UMF Unit-Wide Lesson Plan Template 
 
Name: Joslynn Couture  Program: EDU 460   Course: 
 
Lesson Topic / Title: Logical Reasoning Sentence Frames  

Lesson Date: 3/6/2020  Lesson Length: 50 min  Grade/Age: 8th Grade  

 
Learning Objectives & Content Standard Alignment - Selects, creates, and 
sequences learning experiences and performance tasks that support learners in 
reaching rigorous curriculum goals based on content standards. 
Learning Objective(s)   Instructional Decisions / 
  Reasoning 
1. I used direct and indirect quotes  1. The learning target is 
accurately and effectively.   attached to the 
2. I elaborated on my evidence in a way  assessment rubric for 
that broadened my claim.   this unit.  
2. After looking at the 
  rough drafts it was clear 
  that students needed 
  extra help with making 
  sure their quotes were 
  elaborated upon and not 
just dropped in the text. 
I have spent a couple 
days teaching them 
different formulas for 
adding in quotes 
effectively. This is the 
final day in the series of 
teaching kids methods 
and adding support to 
help them adding quotes 
in their papers.  
Content Standard(s)  Instructional Decisions / 
  Reasoning 
CCSS.ELA-LITERACY.W.8.1.B   
Students will be trying to meet 
Support claim(s) with logical reasoning and  this standard for 
relevant evidence, using accurate, credible  argumentative writing.  
sources and demonstrating an understanding 
of the topic or text. 
 
 
Assessment - Uses assessment flexibly to expand and deepen understanding of 
learner performance and determines best supports for continued learner 
growth. 
Assessment  Instructional Decisions / 
  Reasoning 
   
This lesson allows the teacher to informally  The unit we are currently 
assess the students understanding and ability  working on assesses the 
to introduce their quotations as well as  students ability to write a full 
analyze their quotations.   body paragraph that includes 
  evidence. I really want students 
- Formative Assessment: Thumbs  to grasp the ability to introduce 
up/down to show understanding  and analyze quotes. This is the 
- Formative Assessment: Conferencing  third day at this point that 
with students to check understanding  students are working on the 
- Formative Assessment: Students  quotes. At this point they 
highlighted the analysis in their own  should be pretty good.  
essay to make it visual to students how 
much analysis they were doing 
 
 
 
 
Instructional Materials and Resources - Stays current in content knowledge and 
expands expertise in reviewing instructional materials from the perspectives of 
both the discipline and individual learner needs.  
Materials, Resources, and / or Technology  Instructional Decisions / 
  Reasoning 
Resources needed:   
   
1. The Assignment Handout   1. Students will need to 
2. Students short story of choice   know what is expected 
3. Pen/pencil  from them for the 
4. Laptop  argumentative essay to 
5. The Rubric for the Argumentative Essay  be able to make 
6. Mentor Argumentative Essay  revisions as necessary/   
7. Logical Reasoning Sentence Frames   2. They will be using their 
8. Logical Reasoning Slideshow   short story to write and 
  revise their 
  argumentative essay.  
  3. The pen/pencil will help 
  them complete any 
 organizing on paper 
they may want to do. 
4. The laptop will help 
them be able to revise 
their claim. 
5. The rubric for the essay 
will show them the 
target they are trying to 
meet today for the 
claim.  
6. Mentor texts are really 
important for students 
to see the expectations. 
This is perfect for more 
literal learners that like 
to see the expectation.It 
will also be a fun way to 
connect with the 
students.  
7. I’ve decided at this point 
that the students need a 
little more support with 
integrating the quotes 
into their essays. The 
sentence frames will 
give students the boost 
they need to more 
effectively integrate 
their quotes into the 
paper.  
8. The slideshow will help 
my more visual learners 
with the content.  
Instructional Methods: Selects, creates, and sequences learning experiences 
and performance tasks by using a variety of instructional approaches, 
strategies, and technologies that make learning accessible to all learners and 
support learners in reaching rigorous curriculum goals.  
Teaching and Learning Sequence  Instructional Decisions / 
  Reasoning 
   
