Lesson Plan Template: EDIS 4882

Context:
Course name: Language Arts Adv/Honors
Grade level: 7
Length of lesson: 60 minutes
Description of setting: Burley Middle School, students arranged in rows of 3 desks per row with
4 rows on each side of the classroom. Also a table and rug available for flexible seating.
Students: 20 students
Curriculum: Students have been working on their word walls and building up their vocabulary.
They have been working on this as a way to build their vocabulary. They are beginning to
explore their writing abilities and narratives. All of the students are active participants as I have
heard each one participate whether in group discussion, with an elbow partner, or whole class
discussions. Students write full paragraphs during their “Do Nows” in class which they have
been doing since the beginning of the year. This lesson will take place towards the end of the
semester as students will work on their personal expression. They will be learning about writing
in a more succinct manner to help improve their writing skills.

Strategy Requirement Satisfied:

(Note: Refer to the list in the syllabus or the document called “Lesson Plan Overview”)

Objectives (KUD format)

SWBAT:
Know:
1. Students will know how to combine sentences to be more clear. (K1)

Understand:
1. Students will understand that by revising their sentences they can better communicate
their ideas. (U1)

Do:
1. Students will be able to combine sentences in different ways using vocabulary and
informational hints. (D1)

SOL’s: 7.7 The student will write in a variety of forms with an emphasis on exposition,
narration, and persuasion.
i) Use clauses and phrases for sentence variety.
j) Revise sentences for clarity of content including specific vocabulary and information.

Methods of Assessment:
[How will you know if the intended learning occurred?] Describe all methods of assessment used
in this lesson or which are related to this lesson and come in a future lesson (use the sentence
stems provided). After each assessment, indicate in brackets the number(s) of the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

 Title of assessment tool: Do
Now
Students will demonstrate
what they already know
about grammar errors by
doing a “correct me” do now
on the board.
Criteria: students will see a
do now on the board of three
sentences with some
grammatical error or
instruction. The students will
correct or rearrange these
sentences.
How data will be used: This
data will be used to
determine their learned
knowledge from practicing
grammar flip, which they
have been working on all
year.
How students will receive
feedback: Students will check
their own work as we go over
the answers in class as well
as a discussion on the
particular grammar rules
that apply.
(U1, VSOL 7.7i)
Title of assessment tool: Title of assessment tool: Essay
Combining Sentences.
Students will ultimately be
Students will show their assessed in the future on
progress toward syntactically correct sentences
understanding combining by writing a future essay.
sentences for clarity by using
three sentences and turning Criteria: Students will
them into one. accurately express their
thoughts in syntactically and
Criteria: Students will first see succinct sentences in their
a demonstration, then work on essays and future writing.
practice as a class, and then
in groups to form a true How data will be used: This
paragraph and combine the data will be used to show
sentences given into one progress towards better
grammatically correct grammar understanding and
sentence. ability to express ideas.
How data will be used: This How students will receive
data will be used to determine feedback: Students will receive
if students need more in depth verbal and written feedback
grammar instruction through writing conferences
concerning syntax and clauses and workshops.
phrases. (K1, U1, D1, VSOL 7.7i, j)
How students will receive
feedback: Students will
receive feedback as we go
around and listen to their
sentences. Feedback will be
immediate in explaining why
an aspect of a sentence is right
or wrong.
(K1,U1, D1, VSOL 7.7i, j)

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled students—identify them by name)

What have you done (visible in the lesson plan procedures) that differentiates for the a)
readiness, b) interests, and/or c) learning environment for your profile students.

Student Name Readiness Interest Learning

Ilyas On grade level (7th) Ilyas always actively
Adv/Honors participates in class and is
excited to learn and share
his thoughts. Sometimes
though he needs further
clarification with activity
Environment
Flexible seating is
available for him. We
have provided audio
and visual (2 types
powerpoint and
written sheets) with
 instructions and help
understanding what he
needs to do in class during
the activities.
instructions about
what to do. We also
go up to him and
check in to make sure
that he fully
understands the
activity and see if we
can do anything to
further clarify for him
or help in any way.

