Professional Documents
Culture Documents
Teacher Candidate:
Alexandra Boyd
Date:
11/10/15
Subject/Grade/Course
7th Grade Writers
Workshop
Lesson Title:
Reading from Different Perspectives
Context
Content Objectives
Students will be able to [SWBAT.]
What key knowledge and skills will students acquire
as a result of this lesson?
University of St. Thomas, Teacher Education
Updated 201540
Rationale
Students will be seen engaging in productive discussion to answer some of the important questions in the unit
Students will be engaged in full class activities and respond to large group discussion questions
Students will answer questions one and two verbally and share their responses with an instructor
Students will prove their understanding by responding to the Exit Ticket question in Socrative with a few sentences of writing they have been
working on
1- Student summarizes the text and does not provide a particular point of view or textual evidence to support it.
LESSON GUIDE
TIME
Opening//Motivation
Engage
Connect to prior
experience/learning
Communicate
learning goals,
expectations
Presentation/Instruc
tion
Teach/model/demo
the new
skill/strategy/concept
Scaffold
Use multiple
strategies
Structured Practice
Exploration/Inquiry
Model
Guide, interact
Question, think,
discuss
Explore key ideas,
issues
Check for
understanding
Central Question: How can considering a piece of writing from different perspective change how we
understand it?
3 mins
8-10
mins
2 min
Provide opportunities
for students to
rethink & revise
Tailor to different
needs, interests,
abilities
Correct
misunderstandings
2-4 mins
5-7 mins
5-7 mins
Guided
Practice/Feedback
LEARNING EXPERIENCE/EVENT
2 mins
Wrap up: restate the central question and why perspectives are important for looking at literature, recall
prior knowledge from earlier in the unit: this is another way of using evidence to make a claim like they
would in science class.
Independent
Practice/Application,
Transfer
Closure
Review key
concepts/points
How will students
articulate their
learning?
What scaffolds and universal design elements have you included to ensure
ALL students meet high expectations?
Scaffolds and UDL elements I will use include providing verbal and
visual options for students in the form of printed copies of the story and a
power point. Initially, I will introduce students to the idea of looking at a
scene from multiple perspectives by using a single panel of a comic strip, a
simple example with a visual element. Also, students will be working in
large groups, small groups and individually. These different types of
groupings will give them a chance to build meaning together, and for
students who do not understand the concepts to learn from each other.
Learners who are more verbal will have a chance to discuss their thoughts
before being asked to submit a short piece of writing. Learners who prefer
to write to think can work through their thoughts as they submit their exit
ticket.
Progress Monitoring
How will you monitor students progress toward acquisition, meaning, and
transfer during this lesson? What are potential rough spots and student
misunderstandings? How will students get the feedback they need?
I will check in with at several points during the lesson. After I introduce it,
explain the concept and demonstrate it, I will ask students what points of
confusion they have. Additionally, I will try to check in with each group of
students as they are working in small groups and to correct any
misunderstandings that might have arisen during instruction. Additionally, I
will review the lesson in address any common points that I notice students are
having trouble with during their independent work time. Additionally, I will be
able to check students exit tickets to see if they were able to produce a piece
of work that indicates they understood the exercise. If not, I would need to
focus in on what part of the concept it causing the most trouble for students
and design another exercise with additional scaffolding.
Grouping
Will students work individually, in pairs, small groups? How are these
determined and why?
The students will work individually, in pairs and in large and small groups.
Students will work individually, in that they must all submit an individual
response to one of the questions in the lesson. They will have a brief pair
discussion after we read the story as a large group. They will work as a
large group in reading the story and completing two modeling activities in
preparation for small group and independent work. Finally, they will work in
small groups. The small groups are four or five students, determined by the
table seating. Students have some choice in where they sit when they
enter the class; however, the teacher is able to move students around
during the course of the lesson to make instruction more effective (for
example, if one group is continually getting off task, one or two students
may be told to move to more focused groups). I am building in
differentiation in the types of grouping in an effort to keep more students
actively engaged in the lesson.
Materials / Resources
Co-Teaching Model
Contingency Plan
What Is your plan for those who need additional time/finish early/need
support? Back-up if things dont go according to plan?
The time on activities such as writing time and small group discussion can
certainly be adjusted as necessary. I provided only a general estimate as to
how long we would spend on particular things. Students have independent
reading books or grammar assignments to work on if they finish writing up
their exit ticket early. If there are technological difficulties, I will have printed
copies of the story and my slides so we can still accomplish the exercises. I
will use the whiteboard to draw out a copy of the single panel comic and write
out the questions I need students to answer from the slides, so they will still
have a visual representation. I will be able to help students who need
additional support during the small group work time and later on in class if
they are still struggling.
POST-INSTRUCTION REFLECTION
Strengths: What did you do in your planning and teaching to ensure your students would learn? To what extent did the whole class or group learn what
you intended them to learn?
Opportunities for Growth: For whom did the lesson work best? What didnt work and for whom? What will be your next instructional steps?