Lesson Plan

Regular Ed
Teacher:
Periods:

Mollie Quinn, Amber Stephens, Subject:

English

1-7

02/01/16 02/05/16

Dates:

BACKGROUND KNOWLEDGE necessary for students before engaging in this lesson:

Students will use the knowledge they have acquired from on demand writing: writing complete sentences, using correct
grammar, sentence structure, using proper language and vocabulary, informational research.
COMMON CORE STATE STANDARDS to be addressed in this lesson:
W 7.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Program Review Integration:
PL/CS
A&H

Writing

Strategies to be used in this lesson:

Writing x
Inquiry
Co-Teaching (describe): Co-Teaching strategy used is alternate
teaching strategy. A group of about 15
students are
Struggling with thesis statements and
how to write them correctly. The coteacher will discus and practice with
them so that they will have a better
understanding of how to write a strong
thesis statement as well as be able to
identify one. The classroom teacher
will take a group of 10 students that
have mastered thesis statements. They
will complete a thesis statement task
card activity. The teacher will explain
the activity to the group of 10 students.
Once students who are with the coteacher have mastered thesis
statements, they will come to the
classroom teachers group and the
students in that group (the students
the classroom teacher taught) will
teach the activity to those students.
This allows more of a student-centered
lesson.

World Language

Primary K-3
Reading

Other:

ESSENTIAL QUESTIONS for this lesson: They are open-ended, thought-provoking questions that ask students to uncover
ideas, problems, controversies, philosophical positions and/or adopt varying perspectives.
What do good writers do?
Whats my purpose and how do I develop it?

OBJECTIVES of this Lesson(s) (Specific, Measurable, Attainable, Realistic, and Timely):

I can locate alternate/opposing claims in my argument.
I can identify a topic that causes or has caused debate in society.
DIFFERENTIATION STRATEGIES:
Group/Team work
Guided questions
Rubrics
Graphic organizers
Movement

x
x

Guided discussion
Student leaders
Higher-order questioning
Learning Stations/Centers
Other:

ACCOMMODATIONS/MODIFICATIONS:
x
x

Extended time
Reader
Modified Lesson
Audio Recordings
Resource

Increased Print Size

Written List of Instructions
Setting Accommodations
See SE Teachers Accomm/Modifications
Other:

MATERIALS, TECHNOLOGY, and RESOURCES to be used in this lesson:

Document camera
x
SMARTBOARD
Overhead transparency
Classroom library
ESL texts
Content texts
Television/DVD/Video: Youtube.comKid President Boys vs. Girls
Description of video clip:
Other Resources/materials:
Research Sources:

Laptop cart(s)
Desktop computers
Clickers

Computer Software

FORMATIVE ASSESSMENT(S): Indicate how students will be assessed and how these assessments will be used to improve
instruction.
Observation
Peer/Self-Assessment
Summary
Clicker Responses

x
x

Exit Slip
KWL
Questioning
Other:

Think/Pair/Share
Discussion
Dry Erase Boards
Other:

x
x

Student Data Notebook Entry

Learning Log
3.2.1
Other:

QUALITIES OF 21ST CENTURY LEARNERS: Indicate which 21st century skills are built in this lesson.
Leader/Team contributor
Personal accountability
Social responsibility
Effective communicator

x
x
x
x

Technology user
Self-direction
Multi-lingual
Critical thinker

x
x

Ethics
Team contributor
Financial literacy
Media literacy

Adaptability
Personal responsibility
Global awareness
Curious researcher

Instructional
Planning
Bell Ringer

Lesson

Tuesday
Respond to Kid
President video
Boys vs. Girls.

Go over Snow
Packet Lessons 34
Thesis Statement
Power Point

Wednesday
Respond to the
following quote I
may not have gone
where I intended to
go, but I think I have
ended up where I
need to be. Douglas
Adams
Thesis Statement
Power Point-Finish if
needed
Begin Thesis
Statement Cards
activity (Partners)
Thesis statement

WRITING BOOT CAMP---WRITING BOOT CAMP---WRITING BOOT CAMP

Key
Vocabulary

----------------------------

This section to be completed by SE teacher if collaboration occurs

---------------Erica Burton

Special Ed
Teacher:

-------------

ACCOMMODATIONS/MODIFICATIONS:
One-on-One
Scribe
Rubrics

Small group
Student reads to teacher
Resource Room

Graphic
Learning stations/centers
organizers
Paraphrasing
x Guided questioning
Other: Behavior Intervention Plan

Extended time
Reader
Change
in
environment
Audio recordings

Accuracy goals

Description of Additional Strategies/Activities: (if applicable)

See Lesson Plan for group instruction

x
x

Increased print size

Step-by-Step instructions
Modified lesson/assignment
Assisted technology
Student choice of assignments

x
x