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Lesson Plan Design
Subject: Writing Grade: 2nd Lesson Topic: Written Language Skills
Candidate’s Name: Michele Coddington ID # 041242698
Site Supervisor: NU Supervisor:
Date: _____________________________________
1. Introduction: (Identify Grade Level K12 Academic Content Standard(s), rationale, focus learner,
create bridges from past learning, behavior expectations)
.
Rationale:
The lesson will be helping students with their writing skills,
spelling, vocabulary and creativity. This lesson will be This lesson will help the students with
connecting them to reading and past writing skills. writing, vocabulary and spelling. It is also
a unique and creative lesson plan for
[Link]-LITERACY.W.2.3 writing which might get the students more
Write narratives in which they recount a well-elaborated
interested in the lesson.
event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal
event order, and provide a sense of closure.
2. Learner Outcome(s)/Objective(s): (What will students learn from this lesson? How will you
measure mastery of the outcome?)
Rationale:
The students will be able to create their own story starters It is important for students to be able to
using word banks provided. I will measure their mastery by create their own writings for future school
reading the story hooks and checking for spelling errors and lessons. Writing is an important part of a
if it is connected to the story they were assigned or not. I student’s education so a lesson like this
want to be able to see that the students can create story will benefit them in the future.
beginnings that connect with their respective story
assignment.
3. Pre-assessment Activity: (Determine students’ abilities to achieve the Learner Outcome and
prescribe instruction accordingly. Consider: linguistic background, academic language abilities,
content knowledge, cultural and health considerations, interests and aspirations, physical
development, social development, emotional development. )
Rationale:
It is important to get an understanding of
Teacher will ask students what they know about stories and students previous knowledge on the
introductions. The students will be asked if the introduction subject. It will help show what they might
is important to get them to want to read the stories. A need help on or if the assignment needs to
discussion will be made on what the students think that be changed at all.
“hook” means and how it might be used to get readers
interested.
4. Differentiation, Adaptation & Accommodation Strategies: (Based on the pre-assessments, modify
Learning Activities based on learner characteristics to meet the needs of ELL & special needs
students, highly achieving students and low achieving students)
Rationale:
ELL students will get a word bank in both English and their
native language in order to help them create their own story. ELL and SPED student have different
They will also have access to tablets, if necessary. If any needs than their peers so it is important that
students need any extra time or a quiet space, they will be they get all and any help that they need. It
accommodated and aides can work with the students if is their right as students to get help and
needed. accommodations and it helps them stay on
task alongside their peers.
5. Resources: (Identify materials needed for this lesson accounting for varying degrees of skill level)
Rationale:
Assistive Tech: talk to text, tablets, keyboards, touchscreens
Word Banks in English and other native languages, Story Students need to be able to have resources
printouts, pens, pencils, paper, vocabulary cards. that can help them succeed with the
assignment. The resources will also help
make sure that they can work at the same
level as their peers.
6. Learning Activities: Explicit Teacher Instruction - (Explain, Model, Demonstrate, Check for
Understanding)
Rationale:
Teacher will explain the assignment to the class. They will
state that the students will be creating their own story hook. The teacher needs to be able to state clearly
Each student will be assigned their own story and the and simply what is expected of the
assignment is to create a new story beginning to get readers students. There should be no questions or
interested. doubts on the assignment after the teacher
The teacher will explain that they will be going over a story states what it is and what is expected.
hook and creating one together. After that, the students will
be working on their own.
Check for Understanding:
Teacher will ask students if they have any questions and if
they don’t, to repeat the instructions that the teacher gave
them.
7. Learning Activities: Guided Practice/ Collaborative Practice (Check for understanding and
provide feedback and re-teaching)
Rationale:
The teacher will pick a story, ex: Little Red Riding Hood,
and they will work with the students to create a new Doing a story hook together as a class will
beginning to it. They will come up with ideas using the word help the students when it comes time to
bank provided and create their own class story hook. work on their own. It also shows them a
model of what they will be doing and how
they can create their own.
8. Independent Practice: (Provide practice that supports the learning outcome. Note: Independent
activities are assigned assuming that students understand the concept well enough to work on their
own.)
Rationale:
The students will be given their story assignment and a word
bank to help them create their story hooks. They will be This is an important part of the lesson and
given 20 minutes to create the story hooks. If needed, they this will show if the instructions were clear
can use their assistive technology or any other tools that they and will also show the students knowledge
need to use in order to finish the assignment. on the writing subject.
Check for Understanding:
During the assignment, the teacher will stop halfway in to
ask the students how the assignment is working, if there are
any questions that they want to ask the teachers or their
peers.
9. Assessment and Evaluation: (Describe how you will assess and/or evaluate the students’ learning.
Describe differentiating assessment strategies you will use for ELL, special needs students, highly
achieving students and low achieving students.)
Rationale:
Students will submit their written story hooks. There is a
rubric that will be used for grading for the assignments. SPED and ELL have more difficulties than
There will be liberties for ELL students, spelling will not be their peers which is why they will not be
graded as strictly as their peers. SPED students will be graded as strictly when it comes to the
graded on the same rubric but similar liberties will be taken rubric.
with grading.
10. Closure: (Describe how students will reflect on what they have learned.)
Rationale:
The teacher will go around and ask the class as a group to
discuss what they have learned from the assignment. The This will be a fun way to end the class. It
teacher will give the students the opportunity to share their will get students to share and reflect, as a
story hooks with their peers. whole, on what they learned from the
lesson.
11. Lesson Reflection/Assessment: (Collect student learning data to determine: What went well?
What needs to be changed? Were learning outcomes met? What activities will you add, change,
modify in the future? What can be done to follow up on the learning from this lesson? Who needs
additional help? Who needs enrichment or higher level work?)
After taking student data and scores, the teacher will make changes based off the scores. Depending on
what issues occur with the assignment, changes will be made to make it more adaptive for the ELL and
SPED students. More vocabulary cards could be added, more AT options, simpler story lines, etc., could all
be potential changes for the lesson plan.
Revised: 10/23/2008
Note: An electronic copy of the Lesson Plan Design may be found on the Nu-Fast website:
[Link] . Links: Fileshare - SOE – TED – TED 629 – Student/Faculty