Source of Evidence: Lesson Plan
!Name: Katelyn Fryar
Ages/Grades
of
Students Grade 9
Date of Observation :11/12/15
Number of
Students in
Class 20
Number of
Students
having IEP 0
Cycle: 1
Number of
Gifted
Students 0
!Lesson Title: LDC Body Paragraph 1 Drafting; Transitions mini-lesson
Number of
Students
having ELL 0
1. Learning Target(s)/Objectives (1C)
List the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state curriculum/
content area standards]
a) Objective 1 comes from ACT Grade 9 Quality Core Standard B2b: I can craft first and final drafts of
informational essays that support the main ideas with facts, details and examples.
b) Objective 2 comes from ACT Grade 9 Quality Core Standard B3b: I can add transitional words and
phrases to clarify meaning and maintain consistent style, tone and voice.
2. Pre-assessment (1F)
Describe the pre-assessment(s) used to establish students baseline knowledge and skills for this lesson.
a) Students have read Romeo and Juliet and have identified and analyzed bad decisions, read and
annotated non-fiction informational articles, read and analyzed the LDC template task and have
submitted a thesis statement and introductory paragraph that has been checked by me. Each student
has received individual feedback on both.
3. Formative Assessment (1F)
Describe the formative assessment(s) to be used to measure student progress during this lesson.
a) At the end of the lesson, students will submit their draft body paragraphs for feedback. During the
lesson, I will monitor student progress and check student understanding as I teach by questioning.
4. Resources (1D)
Identify the resources including appropriate technology needed for the lesson.
a) Students will need their Chromebooks and their draft outline packets which they have been working
with throughout the week. Students will use their Converge accounts to access the website on
transitional phrases.
5. Lesson Procedures (1E)
Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
a) Students will enter class and complete a bell ringer flashback from the projector. (5 minutes)
b) I will then go over the schedule and objectives for the day (3 minutes).
c) I will then instruct students to open their Outline generation packets they have been working on for
their LDC papers. (2 minutes)
d) Once students have their packets ready and open to the correct page, I will show students a sample
body paragraph, highlighting each POINT, EVIDENCE, and EXPLANATION. (10 minutes)
e) I will allow students 20-25 minutes to work on drafting a first body paragraph. I will remind them
frequently to check their purpose by re-reading the body paragraph question and the LDC prompt. I
will walk around monitoring student progress and will make myself available for one-on-one
conferencing (20-25 minutes).
f) I will then instruct students to open Converge and go to the link titled Transitions (2 minutes).
g) I will show them this resource then give a short model of how to write an effective transition between
paragraphs, reminding them of the purpose of each paragraph and asking students to think critically
about how paragraphs 1 and 2 will connect to one another. (8-10 minutes)
h) Students will then draft a short transitional topic sentence for tomorrows body paragraph 2 work. (5
minutes).
i) Students will turn in their packet at the end of class so that I can review them and give feedback in
preparation for the next days drafting process (1 minute).
6. Watch For------Identify anything that you would like specifically observed during this lesson.
f)
I am especially proud of the classroom culture in my 3rd period. It is an environment of learning and
respect among students, and I am confident in my ability to manage this classroom. However, I
struggle with creating meaningful formative assessments. I would love some feedback on how to build
in meaningful and appropriate formative assessment in a lesson like this.