1. Welcome students into class. Go over  1. Welcoming students 
the agenda for the day. Make sure  into class, going over the 
students know what's expected from  agenda, and checking in 
them and they’re all set to get to work.  with how they’re feeling 
(5-10 min)  is all part of the routine 
 2. Logical reasoning sentence frames  of this classroom. It 
lesson (15 min)  works to give students 
a. Slideshow   clear expectations, as 
b. Handout   they always know to 
c. Going over mentor text  come into the classroom 
3. Peer revision/revision work (until there  and put their stuff down 
is only 10 minutes of class left)  and come to the meeting 
4. Have students print out their essay and  area.  
highlight the analysis in their  2. This lesson is focusing 
paragraphs. (final 10 minutes)  on analyzing their 
  evidence. I anticipate 
  because of past writing 
  and their rough drafts 
that this will be fairly 
hard for the students. 
This is why I am going in 
with the sentence 
frames.  
3. Peer revision is super 
awesome. I love giving 
students the 
opportunity to work like 
this. Peers can and will 
point out some really 
good revisions to make. 
I’m trying to show my 
students how important 
revision work is.  
4. This is to make students 
more aware of the fact 
that their analysis is 
really weak. They are 
including quotes that 
are super long (too long) 
and not providing 
analysis.  
 
 
 
Meeting students’ needs (differentiation,  Instructional Decisions / 
extensions, modifications, accommodations)  Reasoning 
   
1. Slideshow  1. I like giving students 
2. Handout  multiple ways of 
3. Mentor Text  learning. The slideshow 
   is more verbal/visual 
  while the handout is 
something that they can 
take with them as a 
reminder.  
2. I am using the mentor 
text as a visual to give 
my learners a good 
sense of what this looks 
like when it’s done and 
incorporated in their 
paper.  
 
 
 
 
 
 
 
 
Field Courses Only – Post lesson   
 
Reflection 
 
I had to make adjustments to this lesson period 1. I noticed that students were 
getting to the point where they were stuck and they weren’t sure what else they 
could do to make improvements to their essay. I decided to pair students up 
and have them make peer revisions. I will note that this is something the 
students are used to in this classroom, so I could make this decision last minute 
without the need to coach them on how to do peer revisions. Fortunately, that 
work has already been done in this class.  
 
Additionally, by period 5 I was noticing that students were not doing nearly 
enough analysis in their essay. To make students aware of this issue I had 
students print out their body paragraphs and highlight the analysis portion of 
the paragraph. Students began to realize that they were not doing nearly 
enough analysis.  
 
This also helps students become far more engaged in their own learning. This is 
becoming one of my favorite techniques when students are being very passive.  
 
 
7/11 met the standard  
3/11 partially met the standard  
1/11 did not meet the standard  
 
Teaching Standards and Rationale 

Standard #4 Content Knowledge 

The teacher understands the central concepts, tools of inquiry, and structures 
of the discipline(s) he or she teaches and creates learning experiences that make 
these aspects of the discipline accessible and meaningful for learners. 

The backbone of this teaching unit has been using my own argumentative essay 
(on a short story that they have already read) as a mentor text. So for each day, 
depending on the lesson I am teaching, I really play up the learning target we 
are focusing on in my mentor. The kids seem to be connecting with this really 
well because they get to see that I’m in the trenches with them. I definitely want 
to continue to write with them in the future.  

Standard #8 Instructional Strategies 

The teacher understands and uses a variety of instructional strategies to 

encourage learners to develop a deep understanding of content areas and their 
connections, and to build skills to access and appropriately apply information. 

I’m really trying to use a lot of different strategies to get my more passive 
learners to engage.  
 
1. Having them turn and talk with a neighbor before sharing with the class.  
2. Letting them know before I read the mentor text what they will be talking 
about with their neighbor. I tell them to look out for whatever we will be 
talking about. So I am using pre reading strategies. 
3. When they turn and talk with a neighbor I am listening to groups that 
have a good sense of what is going on. So I am using formative 
assessment during their discussion.  
4. Having students peer revise. 
5. Having students highlight their drafts to make things very visible to 
them.  
 
I am trying really hard to not only to get them to engage in their own learning 
but also provide them with multiple formative assessments throughout the 
lesson.  
 
ISTE Standard: 
 
6. Educators facilitate learning with technology to support student 
achievement of the ISTE Standards for Students. 
a. Foster a culture where students take ownership of their learning 
goals and outcomes in both independent and group settings. 
 
During this lesson I had students peer conference with each other. Students 
used the features of Google Docs to be able to conference with each other. They 
used these features to be able to make edits, comments, etc., to effectively help 
each other learn. This becomes a more interactive experience instead of having 
students just simply print off their papers and passing them around to their 
peers. Several students at once can be commenting and fixing a paper together 
via google docs. Students are also more interested in taking ownership of their 
learning when they are working on something electronically. The task at hand 
becomes more interesting for students. Google Docs offers many features that 
help students further develop their editing and proofreading skills. This is turn 
enriches the editing experience for students.