Lesson Plan Template

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do?
SWBAT write a paragraph explaining a
problem using examples and data to develop
their ideas
Standards:
How does the objective connect to your
achievement goal?
Our goal is for all students to grow two years in
the area of writing, and this objective will help
them master a writing skill that is needed to move
towards two years of growth.

CCSS.ELA-LITERACY.W.7.2

CCSS.ELA-LITERACY.SL.7.2

PREREQUISITE SKILLS DIAGNOSTIC

What will your students need to know to
master the grade-level objective?
-Cite textual evidence
-Stay on topic when writing
-Develop a topic when writing
-Use media to gather information
How will you assess students’ mastery of
these foundational skills?
-previous writing assignments
-graphic organizers from previous video
assignments

Pre-Planning:

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Preplanning
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and
when will you assess mastery?

During video:
-check graphic organizer for facts and examples used in the video

-During direct instruction:

-monitor use of graphic organizer
-Ask, “Why did I include that sentence?”
-“What is another way I could have said that?”
-“What is this paragraph missing?”

During practice:
-Monitor graphic organizers and student paragraphs
-Ask, “How will you support that idea?”
“How can you explain the importance of that statistic?”
“What could this group improve in their writing, how could they do that?”
-Pull small groups to CFU

Formal: Written paragraph

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Lesson Cycle
OPENING (15 min.) MATERIAL
How will you communicate what is about to happen? S
How will you communicate how it will happen?
How will you communicate its importance?
How will you communicate connections to previous lessons?
How will you engage students and capture their interest?
Students will be asked to share out the problem that they chose to research. -Computer
and
Then, I will ask, “If you were asked to make a presentation about this problem to important projector
people, how would you present the information to them?” for video

“In the past, how have we presented information through writing?”

I will explain that today we are going to practice writing one part of a report by watching a
video about a problem, and then writing about the problem, so that we can present
information and advocate for changes.

We will watch the video once to get students interested in the problem and the assignment.
https://www.ted.com/talks/melati_and_isabel_wijsen_our_campaign_to_ban_plastic_bags_
in_bali

INTRODUCTION OF NEW MATERIAL (25 min.) MATERIAL

What key points will you emphasize and reiterate? S
How will you ensure that students actively take in information?
How will you vary your approach to make information accessible to all students?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?

Johns Hopkins University School of Education

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Lesson Cycle
Video and
After we view the video and use the graphic organizer to take notes, I will model the steps
video
to writing the paragraph. To make sure that students are taking in the information, students
graphic
will use a graphic organizer to follow along with my model. I will use the following
organizer
information to guide my think aloud:
Guiding Questions Writing
1. How do you know that it is actually a problem? What proof do you have? graphic
Numbers, statistics? organizer
2. What have you witnessed?
3. What are some of the reasons that this problems matters? How does it affect
people? Why should people care about this?

I anticipate that students will simply list 3-5 facts from the video, but they will not explain
those facts and how the problem affects people or why the problem matters. I will
emphasize the importance of this during my think aloud.

GUIDED PRACTICE (25 min.) MATERIAL

How will you clearly state and model behavioral expectations? S
How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
How will you monitor and correct student performance?
Why will students be engaged/interested?
Students will view the second video and then practice writing a paragraph with their Graphic
partner. Next, they will share their paragraph with another group and provide feedback to organizer,
each other. The same graphic organizer will be used. I will circulate to monitor progress, feedback
and I will call small groups to help students move towards mastery. I will also stop the form
class to address common misunderstandings. Some students will be given paragraph
frames, and all students will be given sentence stems.

INDEPENDENT PRACTICE (15-20 min.) MATERIAL

How will you clearly state and model behavioral expectations? S
In what ways will students attempt to demonstrate independent mastery of the objective?
How will you provide opportunities for extension?
Why will students be engaged/interested?

Johns Hopkins University School of Education

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Lesson Cycle
Students will use the graphic organizer used earlier in the lesson to write their own Graphic
paragraph. They will work independently for 15-20 minute to write the first draft of their organizer
paragraph.

CLOSING (5 min.) MATERIAL

How will students summarize what they learned? S
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or progress
toward) the objective?
Why will students be engaged/interested?
Students will be asked to participate in a Stand Up-Hand Up-Pair Up to share their answer
to the following question, “How could your own writing be used to persuade and inform
others?”

Johns Hopkins University School of Education

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