2019. 5. 16.

Unit Lesson 5 - Google Docs

Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: John Park

Date:04/04/2019 Subject/ Topic/ Theme: Feedback Grade: 3rd Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson is a feedback time where the students will be able to read each other’s writing and revise or give feedback to improve each informational writing.

cognitive- physical socio-e

Learners will be able to: R U Ap An E developme motional
C* nt
● Read the pair’s writing and respect each other’s writing U X
● Use the checklists to check where the pair’s writing is at An X X
● Give feedback about the writing according to what they learned in the previous unit. E X X
● Give or suggest new ideas for pair’s writing E X X
● Accept each other’s feedback and apply it on their own writing. Ap X X
Common Core standards (or GLCEs if not available in Common Core) addressed:
3-W 4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task
and purpose.
3-W5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
ART.T.III.3.5 Listen to constructive criticism and respond in a positive manner.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite The students already have experience of giving feedback in their previous unit.
knowledge and skills. Students know craftmoves and better word choices that they can recommend as they give feedback.

Pre-assessment (for learning): Big Question “Why is peer reviewing, giving feedback useful?”

Formative (for learning): Listening into pairs of students giving feedback verbally and written feedback,
checklists and finished writing.
Outline assessment
activities Formative (as learning): The students will collaboratively work together to give feedback and learn from each
(applicable to this lesson) other to improve their own writing.

Summative (of learning): Gathered to do final discussion and it is evident that students applied those
feedback into their writing.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills, and
strategies, self-assessment &
reflection
Allow the students to choose their
work space and pairs.
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
The two paired students will
work collaboratively on their
writings. The students will have
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
The teacher will show
instructions and example of
what to do before the students
work.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
The teacher will ask one student
to summarize the expectation of
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short &
long-term goals, monitor progress,
and modify strategies
The students will learn to
collaborate with peers. Long term:
students understanding the
importance of peer review and
feedback.
Provide options for expression and
communication- increase the
medium of expression
The students get a chance to
verbally speak to peers, write
their thoughts and listen to their
peers.

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2019. 5. 16. Unit Lesson 5 - Google Docs

a chance to share it with the the lesson and what needs to be

whole class.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
done.
Provide options for perception-
making information perceptible
The students will give verbal
feedback as well as written
feedback.
Provide options for physical action-
increase options for interaction
Freedom of space and checklist
to follow along.

Writing notebook
Materials-what materials Pencil/Pen
(books, handouts, etc) do Green/Yellow Paper
you need for this lesson Projector
and are they ready to use? Checklist
Idea adapted from Calkins, L., & Cruz, C. M. (2013). The art of Information Writing. Portsmouth, NH:
Heinemann.
Large Group
Pair work
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5-8 - Tell the students to gather in the large - The students will come to the large circle.
minute circle. - The students will answer by raising their
Motivation
s - Ask “Did everyone finish writing their hand or not.
(opening/
first draft?” Raise your hand if you need
introduction/
more time.
engagement)
- “Do you guys remember how we did - The students will remember and answer
giving feedback for your narrative story?” the question about feedback.
- “Can anyone tell me why peer review, - The students will think about the big
giving feedback are useful?” question as they get into the lesson
- “Think about it and turn to your neighbor - The students will discuss with their
and discuss.” neighbors for ideas.
- When other people read your writing they
can catch mistakes or better ideas to
change in the writing that you might not
be able to catch by yourself. It is very
useful to have someone else read it and get
help from.
- Remind the students what they did for the
narrative story for feedback. Tell them we
20-30 will do the same thing for it.
minute - Show the green paper and write their
s (It name, topic, and name of their partner.
Development
will be - Ask green paper is for what? - The students will answer what the green
(the largest
2-3 day - Give an example of what to write. (I like paper is for and what we do on it.
component or
lesson your word choice, description. etc)
main body of
to give - Ask yellow paper is for what? - The students will answer what the yellow
the lesson)
student - Give an example of what to write. (It think paper is for.
s you can improve your word choice,
enough explain more/ give more detail. etc)
time to - Also, give them a short checklist of what - The students will get a checklist and read
work) they should be looking for as they are through it with the class.
writing each other’s writing.

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2019. 5. 16. Unit Lesson 5 - Google Docs

- Ask to read the checklist (Checklist

contains: Does it have table of content?, is
it divided into chapters with headings?,
What kinds of questions or information do
you think that might be missing?, does it
have some craft moves, linking phrases or
good word choices?, Did you feel you
learn more about the topic as you were
reading it?, Do they have correct
sources?”)
- The teacher will tell that go through the
checklists and put check if it is met, X if it
is missing and circle if there is some, but
room for more improvement. “Do you - The students will ask a question for
have any question?” clarification for the checklist.
- When both feedback is done, take it back
and apply what the feedback says onto
their own writing. Revise it to fulfill the
feedback. Ask questions if they need to
and feel free to go back to their partner or
teacher for clarification.
- Ask one student to summarize what they - One student will summarize what needs to
need to do. be done.
- Let the students go to their working area to - The students will be paired and go to their
work. (The pairs will be chosen by the working area to start working
teacher, according to their similar writing
level.)
- The teacher will walk around to confer
with each group about how they are giving
feedback.
- The teacher will help any group that needs - The students are going to raise their hand
help. for any help.
- It could be a more than one day lesson.
Give the student enough time to work on
it. Really emphasize the importance of it.
Review what they did on the next day and
let them get to work. Give them much
class time as possible.
- If the students are all done, the teacher will - The students will go back to fix their
tell the students to edit and changes mistakes and change according to the
according to the feedback to make a final feedback they received from the peer.
draft.
10 - Gather the students back to the large - The students will gather in the large circle
Closure
minute circle. - The volunteers will read part of their
(conclusion,
s - Ask volunteers to read part of the revised paragraph that they fixed it.
culmination,
paragraph. - The students are going to try to answer the
wrap-up)
- Ask the big question “why peer review, big question.
giving feedback are useful?”
- Ask if the student needs more time. If - The students will tell the teacher if they
needed the lesson could be extended into need more time or not.
few more days.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson if you had a chance to teach it. If you did not teach this lesson, focus on the process
of preparing the lesson.)
My last lesson will be highly focused on working in pairs and collaborating together to give feedback. As I am preparing this lesson, I
will make lots of connections with the previous unit of the narrative story because what I will make the students do for this lesson
would be very similar to what they had already done before. I am going to make start as a large group and ask the student if they are
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2019. 5. 16. Unit Lesson 5 - Google Docs

all at the same point where they all finished their first draft. If not those students will have time to finish it since the lesson is all
taught. In this lesson, I will refer back to the previous unit to let the students review what feedback is. The students will have time to
think and turn with their neighbors to share, then share as a large group. The big theme would be teaching students the importance of
feedback. I would need to prepare yellow and green papers for my lesson and use the projector to show an example of how I want the
students to use those paper to make a chart with one section with ‘what’ and another with ‘evidence’. I will explain that on ‘what’ they
will write their thought of what was good on green paper and what needs to be fixed on yellow paper. Then, they need to write
evidence of why they thought it that way. In addition, giving evidence is the part that I will be going to emphasize because when
talking or writing the evidence part is the most essential and letting the students being able to explain why they thought it certain why
is important to learn. Also, I will prepare a checklist so the partner could check it off and write the evidence why they checked it as
they are reading each other’s writing. This is just to make sure everyone is on the same page with all the components in their writing.
The personal growth that could be obtained from this lesson would be how I would break down the long instruction and let the
students fully understand it. I would be important to have good word choices and good examples of how to do it. The assessment for
this lesson would be hard copies of students feedback and checklists. Also, the draft that the students revised. I will ask the students to
hand it at the end of class. If they are not done, this lesson could extend for a few more days. I would be wonderful if I would get a
chance to teach this lesson, but the school is having M-Test, so the time did not work out.

One barrier that could happen is students getting too many instructions at a time. If I feel the students are overwhelmed with
instructions, I will break down the instruction and tell the students to go it step by step and maybe write down my instruction on the
board so the students would not need to memorize the long lists of instructions and just look at the board to follow along. Another
possible barrier is that some students might have trouble giving feedback, and for those students, I will go and help them out. I am not
very worried about this because the students had already done it once before and they were successful with it.

Source:

Michigan K-12 Standards for English Language Arts. (2019). Retrieved February 22, 2019, from

https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

Michigan Merit Curriculum. (2011, June). Visual, Performing and Applied Arts. In Academic
Standards. Retrieved from https://www.michigan.gov/documents/mde/Complete_VPAA
_Expectations_June_2011_356110_7_458390_7.pdf

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