LESSON PLAN OUTLINE TO BE USED FOR ALL ANNOUNCED OBSERVATIONS

1. NAME: Kristyn Curran

2. DATE/TIME OF OBSERVATION: Fall

3. NUMBER OF STUDENTS IN GROUP: 17 whole class

4. LEVEL OF STUDENTS IN GROUP: 5 IEP student, 6 below grade level, 5 on grade level students, 7
above grade level students

5. BACKGROUND INFORMATION OBSERVER SHOULD BE AWARE OF:

See class profile and class profile matrix.

6. LIST YOUR INSTRUCTIONAL LESSON OBJECTIVES IN BEHAVIORAL TERMS which reflect
Essential Curriculum objectives:

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
o CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds
naturally.
o CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
o CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.
o CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.

7. DESCRIBE YOUR LESSON PROCEDURE: (Include motivation/warmup, direct instruction, independent activity,
closure. As you describe the teacher behaviors, be sure to include the student behaviors you expect to see that will help
you determine if students are demonstrating understanding.)

Times Activity What I will do
What the students will
do
5 minutes Intro
I will welcome the students to the
lesson by asking them to take out
their brainstorming organizer and
close their eyes and picture their
memory.
Students will close their
eyes and picture their
memory to help add
details to their writing.
13-15 minutes Model Drafting
I will model for the class how to
use their brainstorming sheet in
order to write a well-developed
memory. I will also provide
students an HCPSS resource
provided by the reading department
for this unit.
Students will observe as
model how to write an
organized personal
narrative from their
organizer. Students will
use the handout resource
to help their writing/idea
generating. They will
keep it in the resource
section of their binders.
25-30 minutes
Students
Write/Video
I will circulate to support students
as they begin to write their personal
narratives. A schedule will be
formed to support students who
Students will be given
roughly 30 minutes to
begin to draft their
personal narrative.
choose to make a video
presentation of their personal
narrative.
Students will take turns
using the available
computers to record their
personal narratives via
iMovie.
10 minutes
Content
Conferences
I will invite students to the rug with
their drafts. I will ask for
volunteers to read the first part of
their personal narratives. As the
students read their personal
narratives I will write quick ideas
for improvement on sticky notes.
Once the reader has finished, I will
ask for 2 compliments from the
audience, I will offer a compliment
then share my suggestion. The
student will take the sticky note
back to the rug for consideration.
Students will come to the
rug and offer to read parts
of their personal
narratives if they feel
comfortable. Students
will listen to the
compliments and the
suggestions then make
changed based on the
suggestions offered.
*Not all students will be
required to read.
12 minutes Self Edit
I will excuse students back to their
seats to edit their writing. A class
created rubric will be displayed for
the class to ensure that expectations
are clear.
Students will make
changes to their writing in
order to improve their
personal narrative.
Students who have
recorded their personal
narrative, will be asked to
think through the changes
they want to make, then
time will be allotted to
those students to need to
re-record sections of their
personal narrative.



8. EVALUATION:
a. I will be looking for students to have a focused main memory they will be writing about.

b. I will expect for the students to have use the self-edit time to make changes and re-read/re-
watch their personal narratives in order to improve them.


1. FOLLOW-UP:
a. I will check in with students who did not volunteer to read to the class and give specific suggestions
based on content (not mechanics) so they too get personalized feedback.

If you need additional space, please continue on back.