UNIT 5 LESSON 8

TWS LESSON PLAN 7

Research Paper: Outlining

CCU Teacher Candidate: Emily Maddock

Student ID #: 0484495

Program Code: Secondary Licensure

Lesson Date: April 14, 2016

District: Mapleton

Mentor Teacher: Tracy Reynolds

School: Colorado Connections Academy

University Supervisor:

Content Area: Reading, Writing, and Communicating

Valerie Perciante

Grade Level: 11th

Grade Level Expectation: Self-designed research provides insightful information, conclusions,

and possible solutions

Desired Evidence Outcome(s): Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (CCSS: W.11-12.7)

Lesson Objective(s): Organize supporting details. Develop an outline.

Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 7: Documenting,
and the Documenting Quick Check. If the students have not finished the Quick Check before
the lesson, during the Anticipatory Set (Kid Presidents Pep Talk to Teachers and Students &
the Q & A pod) I will give students a chance to finish the Lesson Quick Check (it should not
take them more than 3-5 minutes). We will be using the lesson Documenting, as a jumping off
point for today. The poll pod will be used to see if the students have any questions regarding the
work cited, thesis statement, etc.

UNIT 5 LESSON 8

TWS LESSON PLAN 7

Materials Needed: Computer, Internet, Word Processing Program (such as Word or Pages),
Writing with Power online textbook, paper and pen (if desired)

Introduction: (Motivation/Anticipatory Set): While students are entering into our Live Lesson
virtual classroom I will have Kid Presidents Pep Talk to Teachers and Students & the Q & A
pod asking the students to write a question regarding either citations, work cited, and formatting.
We will review where we left off last class in regards to regarding the work cited, thesis
statement, etc., and how it will work into todays topic.

Student Adjustment(s): This Unit will really be concentrated on individualized help, since each
student will have a different topic. I have some example topics for students who cant think of
something to write on or are not inspired by the prompts. I will also have Open Office Hours on
Fridays for students to ask for help. If Fridays dont work, I will also have scheduled meeting
times where we can work on the paper one-on-one in our Live Lesson virtual classroom. I have
research paper video recordings which give step by step instructions on the different components
of the research paper and written outlines on how to write a research paper. After our 30 minute
sessions I will keep the virtual room open for any students who wish to work on a particular
section, giving them their own break out room to work in (like a study room in a library) where I
can come in to see if they need help. Once they have topics selected, later in the Unit, they will
work in breakout rooms to work on their papers with classmates. I have also arranged for our
Special Education teacher to come and help with some lessons, to help explain confusing
concepts and to address any other needs for our special education students (April 19th- Unit 5
Lesson 12: Drafting).
Instructional Input: We will once again be using breakout rooms for students to create their
outlines for their research papers. But before we break for individual work we will first go over
outlining with some examples I have brought into the room. After we have gone over these
points I will have the student begin working on their outlines.

Guided Practice:. For our guided practice we will practice writing an outline together (in a note
pod) for both topics.

Independent Practice: Students will be put into individual breakout rooms where they will
work on their research paper outline. I will go from room to room checking on the students. A
few minutes before class ends I will pull them back into the main room to discuss their outlines
and any difficulties they encountered.

UNIT 5 LESSON 8

TWS LESSON PLAN 7

Lesson Post Assessment: Students will complete the Unit 5 Lesson 8: Outlining and Quick
Check post assessment in their course tree.

Closure: At the end of the lesson I will have a poll pod with a question asking what are three
things you will be taking from this lesson? as an exit ticket. (This will also serve partially for
the lesson post assessment)

Next Steps: Unit 5 Lesson 9: Drafting

Teacher Performance Standards Addressed in this Lesson:

Standard Five: Knowledge of Classroom and Instructional Management:
The teacher is knowledgeable about classroom practice in order to successfully manage time,
communications, and record keeping procedures that will support and enhance student learning.
The teacher has demonstrated the ability to:
5.1 Create a learning environment characterized by acceptable student behavior, efficient use of
time, and disciplined acquisition of knowledge, skills, and understanding.
5.3 Apply appropriate intervention strategies and practices to ensure a successful learning
environment.
5.5 Understand the cognitive processes associated with various kinds of learning (e.g. critical and
creative thinking, problem structuring and problem solving, invention, memorization and recall)
and ensure attention to these learning processes so that students can master content standards.
Post Lesson Reflection:

Lesson Recording: