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Allie Timpert

Professor Suk
Education Field Experience- EDUC 230-01
Fall 2014
Lesson Plan #2 A flipped lesson and real world experience
High School Lesson Plan
Grade: 12
Subject: English
Topic: Writing a college application essay
Objective: Students will be able to (SWBAT) compose a college entrance essay with a
personalized topic.
Standards: CCSS for ELA W.4 (CCSS, 20010) Provide clear and coherent writing in which
the development, organization, and style are appropriate to task, purpose, and audience (CCSS
pg 46).
Student Materials: Students will need to use their iPads or other device to watch the ed.ted
video lesson at home for homework. In class, they will need their devices to read sample essays
and then construct their own.
Teacher Materials: iPad or other device, sample college essays, rubric.
Prerequisite Skills and Knowledge: At this point in their education career, the students have
been provided countless writing assessments with the use of many different styles. The students
know how to construct an essay with coherent paragraphs that flow together around one clear
Anticipatory Set: Students will be given the link to my video lesson on ed.ted. Here, I designed
a flipped lesson for the topic on writing a college essay. My students will watch the video at
home which consists of tips for writing their first college essay. Students will also answer the
multiple choice questions and come to class prepared with at least one topic they would like to
use when writing their essay.

Once in class, we will discuss together as a large group if and where my students would like to
go to college. As the Do Now my students will be asked to write about their strongest
qualities, their weaknesses and who they are. After, my students will be able to find similarities
and differences in other students after hearing about their classmates. They can then split up into
small groups together with their similarities whether it is with the same school of choice, degree,

or college essay topic. At this time, we will also be going over the video from last nights
homework to clear up any questions or concerns that my students may have.
Input and Modeling: After the short Do Now and class discussion, my students will be taking
a look at two different college essays. In small groups, we will read the two and deconstruct and
analyze them by creating a T-Chart of the dos and donts. Students can collaborate together and
come up with a few ideas to add to the class T-Chart. This will allow for my students to better
understand the dos and donts in writing their college essays. Students will be able to take notes
during this time and ask any questions that they might have about the college essay process.
Student Practice and Checking for Understanding:
1. Students will get into their small groups where they will have the time to start constructing
their first college essay. During this time I will be meeting with each of my students to see what
topic they have chosen and where they are in the writing process thus far. My students will be
able to collaborate with each other to hear new topic ideas or writing strategies from other
students by sitting in small groups together.
2. As a class we will look at the Common Application Essays online for students to look at ideas
there. My students can either choose to write their essay according to one of the essays on the
Common Application, or write on their own from the ideas they have already come up with.
3. After the class, students will then take home the start of their college essay to complete. We
have watched a video on the tips of writing a college essay, read two sample college essays and
analyzed them, collaborated with classmates, and met with me one on one. The students will be
given the stop light rubric to refer back to.

Before leaving class, I would like for my students to take five minutes to write about the college
application process. Are you nervous for college? Why? How do you think your essay is coming
along thus far? Do you still need help in the process? This will allow for me as the teacher to see
not only where my students are in their writing process but also how they are feeling as seniors
about to graduate.
References: Association, National Governors (NGA) and Officers, Council of Chief State
School (CCSSO). (2010) Common Core State Standards Initiative. Retrieved from


Example One:
She stood there crying. She was the only child in the room openly screaming. I stood there thinking, that I
actually chose this high school class after tutoring in middle school and working as a Sunday school
teachers aide the year before. I thought that I might want to be a teacher, so I signed up for Intro to
Preschool. She stood there scared and afraid, and little did she know, so did I.
Kayla was her name and she was my student for the semester. At the age of four she was timid and she
did not try to fit in with the others. She had trouble learning because of an unwillingness to participate. As
days passed, I began to earn her trust. She started to listen and learn in a one on one setting with me, by
playing interactive games and trying to read books. I now had her interested in learning, but I know that
preschool was so much about social skills as it was about the academics. My goal was to transition her
into the group before the semester ended. We started small, asking her to share crayons and markers
with her peers, requiring her to interact and socialize on a simple level. When there was an activity
planned and she told me that she did not want to play, I played and then she eventually joined in. We
transitioned from reading books one on one, to reading in a group setting. One day to my surprise, she
came into the room, and went off to play with two other students, Jason and Taylor. The moment I saw
her interacting with the other children I felt excited for her, and fulfilled as a teacher. I had achieved my
goal a half a semester early. I had signed up to learn the mechanics of teaching, but I had gained
knowledge about myself and the whole process of learning. I watched a little student blossom and open
before my eyes. As we stood there the last day of the semester, she stood there beaming, excited about
her new preschool friends and all the possibilities ahead of her. And again, my emotions mirrored hers; I
stood there excited about the possibilities of a career in teaching and the challenges that are ahead of
me. As I move into my senior year, I continue to pursue my goal in teaching. I will be involved in a
program called TIP (Teacher Internship Program). Through this program, I will gain more classroom
experience, this time in a grammar school setting. I know that in order to teach, I must further my
education. I have visited Illinois State University and I am excited about the courses offered. The student
body was very welcoming to an unfamiliar face. The potential of living in a dorm setting with people of the
same academic interest is appealing. I hope to achieve my goals at ISU.
Example #2
My goals is that I want to become a teacher for either mathematics or science. I had helped my teachers
explaining to their students if they could not understand. I have experiences of understanding and be
capable of helping teachers and students. I have worked in a preschool with two other teachers. I
considering myself as a teacher aide.