Lesson Plan 1

Name: Morgan Garnett

Date of Observation: 4/28/17
Cycle: 1
Ages/Grades of Students: 9-10, 4th
Number of Students in Class: 14
Number of Students having IEP/504: 2
Number of Gifted Students: 2
Number of Students having ELL: 0

Lesson Title: Showing vs. Telling

1. Context: Describe the Students for which this Lesson is Designed (1B) Identify your students
backgrounds, special needs, cultural differences, interests, and language proficiencies. Students
are very eager to learn. They are bright and love to try new things when writing. There are two
students with an IEP, and are classified as gifted. There are few cultural differences within this
group, and their interests are very similar.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate
state curriculum/content area standards.)
LT: I can use different types of organizers in the planning stage of my writing, such as webs, four
squares, and flow charts.
W.4.5- With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.

b. Current lessons learning targets/objectives (connect each target/objective to the appropriate

state curriculum/content area standards.)
LT: I can develop and strengthen my writing by producing showing sentences instead of telling
sentences.
W.4.5- With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
 c. Next lessons learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards.)
LT: I can use revision strategies to improve my writing, such as re-reading and using checklists.
W.4.5- With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.

3. Students Baseline Knowledge and Skills (1B) (1F) Describe and include the pre-
assessment(s) used to establish students baseline knowledge and skills for this lesson.
My pre-assessment will include questioning the students and using a "first thoughts" strategy.
This strategy allows the students to make inferences on what showing and telling could be and
how it is used to improve writing.

4. Formative Assessment (1F) Describe and include the formative assessments(s) to be used to
measure student progress during this lesson.
Questioning and discussion, "I do, we do, you do" strategy, and exit slip.

5. Resources (1D) Identify the resources and assistance available to support your instruction
and facilitate students learning.
I will use visual cards to show examples, bingo game cards and markers for the activity, and
informational sheets for the students to use when they come up with their own showing
sentences.

6. Lesson Procedures (1E) Describe the sequence of strategies/activities/assessments that will

be used to scaffold instruction, engage your students, facilitate attainment of the lesson
objective(s), and promote higher order thinking. Within this sequence, be sure to describe how
the instruction will be differentiated to meet your students needs, interests, and abilities.
(2:00-2:05) Introduction *I will introduce the learning target. I will ask students to predict what
will be taking place in our classroom. We will discuss the different theories. Then, I will explain
what we will actually be working on. I will use questions to pre-assess prior knowledge on the
topic.
(2:06-2:20) "I do, we do, you do" strategy *I will present the students with examples of showing
and telling sentences. I will ask multiple students to read my examples of these sentences and we
will discuss why they are classified as "showing" and "telling". Then, I will allow the students to
help me create some examples. I will assist them during this part. After this, I will ask them to
come up with a telling sentence of their own and then they will have to change it so that it is a
showing sentence.
(2:21-2:23) Passing out informational sheets, bingo cards, and markers. *I will hand out the
resources for this lesson at this time.
(2:24-2:34) Bingo game. *I will explain the directions and rules of this bingo game. I will read a
telling sentence and students have to match my sentence with a showing sentence on their cards.
We will discuss the details of these sentences that made it a showing sentence. To win, a student
will have to have 4 matching sentences in a row.
(2:35-2:40) Exit slip. *For my exit slip, I will use a part of the bingo game. I will ask students to
look on their cards and see if they were close to getting bingo. If they only had one square left,
then they will have to create their own showing sentence that will make the telling sentence on
their cards. If some students were close to getting bingo multiple ways, then they could choose
which square they wanted to do. The winner has the choice of any square. I will ask each person
to read their sentences when everyone is finished. They will turn these in as an exit slip.
During my lesson procedures, I will differentiate instruction by using a strategy that allows
demonstration by the teacher, whole class group work, and individual work. This will meet the
needs of the students because every student learns differently and I will touch on these different
learning needs. I will use a fun activity to grab the attention of these elementary students and I
will create an open learning environment for students that have different abilities. I will include
higher order questioning to challenge my gifted students, while still assisting and challenging my
students that are below the gifted students' level.

7. Watch For------- Identify anything that you would like specifically observed during this
lesson.
Amount of time used, transitions, and student involvement.