Procedures/Instructional Strategies
Each step should have bolded heading that identifies the activity, and then is followed by the
teacher scripting, student and teacher actions, and a description of the activity.
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Burley Middle School, students arranged in rows of 3 desks per row with 4 rows on each side of
the classroom. Also a table and rug available for flexible seating. 21 students.

1. [5 mins.] Welcome/greeting/announcements/

[Powerpoint slide that says welcome will be posted] [Appendix A]

[Today’s objectives will be posted on the board]
• The students will enter the room and their seating assignments will be on the board on the
PowerPoint slide. I will greet each student by name and ask how their previous class went if they
had one or how their day has been so far. I will let them have some time to themselves and then
let them know when to be quiet for the morning announcements.
• Good morning y’all! I hope the morning has been good so far. I hope y’all had a good
afternoon yesterday. Alright now is the time for the morning announcements. Please take a look
at today’s objectives also while we listen to the announcements. Today we will work on a
grammar and writing technique to help us when we want to write more concise sentences.

[Transition slide]

2. [5 mins.] Bridge: Review Class Norms for Group Work and class routines

 Alright y’all so today we are going to first be reviewing our reading like I said. Then we
will work on combining some sentences to make them more concise and smooth for when
we work on our writing for our final project. First though I want us to review these norms
on the board for group work and for silent sustained reading. Can anyone read these
aloud for me?
 Call on student.
 Awesome now can anyone explain the importance of these norms to the class? One
person per norm!
 Call on the students as they raise their hands.

Transition slide:

3. [10 mins.] Introduction/Demonstration to Grammar Activity of combining

sentences.
 [Use mentor text for activity.] [Appendix B]
 Awesome job y’all. So like I said we are going to be using this activity to help us towards
our goals today of learning how to hone in on what we want to say by shortening our
sentences and thinking of ways to combine what we want to say into a “super sentence.”
So first I am going to demonstrate what we are going to be doing. We are going to be
using a mentor text, which is what we use as an example text.
 So, let’s look at the screen, and think about this example. I am going to demonstrate first.
Here we see these three sentences: 1. Margaret Phelan Taylor grew up. 2. Margaret
Taylor grew up on a farm. 3. The farm was in Iowa. So I see these sentences and I see
things in common right?
 Student: “Yes, like farm, Margaret Taylor, and grew up!!”
 Excellent, yes! So when I look at this what is wrong?
 Student: “It is way, like way too choppy”
 Can we get a good mental image from this sentence in our heads?
 Student: “No way”
 Great so I think I’m going to try to combine this in one sentence. When I see this I want
to combine the words I see in common between the three sentences because those are
probably the most important ideas I want to convey. So this is what I’m going to try:
Margaret Phelan Taylor grew up on a farm in Iowa. Maybe I’ll come up with another
option too… so maybe something like Margaret Phelan Taylor grew up in Iowa on a
farm. Do both of these sentences still say the same thing?
 Student: “Yes”
 Great can you explain why?
 Student: “Well the two sentences are in different order but they are shorter than the first
three and say that the lady grew up in Iowa on farm so we know where she is from and
from what location”
 Great observation! Ok, now we are going to try this as a whole class and then y’all will
get to work on some of this on your own to practice writing better sentences for your final
project.

