Organization+Packet+LP

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** LESSON PLAN FORMAT ** Teacher Candidate: Stuart Allen Date: 11/10/09 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 / Writing with Organization, Rubric, and Notes **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.// The content of the ‘Organization Packet’ will contain two parts that we will cover in this lesson: notes on how to clearly organize a paper and the grading rubric for organization(simplified and detailed).The notes will cover steps how to begin organizing, tips for building a fluent paper, and ordering details to lead to the conclusion. These notes are brief and elaboration will be incorporated. The rubric will be seen twice: once at the beginning that is simplified and again after the notes with greater detail. The simplified rubric gives the students a quick idea of how work will be graded and warms up their brains to what will be expected. The second rubric will be covered to let students know exactly the grading scale that I will use to grade their work. The packet will be presented at the beginning of the period. We will first go over the meaning of organization. I will make a point that it pays off to be organized in any situation in life. We will proceed to start reading the packet as a class. First cover the first rubric and touch on it quickly. The class will then move on to reading the notes. I will talk about the notes in more detail and this will be where the most comprehension for the students might take place. I will allow for question and answer during this part for clarifying any points of organization. After the notes, I will present the students with two Smartboard activities. The first activity will be a comic strip out of order which the students will need to put back into the correct order. The second activity will be two paragraphs that are broken down into sentences in no particular order. The class will need to organize the sentences in what they believe is the best flowing and orderly paragraph. As I check off student packets, I will ask students to get out a piece of paper at the end of the period. I will ask students to answer two 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 this packet and we will quickly touch based on how organization is graded. We only touch this lightly because the next lesson plan (the second half of this packet) will cover the rubric in more detail. 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. Next is a detail rubric that we will quickly read over so that students are taking steps toward the actual grading of organization in papers. The class will then work together on the comic book strip that is displayed on the projector. It is out of order and the whole class will have to decide the correct order. I will assist and make this activity go as orderly as planned. This will help transition to the next Smartboard activity of organizing sentences. There are two paragraphs, one will need to be homework and the other will be done as a class. GROUP WORK – The class will work in their groups to figure out the sentence ordering on the Smartboard activity. I will instruct the class to work as a group to find the answers and that they will need to share their order with the whole class. If there are differences in what order the sentences can be, then let the group that is presenting explain how they came up with their order. INDIVIDUAL WORK / CLOSING– At the beginning of the class I handed the students note cards. I will instruct the students to get out the cards at the end of the period. They will need to answer two questions on these cards without adding their names: //1)What did you learn today? How will your writing be different?// And //2) What question will someone ask?// This card will be handed to me as they leave the classroom. The student will also be informed before the end of the period that they must complete the ‘Shark’ worksheet inside their packet as homework (organizing the out of order paragraph). 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. Note Cards Organization Packet Handout of SMARTBOARD presentation Calvin and Hobbes Comic Strip 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 make a paper fluent and strong through organization. Students will have prior knowledge of organizing papers into intro, body, and conclusion paragraphs. The students have been informed from the beginning of this unit that organization is the 2nd trait (in the 6 Traits of Writing) and will be covered soon after starting the unit.
 * 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 Smartboard presentation 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. The students will also need to complete the packet and this is observed by checking off the students’ packets as a grade. I will have students open their packets, when completed, and show me their work. 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 – I begin my class by handing the students some note cards and telling the students the learning target. There is no reason to be coy or have a secret plan to achieving our goal. Simply tell the students that by the end of the period, we will know how organization works in writing papers. Usually the class begins with a ‘Grammar Notebook’ entry task. However, being an assembly day we will be skipping that task and go straight into discussing the packet. I will ask for a volunteer to hand out the packets as I begin the conversation about how many things in life need to be organized.
 * Reflection: ** I plan on getting most of my effectiveness feedback from the note cards which students give to me at the end of the period. These note cards will have the student’s self assessment as well as any questions of confusion on the lesson. After I view these cards, I can come to class the next day with input for the students’ questions with a sense of which direction I can take the class and what pace to set for instruction. The next best analyses of the student’s participation will be the class discussion of the packet and Smartboard activity. I will be able to visually see any progress of student activity through the group’s work and discussions. 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’ note cards and student response to the activities in class.
 * Instructional Materials, Resources, and Technology: **