Lesson Plan 2
Name: Morgan Garnett
Date of Observation: 4/28/17
Cycle: 2
Ages/Grades of Students: 9-10, 4th
Number of Students in Class: 14
Number of Students having IEP/504: 2
Number of Gifted Students: 2
Number of Students having ELL: 0

Lesson Title: Similes and Metaphors

1. Context: Describe the Students for which this Lesson is Designed (1B) Identify your students
backgrounds, special needs, cultural differences, interests, and language proficiencies.
Students are very eager to learn. They are bright and love to try new things when writing. There
are two students with an IEP, and are classified as gifted. There are few cultural differences
within this group, and their interests are very similar.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate
state curriculum/content area standards.)
LT: I can recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5- Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. (b. Recognize and explain the meaning of common idioms, adages, and
proverbs.)

b. Current lessons learning targets/objectives (connect each target/objective to the appropriate

state curriculum/content area standards.)
LT: I can demonstrate understanding of similes and metaphors by using them in my writing.
L.4.5- Demonstrate understanding of figurative language, word relationships, and naunces in
word meanings. (a. Explain the meaning of simple similes and metaphors in context.)

c. Next lessons learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards.)
LT: I can demonstrate understanding of words by relating them to antonyms and synonyms.
L.4.5- Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings. (c. Demonstrate understanding of words by relating them to antonyms and
synonyms.)

3. Students Baseline Knowledge and Skills (1B) (1F) Describe and include the pre-
assessment(s) used to establish students baseline knowledge and skills for this lesson.
I will ask students to come up with their own definition of a comparison. Then, I will ask
students to make a short list of things they may already know about similes and metaphors, if
any. I will let a few discuss their answers, and then we will dive into the lesson.

4. Formative Assessment (1F) Describe and include the formative assessments(s) to be used to
measure student progress during this lesson.
I will question students and their participation during our discussions will show me what they
know and don't know. Since I used a pre-assessment of students making their own notes, I will
use an exit slip to see what knowledge the students gained throughout the lesson.

5. Resources (1D) Identify the resources and assistance available to support your instruction and
facilitate students learning.
I will use an anchor chart, a simile and metaphor game, and an exit slip to support my instruction
and help facilitate the students' learning.

6. Lesson Procedures (1E) Describe the sequence of strategies/activities/assessments that will

be used to scaffold instruction, engage your students, facilitate attainment of the lesson
objective(s), and promote higher order thinking. Within this sequence, be sure to describe how
the instruction will be differentiated to meet your students needs, interests, and abilities.
(2:00-2:10) Introduction
*Inform class of the learning target. Tell students that using comparisons can improve their
descriptive writing. Two of these comparisons are similes and metaphors. Explain these two
comparisons (show anchor chart of simile and metaphor rules). After this, tell the plan for today's
lesson and what will be taking place in the classroom.
(2:11- 2:36) Explicit Instruction Activity
*Go in depth with similes and metaphors. Use "I do, we do, you do" strategy. We will have a
game. This game consists of students coming up with their own similes, which will allow me to
check for understanding. I will give them time to come up with five. Each student will choose
one of their similes to read and we will discuss each example. I will reinforce each example by
discussing these with the students. Sometimes I will explain why, and other times I will ask the
class why it is a simile. After this, we will complete the same activity, but we will work with
metaphors.
(2:37- 2:47) Guided Practice
*I will have a list of similes and metaphors that I will read to the class. The students will have to
tell me which comparison is classified as after I read each one. This will give me the chance to
clear up any confusion. We will talk about each simile or metaphor after the class chooses the
correct comparison.
(2:48- 3:00) Independent Work Time
*I will ask students to take out a piece of paper. I will give them their topic (Spring) and tell
them to write a paragraph about this topic that includes a simile and metaphor. When they are
finished, they will hand me their papers as an exit slip. This can be used for formative
assessment.

To differentiate instruction, I will allow small group support for students that need extended help
during independent work time. If gifted students finish with time remaining, I will encourage
them to come up with a poem using the comparisons they used during independent work time.

7. Watch For------- Identify anything that you would like specifically observed during this lesson.
Time management, higher-order questioning, and student understanding.

Lesson Plan 3
Name: Morgan Garnett
Date of Observation: 4/28/17
Cycle: 3
Ages/Grades of Students: 8-9, 3rd
Number of Students: 14
Number of Students having IEP/504: 2
Number of Gifted Students: 2
Number of Students having ELL: 0

Lesson Title: Basket Writing using the Parts of Speech

1. Context: Describe the Students for which this Lesson is Designed (1B) Identify your
students backgrounds, special needs, cultural differences, interests, and language proficiencies.
Students are very eager to learn. They are bright and love to try new things when writing. There
are two students with an IEP, and are classified as gifted. There are few cultural differences
within this group, and their interests are very similar.