4. [10 mins.] Class Practice for the combining sentences

 Ok so now let’s do a couple of practice examples. Let’s look at the slides and see how we
can combine these sentences. I’ll write our combinations so we can see them.
 This first one is kind of hard because it will be a long sentence, but I think we can do it.
So here are the three sentences. I want you guys to write down on a piece of paper
options you have for combining. Take about 2 minutes for this.
 [Wait two minutes, also these sentences are on the PowerPoint presentation in the
Appendices]
 Alright what are some thoughts? What do people have written down? You don’t have to
share what you wrote down, just if you want to!
 Student: “My sentence goes like this: The military did not train the female civilian
volunteers, but they did train the male pilots from scratch.”
 Awesome! Does anyone else have a suggestion? Or anything different than this?
 [Take student answers and talk about differences] [Ask students why they used “a”
instead of “the” or why they think their combined sentence was better. What did it do for
their reading comprehension?]
 [Give another example on the PowerPoint slide and go over in the same manner]
 [Continue until we have some examples on the board and then transition to the
independent practice.]
5. [15 mins.] Groups for combining sentences.
 So now what we are going to do is I am going to count y’all off by four. I want to do this
so that we have some variety of groups than we normally do. What we are going to do
now is work as a group to come up with a sentence. These sentences will all tie together.
As you can see I have labeled at the top which group you are. I want you guys to work
together to come up with a sentence that combines the other three sentences together, like
we have been practicing. These instructions are also on the board. Remember we are
doing this also because we will be working in groups to script for our final project. So
before I count y’all off are there any questions?
 Student: “Yes where do the groups go?”
 Group one will be in the front left corner, group two will be in the front right, group three
will be in the back left corner, and group four will be in the back right corner.
 Answer any more questions students may have.
 Great so I’ll count y’all off, hand these out, and then we can get started. Remember if you
need any help raise your hand, and I’ll be floating around to check in as well. We will
have about 10 minutes to work on this and then at the end, one person from each group
will share their group’s sentence!
 [Count off students and direct them to their assigned corners. I’ll then pass out their slips
of paper that have the sentences on them [Appendix C]. I will float around and spend
about 2-3 minutes with each group to check in. I will make sure to check in with Mihai
and Seely to make sure they are understanding and are having their voices heard in their
groups.]
 Hey guys, what are y’all thinking so far?
 Student: “Well I’m having trouble combining these two sentences.”
 Well let’s see here, does anyone have a suggestion?
 Student 2: “Yes I think we should combine them like this so we only say name once
instead of twice.”
 Great work. It sounds like you guys are working together on this and making some
progress.
 [Check in with other students in a similar manner]
 Awesome work y’all we have about 2 minutes left!
 [Timer goes off]
 Ok I loved walking around and joining groups and hearing about what y’all were
thinking about when combining the sentences. So let’s find out what we all wrote. Group
1?
 [Group 1 shares and I write down their sentence on the board. The other groups share in
this manner. I will then read aloud their whole paragraph that they wrote together.]
 Awesome work y’all. This sounds pretty solid. Let’s take a look at what the real
paragraph says.
 [Show them the original mentor paragraph and talk about any differences and similarities
that there might be.]
 Great y’all. Now we are going to read the full text to see other parts that we had worked
on earlier today. When you guys read make sure to see how we were able to tie in the
sentences that had been divided. Remember this for when we start working on our script
in our next class. Think of ways to revise sentences and tie them together as an image.

6. [10 mins.] Class Reading/Read Aloud of the mentor text in full [Appendix B]
 Ok follow along as I read the whole text, and raise your hand at the end if you have any
questions.
 [Read text aloud]
 7. [5 mins.] Exit Slip:
 Ok guys excellent work today, now I would like you all to take out a sheet of paper and
let me and Ms. Vibes know what you learned today through this grammar instruction.
Please put your name and date on the top of the slip. Thank you all again!

Materials Needed (list):

Appendix A: PowerPoint slide

Appendix B: Mentor Text
Appendix C: Slips for group/independent work.

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
Appendix A:
https://docs.google.com/presentation/d/1CR6kcEJbJJTJ6gjAJjLp-KEVVOZZB6XTcpv-
77cFWoU/edit?usp=sharing
Appendix B: Mentor Text

https://www.commonlit.org/texts/female-wwii-pilots-the-original-fly-girls
Appendix C: Slips for groups

Group 1:

1. The head of the WASP program was Jacqueline Cochran

2. Jacqueline Cocran was a pioneering aviator.
3. The head of the Wasp program was a pioneering aviator.

Your sentence:

Group 2:

1. Cochran had a goal to train thousands of women to fly.

2. The goal was to train women to fly for the Army.
3. Cochran’s goal was not to integrate a few dozen women into the men’s program.

Your sentence:

Group 3:

1. She wanted a separate women’s organization.

2. She believed militarization would follow.
3. Militarization would follow if the program was a success.

Your sentence:

Group 4:

1. The women’s safety records were comparable to their male counterparts.

2. The women’s safety records were sometimes even better than their male
counterparts.
3. Their male counterparts were doing the same jobs.

Your sentence: