Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: 8th Grade
Subject: Language Arts
Date: Wednesday October 31, 2018
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
8.RI.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
List the Rationale (cite theories or theorists):
Gardner Multiple Intelligences (Interpersonal, Verbal-Linguistic, Visual-Spatial)
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to cite textual evidence that supports analysis of text.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 At this point students have participated in various discussions and Socratic Seminars
 Students have been required to cite textual evidence for many short stories and
assignments up to this point
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
 25 total students- 13 Boys 12 Girls

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 11 students on IEPs
 2 English Learners
 6 students in Reading Club (leave the classroom on Wednesday’s for individual instruction)
List the materials/resources you will need to teach the lesson.

 Scholastic Scope
 Discussion Web
 Pencil
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how
it will enhance instruction and student learning.
 Smart Board
 PowerPoint
 Online Timer
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *

 Students in Reading Club leave during Wednesdays

 1 student with autism
o Student will sit in the circle, however I will ask them what they wish to have shared
with the whole group and I will share on their behalf
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 Student’s Discussion Webs from week 1 will be used as the pre-assessment

 Students will be scored on their conclusion and the number of solid sentences.
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
 If students have few to no sentences in their conclusions, they will be encouraged to write
more in their next conclusion.
 If students have many sentences but they are not solid they will be encouraged to have
strong, evidence based sentences.
 If students have many, strong sentences they will be encouraged to find more evidence to
support their conclusion.
****Student numbers (x-axis) may skip numbers, those students were absent for the post-
assessment.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.

 Think-Pair-Share
 Direct Instruction
 Whole Group Discussion
 Socratic Seminar
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and
skills required of the objective.
 Introduce the article “Should We Live Forever?”
 Give instructions for reading the article
o Central question, 3 reasons yes, 3 reasons no, 4-5 sentence conclusion
 Assist with question prompts during Socratic Seminar if needed
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
 After reading: discuss the reasons yes and reasons no with table mates (2-3 minutes)
o Students with no table mates should join another group
 Participate in a Socratic Seminar
o 12 minutes, pausing at half time
o 1 student will keep track of who talks
o 1 student will keep track of the main idea
 Discuss the topic “Should We Live Forever?”
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
 Students will independently read the Scope article “Should We Live Forever?” (12 minutes)
 Students will write a 1 paragraph (4-5 sentences) reflection on their conclusion following
the seminar
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
 Discuss how this article relates to the short story “Flowers for Algernon”
o Should we increase intelligence?
 Why or why not? Text Evidence?
o Should we live forever?
 Why or why not? Text Evidence?
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

 Student’ level of understanding is measured from the class discussion webs and the
number of sentences in their conclusion
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

 Most students were able to take facts from the article and place them in the appropriate
“yes” and “no” columns
 A few students had the same results as their pre-assessment
 Some students were able to increase the number of sentences from their first discussion
web to the most recent
 Some students were off task and refused to write conclusions, which is shown negatively in
the graph
 Some students had longer, run-on sentences resulting in fewer sentences than before
****Student numbers (x-axis) may skip numbers, those students were absent for the post-
assessment.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Overall, I think the lesson went well. If I were to do this lesson again I would have a copy of my
slides printed out and with me, by the end of the day I was getting mixed up on this lesson and
the next one. I also think I was nervous which contributed to the frequent “umms” in the video, so
it would be helpful to have notes with me to remind me of what to say. Every student spoke at
least once during the seminar, students did a good job of including classmates in the
conversation. I wasted some time by not managing the transition time better, I could have set a
timer that would count down and the students would have until the timer went off to get ready. I
also think if I were to do this gain I would have some fun facts about immortality to grab the
students’ attention and get them excited about the topic. I also need to be more confident and
assertive, especially with the eighth graders. I let my nerves get the best of me and don’t address
some of the off task and disruptive behavior. I think I did a good job of managing time overall, we
didn’t have any “dead” time and things seemed to run smoothly. I also did a good job of engaging
students and having them share both with a partner and myself, their opinions. I think I did a good
job of monitoring students and walking around the classroom. I think this lesson went well, I just
need to calm my nerves and be more assertive.