2. Lesson Learning Targets/Objectives (1A) (1C)

a. Previous lessons learning targets/objectives (connect each target/objective to the appropriate
state curriculum/content area standards.)
LT: I can show that I know how to use the parts of speech in my writing.
L.3.1- Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs
in general and their functions in particular sentences.) *This will be the introduction of this
lesson. I will work with students for this class period on the parts of speech and we will discuss,
practice, give examples, and more.

b. Current lessons learning targets/objectives (connect each target/objective to the appropriate

state curriculum/content area standards.)
LT: I can show that I know how to use the parts of speech in my writing.
L.3.1- Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs
in general and their functions in particular sentences.) *This will be the second part of the
previous lesson for the next day. We will dig further into the parts of speech by producing group
work that shows off the students' skills.

c. Next lessons learning targets/objectives (connect each target/objective to the appropriate state
curriculum/content area standards.)
LT: I can form and use regular and irregular plural nouns.
L.3.1- Demonstrate command of the conventions of standard English grammar and usage when
writing of speaking. (b. Form and use regular and irregular plural nouns.)

3. Students Baseline Knowledge and Skills (1B) (1F) Describe and include the pre-
assessment(s) used to establish students baseline knowledge and skills for this lesson.
I will ask students to jot down on their paper what the parts of speech are and describe them after
reading the learning target. We will discuss a variety of answers and I will question them to guide
our discussion to the main focus of our lesson.

4. Formative Assessment (1F) Describe and include the formative assessments(s) to be used to
measure student progress during this lesson.
I will ask students many questions to gauge their knowledge throughout the lesson. Then, I will
walk around to each group table and ask them to tell me how their work is coming along and
assist when help is needed. At the end of the lesson, I will ask students to reflect on their work
and use a "Three Minute Pause" strategy. The students will take this time to summarize what
they learned today and they will record this is their journals. This will be their exit slip.

5. Resources (1D) Identify the resources and assistance available to support your instruction
and facilitate students learning.
I will use multiple baskets with 5 different pieces of construction paper in each (blue, red,
orange, green, purple) and the Smart Board to show examples.

6. Lesson Procedures (1E) Describe the sequence of strategies/activities/assessments that will

be used to scaffold instruction, engage your students, facilitate attainment of the lesson
objective(s), and promote higher order thinking. Within this sequence, be sure to describe how
the instruction will be differentiated to meet your students needs, interests, and abilities.
(2:00- 2:10)- Introduction *I will begin with the learning target. I will ask students to jot down
what the parts of speech are and describe them. I will use this as a transition to name the parts of
speech and tell about each one.
(2:11-2:20)- "I do, we do, you do" strategy *I will begin to show examples of sentences using the
parts of speech. After I complete these examples, the students will assist me in coming up with
more examples. After we work together, I will ask them to come up with their own sentence.
They will have to label the parts of speech, just as I did alone and when working with them.
(2:21-2:51)- Activity *I will introduce the activity and explain the directions. Students will be
using different colored construction paper to pull out of their group basket. One at a time, they
will pull out a piece and each color represents a part of speech (blue=nouns, red=pronouns,
orange=verbs, green=adjectives, purple= adverbs). They can pull out people, places, things,
actions, and more. This activity will help promote the use of vivid details, along with making
sure the students can formulate a sentence correctly. The students will make their own story
using these baskets of construction paper. This will not be a long story, just a couple of
paragraphs to make sure the students use higher-order thinking.
(2:52-3:00) Conclusion *Students will reflect on what their learned during this lesson. I will use
a "Three Minute Pause" strategy to implement this reflection. The students will have to record
this in their journals. We will let a couple of students read their reflection and we will have a
brief discussion. This will be used as their exit slip.
To differentiate instruction, I will check on the groups often to support and help the students that
might have a difficult time with this. I will group the students so that there are "higher level"
students in each group, along with students that need extended help. I believe that the higher
order students will take charge in the groups and this allows the students that need help to see
this and ask help from their peers if they need it. I will continuously walk around to every group
to assist if needed.

7. Watch For------- Identify anything that you would like specifically observed during this
lesson.
Time management, individual participation, and the ability to provide quality examples while
working in a group.