Lesson Preparation Worksheet

(Thinking about the lesson)

Teacher Candidate: Hillary Enyert
Title of Lesson: SCOPE: Academic Success Strategy
Grade Level: First Grade
Subject Area: Writing

Lesson Topic (What is the big idea?):
Using the academic success strategy, SCOPE, the student will increase his overall mechanics with 90%
accuracy in every-day writing.

What standard(s) and/or IEP goal(s) will it address?
Content Area: Reading, Writing, and Communicating
Standard 3: Writing and Composition
1. Exploring the writing process develops ideas for writing texts that carry meaning.
2. Appropriate spelling, conventions, and grammar are applied when writing.

Main Objective of Instruction (What do you want the student(s) to learn?):
To be able to effectively use the SCOPE strategy (Spelling, Capitalization, Order of words, Punctuation,
Express a complete thought) during daily writing time in the general education classroom.

Supporting Objectives:
1. Student will demonstrate his ability to use referencing skills during writing in relation to the SCOPE card.

Specific Strategies to be taught/modeled:
1. Student will learn to write one sentence and refer back to his SCOPE card.
2. Student will learn after completing one sentence to check his work and make corrections using the
SCOPE strategy.

Planning for individual differences (mediated scaffolding): What are the accommodations/modifications
you need to prepare?
The student will be provided a SCOPE note card that will be available to him every day located in his writing
folder. He will be able to refer back to the card at any time. He will not be expected to memorize the mnemonic
phrase. If the student knows how to spell a word and it is a high frequency or sight word, it will be expected to
be correct; however, if he is using the method of sounding out words, he will not be expected to correct the
spelling error. The student has a talk-box that he will be able to use if he wants or if the teacher is having a hard
time understanding what he is trying to say. When necessary, lines will be drawn on his paper, if not provided
by teacher, to maintain alignment of writing.

What background knowledgedo the students have? How will you assess students learning pre, during
and post?
The student has the background knowledge of how to sound out words, put a capital at the beginning, and a
punctuation at the end phrase taught in Kindergarten and how to brainstorm a topic to write about.

Pre: A writing sample from the student during free writing/independent writing.
During: The student will be supported during writing time by a teacher or para, where the adult can make an
informal observation of his progress using the SCOPE strategy.
Post: An additional writing sample will be taken after the student has successfully learned how to apply the
SCOPE strategy in every-day writing.

What management/grouping issues do you need to consider?
The goal will be to teach the student one-on-one in the general education classroom. He will be seated at his
desk, but will have other children seated next to and in front of him.


Materials and Resources:
Paper, pencil, SCOPE card.
Minskoff, E., & Allsopp, D. (2003). Academic success strategies for adolescents with learning disabilities &
adhd. Baltimore,Maryland: Paul.H. Brookes Publishing Co.

How/where will students be able to integrate(generalize) this learning?
The student will be taught that this strategy can be applied whenever he is writing. He will be asked if he does
writing in reading, math, or science with the expected answer yes.

How will you evaluate student learning from this lesson and build review into ongoing instruction
(judicious review)?
If student can accurately use the SCOPE strategy any time he is writing, the lesson will be deemed effective.
This will be evaluated daily by observation. If needed, the lesson will be taught again or prompting and
reminders to look at SCOPE card during writing will be used.









Lesson Plan
(What will actually be done)

Lesson Title: SCOPE: Academic Success Strategy
Main Objective of this lesson: To be able to effectively use the SCOPE strategy (Spelling,
Capitalization, Order of words, Punctuation, Express a complete thought) during daily
writing time in the general education classroom.

Anticipatory Set How will you get the student(s) attention?) Relate lesson to prior learning.
The teacher will begin by telling the student she has a cool new tool for him to use during writing time. This
will get the student excited to learn the new strategy. After the teacher gains the students attention, they will
have a reciprocal conversation about writing and previous challenges he has had.


Teaching: (Is this an informal presentation, direct instruction, or structured discovery?) What strategies will
you be using? Be sure to include differentiation.
This will be direct instruction. The strategy SCOPE will be introduced to the student.

I Do: The teacher will use a paper that has been used before in the class for writing time. The teacher will then
think aloud about what she is going to write about. Once she has found a topic, she will write her first sentence.
Then, she will stop and refer back to the SCOPE card and check her work. This will be continued for three
sentences. Basic capitalization, order of words, and expressing a complete thought will be errors intentionally
made by the teacher to show the student it is okay to make mistakes and by using this strategy, mistakes can be
caught and changed before it is completed to turn in.

Check for Understanding- What questions will you ask your students?
The student will be asked what SCOPE stands for letter by letter.
What does the S stand for? C? O? P? E?

Guided Practice or Discovery:
We Do: The teacher and student will come up with a topic together and begin a writing piece as a team. After
every sentence they will both look at the SCOPE card and re-read the sentence they just wrote. Any errors will
be talked about and corrected immediately. This will continue for three sentences.

Closure: Student(s) summarize, demonstrate learning of lesson.
The teacher and student will have a discussion about using the SCOPE strategy and review the mnemonic
phrase one more time together to make sure student understands how to use this strategy.

I ndependent Practice: What will this look like? Is it homework? Completion of a product independently?
You Do: The student will complete a writing assignment independently. He will have the SCOPE card available
to refer back to.

(Formally END the lesson)
Once the student has completed the final writing assignment, he will be given positive feedback and rewarded
by going to lunch.