READ 3013 Lesson Framework # 1

Your Name: Kaitlin Clothier

First Name of Student: Klaudia
Length of Lesson 45 minutes Grade Level of Student _11__ Date of Lesson 10/29/2013
Rationale
The student expressed a desire to learn how to write better essays, but first I need to assess the
students writing level. I need to learn what the student needs help with in her writing. If the
student can understand why each part is important and what its function is, then maybe the
knowledge will build her schema about essays and help her become a better writer.
TEKS:
110.33 (13) B. Structure ideas in a sustained and persuasive way (e.g., using outlines, note taking,
graphic organizers, lists) and develop drafts in timed and open-ended situations that include
transitions and rhetorical devices to convey meaning;
C. Revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of
tone, and logical organization by rearranging the words, sentences, and paragraphs to
employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical
questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition,
reversed structures), and by adding transitional words and phrases;
D. Edit drafts for grammar, mechanics, and spelling
Students Prior Knowledge
I expect the student to know what a sentence is, have basic writing skills, and know what a
paragraph is.
Resources and Materials
Computer with internet access
Interactive Essay Map from http://www.readwritethink.org
Spiral for teacher to take notes in
Pen/pencil
A college newspaper
highlighter
Procedures
List IN DETAIL ALL steps for the lesson in sequence. This is YOUR PLAN of action. Tell what
you will do and say. Fully explain any instructions to student. Tell what your student will do.
Provide enough detail for another to follow the steps.
1. Pre
a. I will ask the student the following questions and write down the students response
in a note pad to refer to later:
i. Why do you need you think need help with writing essays?
ii. Where do you need help? Vocabulary? Essay organization?
iii. Are you trying to become a better writer or are you trying to make the grade

to pass the class?

b. Based on the students answers we can have a discussion about what makes a good
essay.
2. During
a. The student will fill out the Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
b. Instead of writing an essay into the interactive, the student will write why they think
each component is necessary in a paper. I will complete this activity with the
student.
i. The title is necessary because it helps readers know what the document will
be about, but it also acts as your first way to catch the readers attention.
ii. The introduction paragraph is where you state what you are talking about
and provide background information that the reader may need. Such as
answering why the topic is important.
iii. The main points are supposed to add to your topic by stating facts you
would like to describe, points youd like to explain, or elements youd like
to define.
iv. Supporting details for each main point give credibility to your argument or
they provide helpful details for the reader about the topic.
v. The conclusion can be used to summarize the main points or make a call for
action.
c. I will provide the student with a college newspaper. The student will be asked to
select and read 1-2 articles and look at the structure of the sentences.
i. Are there spelling and grammar mistakes?
ii. Are there sentences that are unclear?
3. Post
a. The student will have 10 minutes to write down her response to the lesson in a
spiral
i. What did you learn?
ii. Is there something covered in the lesson you would like to learn more
about?
iii. How can you use what you learned in other forms of writing?
4. Closure
a. Discussion: I will explain to the student that it is important to know how each
paragraph in an essay functions in order to write effectively. The more you know
about writing the better writer you become. I will then ask the student How can
you use what we covered today to improve your essays?
Evaluation
Based on what the student recognizes when reading the newspaper will provide me with a gauge of
her writing skills because she will be able to point out what she understands. For example, if there
is a comma error that she does not recognize then I could use that as an indicator to go over
punctuation.
I will also make notes about my observations on the students attitude, behavior, questions, etc.

Reflection of Student Progress

Overarching questions: What progress did the student make in each component of the lesson?
HOW DO YOU KNOW? In the rows below, address the following:
In the rows below
are the main
components*of
my lesson
framework
(modeling, post,
etc.).

This is what I noticed about

the students
literacy/learning progress.
These are data that tell what
the student said/did with
specific examples.

These are tentative

conclusions about the
students learning based
on the data. The
conclusions clearly link
to the data.

This is how I
will/would use this
information in the next
lesson.

Pre

I noticed the student was not

feeling well because she
said, Im not feeling well.
My allergies have not
stopped bothering me the last
few days.
The student took about 35
minutes to complete the
Pre lesson activity.
She said, I feel like Im
reading the same sentence
over and over. This is hard.
Some of the sentences that
follow dont make sense.
I noticed that she figured out
how to not only look at the
topic of the sentences but to
also look at the edges of the
slips and literally put some
parts together like puzzle
pieces as more of the paper
was assembled.
She nodded her head to
indicate that she understood
what I meant by organizing a
sentence by old and then new
information.

I conclude that Klaudia

did learn the
information from the
previous lesson, but
because she was not
feeling well, completing
the activity took longer
than I anticipated.
I determined that the pre
activity of completing
the sentence puzzle was
challenging because she
said it was hard and it
took her a lot of time to
do it. That is why I
started to give the
during lesson lecture
while she was doing the
pre activity.

Next time, I will try to

have more realistic
expectations for time
to complete the
activity. The paper
was about 4.5 pages
long, and I should
have given her maybe
a page or two to
complete in 15-20
minutes.

During

Post

Closure

I noticed that we were not

going to have enough time to
cover each part of the lesson
separately, so I gave the
student the information as a
mini lecture during the
pre-activity.
I noticed that the student
would tilt her head towards
me or look at me when I told
her the new information
about cohesion within an
essay. She then pointed out
where cohesion was and was
not present in one of the
paragraphs.
The student was not able to
complete the post activity
because we ran out of time.

I conclude that Klaudia

was able to listen to the
lecture and assemble the
essay without excessive
divided attention.
I conclude that since
Klaudia was
immediately able to
apply the concept of
cohesion to essay in
front of her that she
understood the material
even though it was new
information.

Next time I will try to

provide notes for her
to refer to in the future
(so that she does not
have to worry about
keeping up with my
talking like she does in
class at school).

I conclude that I need to

learn more about task
time management.

I noticed that when I quickly

asked the student if she
learned anything she said,
Yes, it makes sense to
organize sentences by old
and new information, but I
just wasnt feeling well.

I conclude she
understood the purpose
of the lesson to help her
organize her sentences
in order to improve the
organization of her
essay as a whole.

Next time I will look at

other lesson plans and
see how much time
they devote do
different types of
activities.
Next time I will ask if
she knows why and
how better
organization can help
her and her readers.