Your committee members will review and evaluate your performance on this task using Standard 1: The teacher

demonstrates applied content

knowledge and Standard 2: The teacher designs and plans instruction.

Component I: Classroom Teaching

Task A-2: Lesson Plan
Intern Name: Elijah Day Edwards
# of Students: 25

Date:
Age/Grade Level:

4/13/15
Sophomore

Cycle: 3
Content Area: English

Unit Title: Sophomore LDC: Informational Essay

Lesson Title: LDC: Introduction to the Task/Prompt
Lesson Alignment to Unit
Respond to the following items:
a) Identify essential questions and/or unit objective(s) addressed by this lesson.
1. Use prewriting strategies (background reading) to generate, focus, and organize ideas as well as to gather information.
2. Analyze writing assignments in terms of purpose and audience to determine which strategies to use
3. Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing
4. Prepare writing for publication by choosing the most appropriate format, considering principles of design (e.g., margins, tabs, spacing, columns) and
the use of various fonts and graphics (e.g., drawings, charts, graphs); use electronic resources to enhance the final product
b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards.
1. B.1.a (Quality Core)
2. B.1.b (Quality Core)
3. B.3.a (Quality Core)
4. B.1.c (Quality Core)
c)

Describe students prior knowledge or focus of the previous learning.

The anticipatory set was given at the end of class the previous day. Students watched several videos about leadership and wrote down whatever
words/activities/quotes stuck out to them about an effective leader as a pre-write.

d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment.
The Summative Assessment for this unit is an informative/explanatory LDC task over leadership. See the attached document.
e)

Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting
instructional planning in this lesson of the unit.
One student in this class requires paraphrasing, prompting/cueing, and extended time (double time). I also have to check his agenda book.
Another student in this class is allowed to visit the guidance office if she begins to feel frustrated. She requires prompting and cueing, redirection,

f)

corrective feedback, positive feedback, specific praise, and extended time (1.5 days).
Another student in this class has emotional issues and suffers from depression. She is to be given prompting/cueing and extended time (double
time).
Another student in this class is Gifted & Talented in Leadership. She is the leader of her Kagan Group.

Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior
knowledge):
Students will take a pre-test for the unit.
Lesson Objectives/
Learning Targets

Objective/target:
B.1.a
Use prewriting strategies (background
reading) to generate, focus, and organize
ideas as well as to gather information.

Assessment
Assessment description:
Students will be assessed on how well they
annotated the background readings. They will
place the readings in their research folders.
Assessment Accommodations:
Students that require a reader will have a reader.

Instructional Strategy/Activity
Strategy/Activity:
1. Mr. Edwards will read the first article to the class
and model for them how to annotate. (I do)
2. The class will read the second article together out
loud and Mr. Edwards will call on students to give
good examples of what they annotated. (We do)
3. The students will individually read the third article
silently on their own and annotate the article. (You
do)
Activity Adaptations: N/A
Media/technologies/resources:

B.1.b
Analyze writing assignments in terms of
purpose and audience to determine which
strategies to use

Assessment description:
N/Aobserved through questioning done by
teacher
Assessment Accommodations:
Extended Time if needed

30 Copies of What is Leadership?

30 Copies of The Impact of a Good Leader and Good
Leadership on Society
30 Copies of The Leadership Lessons of Nelson Mandela
Strategy/Activity:
1. Mr. Edwards will lecture about the prompt and
pass out the prompt. Students will underline the
key words of the prompt, letting them know what
they will be doing.
Activity Adaptations: N/A
Media/technologies/resources: N/A

B.3.a
Establish and develop a clear thesis
statement for informational writing or a
clear plan or outline for narrative writing

Assessment description:
Students will write a clear thesis statement that
shows a clear plan for what their essay will cover.
Assessment Accommodations:
Extended Time if needed

Strategy/Activity:
1. Mr. Edwards will model how to write a thesis
statement for the students.
2. The students will write a clear thesis statement and
share it with Mr. Edwards through Google Drive
Activity Adaptations: Extended Time if needed

B.1.c
Prepare writing for publication by
choosing the most appropriate format,
considering principles of design (e.g.,
margins, tabs, spacing, columns) and the
use of various fonts and graphics (e.g.,
drawings, charts, graphs); use electronic
resources to enhance the final product

Assessment description:
Students will set up their document in MLA
format (double spaced, TNR, 12 font, page
number, heading, title, body paragraph). This
document will be shared with Mr. Edwards
through Google Drive.

Media/technologies/resources: Computers
Strategy/Activity:
1. Mr. Edwards will give step-by-step instructions on
how to set up a document in MLA format with the
students following these instructions on the
computer.
2. Students will share their documents with Mr.
Edwards so that he can properly assess them.

Assessment Accommodations:
Extended Time if needed
Activity Adaptations: Extended Time if needed

Media/technologies/resources: Computers
Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish your objectives. Within this sequence, describe
how the differentiated strategies will meet individual student needs and diverse learners in your plan. (Use this section to outline the who, what, when, and
where of the instructional strategies and activities.)
1.
2.
3.
4.
5.
6.
7.

Teacher will begin by going over todays learning targets and reviewing the anticipatory activity that occurred on Friday. (5 minutes)
Teacher will lecture about expository writing and distribute the prompt for this LDC. Students will underline key terms in the prompt to show they
understand what they need to be doing. Students can ask questions about the prompt. Teacher will assess this by visually observing the student work
(5-10 minutes)
Teacher will read out loud the article What is Leadership and model for students how to correctly annotate the article (background reading
strategy)I Do. Students will then write their big take-away from that article. (5 minutes)
The class will read out loud the article The Impact of a Good Leader and Good Leadership on Society and together annotate the articleWe Do. (510 Minutes)
Students will individually read the article
Teacher will lecture about thesis statements and students will write a template for their thesis statement (5-10 minutes)
Students will move to the computers and log-in to Google Drive. They will create a document and share it with the teacher. Then, the teacher will give
explicit step-by-step instructions on how to set up their document in MLA format. (10-20 minutes)

8.

Students will type in their clear thesis statement and make sure they have shared the MLA document with the teacher as an exit slip. (5 minutes)