)
 2 revisions and 2 edits you made to your essay
15-20 o Revision 1: 
mins. o Revision 2: 
o Edit 1: 
o Edit 2:
 1 question you still have

Homework:
1. Unit 3 study guide
2. Week 7 daily task sheet

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

Advanced learners: There are not any gifted or advanced students in either class since they are
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
both inclusion core blocks. Advanced learners will be challenged while composing their expository
essay and will not receive as much assistance.

Struggling learners: Struggling learners may have a difficult time composing their essays or
converting their expository PPE graphic organizers into an essay, so Mrs. Hayes and Mrs. Robles
can help students as needed in breakout rooms and offer to help walk those students through the
process again. Students have the option to work in breakout rooms at any point with me, Mrs.
Munden, or Mrs. Robles. Office hours are also available for students.

Accommodations: A majority of students need to work in small groups for their accommodations
during independent work or assessments, and Zoom gives them the ability to already do that since
they are at home. Visual prompts will be provided as the TTW share her screen and provide visuals
to show what students should be doing and to explain what they should be doing. Some students
need information read aloud and repeated directions, and I will be doing this throughout the lesson
to check for understanding and to assist these students. For ESL students, TTW accept different
levels of work. Some ESL students will not do the full assignment, but the TTW accept a shorter
submission. ESL students are also provided the notes and visuals throughout the lesson.

Learning Styles: Visual and auditory learners will benefit greatly from the Bitmoji classroom, the 3-
2-1 exit slip, and the class writing activities. Kinesthetic learners will benefit from the graphic
organizer, daily task sheet, and essay writing. Interpersonal learners will appreciate the portions of
the lesson when the class works together. For instance, students can work with Mrs. Hayes or Mrs.
Robles to have extra assistance on their essays. Students will have the opportunity to somewhat
work together by sharing their responses in the chat or over their mic. Intrapersonal learners will
enjoy working alone during the editing and revision of their essays.

Classroom Management Issues (optional)

If the students start acting up in the chat or over their mics, I can mute students’ mics or change the
chat options to private, so students can only message me to participate.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part of
the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015