UNIT 5 LESSON 9

TWS LESSON PLAN 8

Research Paper: Drafting

CCU Teacher Candidate: Emily Maddock

Student ID #: 0484495

Program Code: Secondary Licensure

Lesson Date: April 18, 2016

District: Mapleton

Mentor Teacher: Tracy Reynolds

School: Colorado Connections Academy

University Supervisor:

Content Area: Reading, Writing, and Communicating

Valerie Perciante

Grade Level: 11th

(Mathematics/Social Studies)

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

and possible solutions
Desired Evidence Outcome(s): F. Draw evidence from literary or informational texts to support
analysis, reflection, and research. (CCSS: W.11-12.9)
Math Standard: 1. Visual displays and summary statistics condense the information in data sets into
usable knowledge
History Standard: Describe and analyze the historical development and impact of the arts and literature
on the culture of the United States (DOK 1-3)

Lesson Objective(s): Identify the characteristics of a successful introduction. Create a graph, table or
timeline for research paper.

Lesson Pre-Assessment: Students will have already completed Unit 5 Lesson 8: Outlining, and
the Outlining Quick Check. If the students have not finished the Quick Check before the
lesson, during the Anticipatory Set 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 Outlining,

UNIT 5 LESSON 9

TWS LESSON PLAN 8

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.

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 a poll pod asking the students Do you have the following items
completed...(mark all that apply) with answer choices: Topic Selected, Source Cards (or
research notes), outline, work cited, and thesis statement. We will review where we left off last
class in regards to regarding the outline and what the students need to continue to work on in
order to get to the drafting stage of their paper.

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. For our lesson today, I have
also arranged for our Special Education teacher (Mrs. Biggs) to come and help with some
lessons, to help explain confusing concepts and to address any other needs for our special
education students.
Instructional Input: We will once again be using breakout rooms for students to start their
research paper rough drafts.

Guided Practice:. For our guided practice we will go over how to use the components they have
created in previous lessons (source cards, work cited, outline, etc.) to help them create their
rough drafts. I will also show them how to create a graph and timeline in Microsoft Word and
Excel.

UNIT 5 LESSON 9

TWS LESSON PLAN 8

Independent Practice: Students will be put into individual breakout rooms where they will
work on their research paper draft (and graph/timeline). Both Mrs. Biggs and 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 drafts and any difficulties they encountered.

Lesson Post Assessment: Students will complete the Unit 5 Lesson 9: Draft and submit the
Research Paper rough draft to our lessons Drop Box in their course tree.

Closure: At the end of the lesson I will have a poll pod with a question asking what help do you
need on your rough draft? as an exit ticket.

Next Steps: Unit 5 Lesson 10: Evaluating Research

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:

Todays lesson did not go as plannedbut the response that I got from the two students who
attended was uplifting to say the least!

UNIT 5 LESSON 9
Todays lesson we were supposed to work on rough drafts

Lesson Recording: http://ww2.livelesson.com/p5ch7q54b2d/

TWS LESSON PLAN 8