Lesson Planning

Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
My class is a 10th grade, homogeneous English class. Most students are at a normal academic functioning level, but there are a handful of
students with IEP’s for lower level and higher-level learners. There are two students with learning disabilities that require special attention and
extra time is necessary to make sure they understand lessons and assignments.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
I will be the only teacher in the classroom

What is the long range goal(s) that is tied to this lesson?

To improve student understanding of writing narrative essays and other non-fiction pieces ad to improve overall student writing ability.

What is the specific learning objective(s) for this lesson?

Students will use the examples of narrative essays read in class to generate an idea for their own essay.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
Students will need to have a basic understanding of the English language and the writing process.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
This is a combination of learning acquisition and learning fluency. The students will be acquiring new knowledge of how to specifically write in
the narrative form, but the =y will also be working with previous knowledge they have of writing in general.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
This lesson will be the beginning of a mini unit on narrative writing within a larger writing unit. The students will have about a week to complete
the essays.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
Ideally, this lesson will be presented in a classroom that has access to computers or a mobile lab. Especially later in the mini unit, it will be
necessary for the students to have access to a computer.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
This lesson is being taught as a part of a writing unit that is covering all different types of writing. Students need to understand the different
styles of writing and the differences between each type.

How does this lesson relate to the PA Academic Standards?

This lesson relates to the PA academic standard that focuses on students learning to control their writing styles and writing in a controlled
fashion.

How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
This will be the initial lesson for this particular writing style but it will relate to previous lessons y still building on the writing process that will have
been used for other lessons. This will relate to future lessons by providing students with an understanding of more informal writing that is non-
fiction. The rest of the unit will focus on other types of writing types, so some of the lesson’s techniques will be applicable in the future.

How will you determine if students have met the lesson objective? (Think assessment)
Students will be producing a personal narrative essay that will be peer edited, collected and graded. I will use that as a way to measure student
comprehension.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
This lesson will be presented as part lecture, part whole group learning because students will listen as we read example essays and they will
discuss why these essays are good. They will also work in small groups to brainstorm ideas for their own essays as well.

Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

PA Standard:
- 1.5.11 ABCDE
A. Write with a sharp, distinct focus.
• Identify topic, task and audience.
• Establish and maintain a single point of view.
B. Write using well-developed content appropriate for the topic.
• Gather, determine validity and reliability of, analyze and organize information.
• Employ the most effective format for purpose and audience.
• Write fully developed paragraphs that have details and information specific to the topic
and relevant to the focus.
C. Write with controlled and/or subtle organization.
• Sustain a logical order throughout the piece.
• Include an effective introduction and conclusion
D. Write with a command of the stylistic aspects of composition.
• Use different types and lengths of sentences.
• Use precise language
E. Revise writing to improve style, word choice, sentence variety and subtlety of meaning after
rethinking how questions of purpose, audience and genre have been addressed.

Lesson Objective(s)
(Stated in observable and measurable terms)
1. The students will relate their own understanding of personal essays to the one’s studied in class.
2. The students will examine what makes each essay a “good” personal narrative.
3. The students will brainstorm topic ideas for their own autobiographical essay
Assessment Plan
(What will be done to determine if lesson objectives have been met?)

The culmination of the mini unit will be the completion of the personal narrative. The way I will assess
comprehension in this particular, introductory lesson will be to analyze student responses to questions
presented during the lesson.

Materials:

-Pencil
-notebook
- Copies of The College Writer
Inclusion Techniques for Students with Special Needs:

Inclusion techniques will involve placing students that struggle to focus in the front of the room and
pairing them with higher learning students whenever small groups are formed. This will create a
scaffolding process that allows those students that struggle to observe the thought process of a properly
functioning student.
Enrichment Techniques:
In this particular lesson, higher level students will no be challenged beyond the requirement to assist
students who struggle with comprehension.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and are able to
participate in the lesson):

Students will have the example essays read to them and they will have the text in front of them as well
that has extra explanations breaking down the writing process. Students that move faster can read ahead
and make sure to read every tip and note in the margins of the page. Students that struggle will be able to
move at the teachers pace.

Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

-students read aloud through the introduction of writing personal essays. Once we get to the rules,
I will begin explaining to the students what is commonly seen in a personal narrative.
-I will then read through an example essay, pointing out the specific characteristics that make the
essay enjoyable to the reader.
-I will explain things like:
- detail
-strong action verbs
-dialogue
-sensory vocabulary
-These will need to be included in their own personal essays.
-Before giving them time to begin brainstorming a topic, I will share one of my own personal
narratives with them to provide them with another example.
-After this, I will explain some of the methods I used for writing my essay so they can see what
they will be doing.
-After this, the students will have time to begin brainstorming events which they would like to
write about.

Guided Practice/Independent Practice/Assessment Activities

The guided practice will be admisnistered by the xamples shown to the students, including my own
personal examples.
-Once students are given time to brainstorm ideas for their own narrative, provide examples to help them
understand what types of topics would make for a good essay
-Specific events are better…helps keep essay length down
-Any Firsts
-Sporting events
-Family events
-Emphasize the importance of being specific and why it is better to pick a very specific event so it is
easier to be very specific without writing too much. Students will be provided with a grading rubric once
they begin writing their first draft so they exactly what to include in the essay.

Closure:

As closure for the lesson, the students will be required to present their ideas for their essays and
the teacher will have to approve each topic. It is important to make sure students have selected a specific
event so they can be detailed and not end up typing a 10-page paper.