Professional Documents
Culture Documents
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.
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
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.
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
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.
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.