Organization+Packet+P.2+LP

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** LESSON PLAN FORMAT ** Teacher Candidate: Stuart Allen Date: 11/12/09 Cooperating Teacher: Colette DeHaan Grade: 7th School District: Richland School District School: Enterprise Middle School University Supervisor: Robin Emmingham Unit/Subject: The Six Traits of Writing / Organization Lesson Title/Focus: Organization Packet / Examples of Organization **Traits of Quality Writing (GLE 3.0)** //Organization – Writes in a logically organized progression using a variety of transitions and constructs a recognizable introduction and conclusion.// This is the second part to the ‘Organization Packet.’ It will contain two parts: the rubric that will cover what will be graded in organizing a paper, and real student writing examples. The students will already know a little about the grading of organization from the simplified rubric. The simplified rubric from yesterday’s lesson plan gave the students a quick idea of how work will be graded. The second rubric will be covered to let students know, in detail, exactly the grading scale that I will use to grade their work. The students will already have the packet from the day before. There will be homework that will need to be graded as well as note cards I ask the students to write any questions down from the class before. We will first go over the questions the students wrote down on note cards from the first part of the lesson, which will be the class engaging in short discussions about what is asked. After the questions, we will correct the homework that is in the packet. I will ask if they have any questions and then we will proceed to start reading the packet as a class. First cover the rubric and read into detail. The class will then move on to reading the first example. I will ask a student to listen as I read it with the class and then discuss and decide what grade it should receive as a whole class. I will allow for question and answer during this part for clarifying any points of how the paper got the grade we gave it. After the first example, I will present the students with the second example. The paper will be read as a class but it will need to be graded within the groups. The groups will get time to discuss the grade of the paper and I will call on a group to share how they came up with their answer. We will proceed to having the students read the story in their groups and grade it within their groups. For the remainder examples, the students will work on them individually. As I the students turn in their score sheets, I will ask students to sit down quietly at the end of the period. I will ask students questions that are not graded. One question will check for retention of the learning target and the other will be a self assessment of the day’s objective. This will allow me to look over their performance and give some feedback on how they did the following day. I will make notes of any students that have problems identifying the object of the lesson and for any similarities between them for a possible miscommunication. Question and answer time will allow students to speak their voice on the topic and also allow for the conversation to be engaging. CLASS WORK – The class will then be engage in a conversation on the organization packet and its contents. The rubric is first in today’s lesson and we will thoroughly comb on how organization is graded. We cover the grading in great detail because this will be how we will grade the follow essay examples. The next section of the packet is the organization notes. The class will read and converse on the notes until I feel they have a good grasp behind its concept. We will move to reading the first paper as a whole class and grading it as well. After the students listen to me read and think out loud on how I grade a paper, they get an idea what example they should follow when grading the rest of the essays. GROUP WORK – The class will work in their groups to figure out the grade on the following essay example. I will instruct the class to read as a group to find the grade that they found best fit the example and will need to share their reason with the whole class. If there are differences in the proper grade for a paper, then it will allow me to go into a discussion how papers will be seen differently and give the students a chance to debate or speak their position. INDIVIDUAL WORK / CLOSING– The students will continue to read and grade the rest of the student examples. They will need to turn in their score sheet at the end of the period. I will allow time at the end to Q&A: This will allow me to check for comprehension. GUIDENCE/QUESTIONS – Any questions asked will be answered till the majority of the class understands. The few that are still lost can meet up with me for a power hour during lunch, planning period, or before/after school. Any parents that log onto Powerschool can see the assignments I assign that day and can e-mail or call with the contact information on that website regarding any questions or concerns. Grammar Note Book Entry Task Smartboard file Organization Packet ESPON Projector SMARTBOARD Laptop Marker (If whiteboard is used)
 * Learning Targets: ** By the end of this lesson, students will be able to demonstrate an understanding of how to organize through examples of other writers. Students will have prior knowledge of organizing papers into intro, body, and conclusion paragraphs. Students will also have prior experience grading organization in papers with a rubric.
 * Writing EALR 3: The student writes clearly and effectively.**
 * COMPONENT 3.1:** Develops ideas and organizes writing.
 * RSD Power Standards –** Middle School Writing
 * //Content/Organization/Style (COS)//**
 * Assessment Strategies: **Students are assessed in three different categories: class participation, individual work, and completing the packet. The class participation includes reading out loud and/or participating in any discussion on the topic of organization. Students are able to receive credit in this if the class conversation stay consistent, topic questions are asked, or class participation is positive and inclusive. I will be able to visually monitor this category of assessment. The individual work would consist of taking notes inside their packet. This will be assessed visually as well, however, it is crucial to circulate and observe this from group to group as they are writing notes on each paper example. The students will also need to complete the packet by and this is observed by checking off the students’ packets as a grade. I will have students turn in a grade sheet from working on the real student examples from their packets. I will record the students who have completed this and those who do not have it done will have a chance to get it done as homework for less credit.
 * Grouping of Students for Instruction: **The students are in groups of 4-5 desks, 7 groups total. These group sizes allow for possible group work and individual work; they are just the right size to have class discussion without losing attention or misleading conduct. The groups are chose by me to create a better learning environment for everyone. I get to decide what students will work better with others as their role in the group develops after time. I also get to consider multiple intelligence as well as gender. The school rule, or the “Wildcat Way,” is respect. We respect three things: ourselves, others, and ongoing learning. This will be one of the main rules that will guide the students to having a positive learning environment. Proximity is another method I use to stop any extra talking during classroom discussion. I simply sit next to any two students that are not paying attention and they will soon pay attention to the class discussion. My management style is simple. Follow the “Wildcat Way” and you’ll be ok. Those who don’t first get a non-verbal warning, then a verbal warning, and last would be the student must sit in the hall until I can step outside and discuss the problem.
 * Learning Experiences: **INTRO –The class begins with a ‘Grammar Notebook’ entry task. A ready Smartboard will have a sentence presented for the students to complete with the FOUR LEVELS OF ANALYSIS. This is where students will break the sentences down into parts of speech. I will quickly help them, since they have no prior experience of working through this alone. As I write my answer on the board and thinking out loud, the students will follow my example and follow through what is going through my head.
 * Reflection: ** The number one concept I want the students to get down is their grading of the essays using the rubric. If the students are close in their grading of the papers to mine, then retention is very strong. However, if students are grading a little far away from the grade which I give the paper, then extra time can be spent on this particular lesson. The next best analyses of the student’s participation will be the class discussion of the grades. I will be able to listen and see any progress of student activity through the group’s grades and discussions based on how they came up with their grade. Student voice can be given through question and answer time during the lesson. I plan to modify the lesson based on the feedback on the students’ score sheets and student response to the Q&A at the end of class.
 * Instructional Materials, Resources, and Technology: **