SINGLE SUBJECT CREDENTIAL PROGRAM

EDSC LESSON PLAN TEMPLATE Revised 1.4.17

For directions on how to complete this form, see EDSC Lesson Plan Directions and Scoring Guide in the SSCP Handbook at www.sscphandbook.org.
Name CWID Subject Area
Sabrina McCrocklin 899440432 English
Class Title Lesson Title Unit Title Grade Levels Total Minutes
English 3/4 Prewriting ABC’s Essay Breakdown 11/12 20 minutes
CLASS DESCRIPTION (including specific special needs and language proficiencies)
Class of 39 students. Many of which speak Spanish as well as English. The class is comprised of a mixture of linguistic abilities: 26 reclassified EL’s
and 6 EL’s. One student is hearing impaired and uses hearing aids and a microphone. Because of the high instance of EL’s in the class, the teacher
should provide ample clear instruction as well as provide extra resources for students who need extra help understanding the material, such as
extra instruction, clarification and material.
STANDARDS, OBJECTIVES, & ACCOMODATIONS
Content Objective(s) SDAIE (Integrated ELD) Strategies
CCSS Math, CCSS ELA & Literacy History/Social Studies, Science and
(cognitive, psychomotor, for developing knowledge in the
Technical Subjects, NGSS, and Content Standards
affective) content area
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
Students(A) will be able to
evidence. implement(B) different methods
CCSS.ELA-LITERACY.W.11-12.1.A of prewriting in preparation to
Introduce precise, knowledgeable claim(s), establish the write an academic
significance of the claim(s), distinguish the claim(s) from independently(C). Students will Handout of new information is
alternate or opposing claims, and create an organization that participate in a class discussion to provided for students to keep and
logically sequences claim(s), counterclaims, reasons, and practice two prewriting methods take notes on.
evidence. in a group, then complete the
prewriting to a new prompt at
ISTE 3: Knowledge Constructor
home (D), to be shared digitally
Students critically curate a variety of resources using digital tools
with classmates.
to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.

Tier II (General Academic) Vocabulary Tier III (Domain Specific) Vocabulary

Teacher explains what a “cluster” is and how it is used in the writing
process.
Disciplinary Language SDAIE Strategies for developing
English Language Development Standards (ELD)
Objective(s) knowledge of disciplinary English
ELD PI.1.1 Exchanging information and ideas with others through
oral collaborative discussions on a range of social and academic
topics -Tapping into students’ prior
knowledge of the writing process. -
ELD PII.1 Exchanging information/ideas Contribute to class, Modeling different visual
group, and partner discussion, sustaining conversations on a representations of prewriting
variety of age and grade-appropriate academic topics by exercises for students.
following turn-taking rules, asking and answering relevant, on- -Use of an exit slip to check for
understanding.
topic questions, affirming others, and providing coherent and
well-articulated comments and additional information.

Additional Student Accommodations (Behavioral, Cognitive, & Physical)

Specific Needs Specific Accommodations
Teacher wears a microphone which helps combat background noise in
Student with hearing impairment wears two hearing aids. the classroom. Teacher will look directly at student when speaking to
him to make lip reading easier.
STUDENT ASSESSMENT
Type Purpose/Focus of Assessment Implementation Feedback Strategy How Informs Teaching
Verbal Inquiring as to the Teacher is asking what students
Teacher will ask the students Teacher verbally repeats
EL students current writing already know in order to
how they practice prewriting students answers during class
practices. validate their funds of
 and what they do to prepare to discussion, validating what knowledge, as well as find out
write an essay. students already know. what part of the writing process
still needs more explanation.
PM
The exit slip will help the
teacher assess how well the
Students are asked to reflect Teacher will collect and read lesson went. It can inform how
Exit slip to assess the depth to
on how the information exit slips, they will be handed well the students grasped the
S which the students absorbed
learned has affected their back and points will be given importance of the lesson, as
the new information given.
writing process. for completion. well as whether they intent to
adopt these new writing
practices.
INSTRUCTION
Lesson Introduction/Anticipatory Set
Time Teacher Does Student Does
Verbal inquiry of steps of the writing process. Teacher calls on
students who volunteer any information they have related to the Students are asked to recall what they have learned about writing,
5 min writing process. After taking student’s answers, teacher will stress and the appropriate steps to take when writing for academic
the importance of writing as a process, and the benefits of purposes.
revision and editing.
Lesson Body
Time Teacher Does Student Does
The teacher explains the handout provided to the class: “the
ABC’s of writing”. Teacher explains the “ABC’s of writing” as she
Students are to take notes on the handouts provided to them. As
leads the class in practicing prewriting techniques. The
the teacher marks the paper, they are expected to mark in the
techniques are applied to an essay prompt that the students have
same spots. Students are expected to model the teacher’s
20 min already answered. The teacher leads the students in a combined
prewriting methods, recording the answers that they came up
class effort to go through writing process. The teacher does an
with as a class. Students will record how to do both cluster and
example on the overhead using the student’s ideas.
outline prewriting activities.
Teacher shows them two different options for prewriting: clusters
or outlines
Lesson Closure
Time Teacher Does Student Does
Teacher hands out essay prompts. Students have 3 to choose
Student listen’s to teacher’s explanation of all 3 prompts, taking
from. Teacher explains each prompt to the class. After prompt
notes on all of them. Student decides which prompt to answer.
explanation, students are given time to free-write for ten minutes
Student uses the remaining minutes of class to free-write in
in response to the prompt of their choosing. Teacher announces
20 min, 5 response to one of the prompts. Homework is to complete a
that the homework is to brainstorm and do a prewriting activity
minutes cluster or outline prewriting activity in preparation for their rough
for the prompt of their choosing, which will be turned in with the
drafts. The last five minutes of class are spent with students
final drafts of their essays. The last five minutes of class are spent
writing an exit slip reflecting on how their new skills have affected
writing an exit slip which asks students to reflect on prewriting
their writing process.
exercises and how it affects their writing.
Instructional Materials, Equipment, and Multimedia
Students will be provided a hard copy of “the ABC’s of writing” and should take notes directly on handout. Students will also have access to digital
copies of templates for the two prewriting styles.
Co-Teaching Strategies
☐One teach, one observe ☐One teach, one assist ☐Station teaching ☐Parallel teaching
☐Supplemental teaching ☐Differentiated teaching ☐Team teaching ☒Not applicable
CO-PLANNING NOTES