LESSON PLAN OUTLINE TO BE USED FOR ALL ANNOUNCED OBSERVATIONS

1. NAME: Kristyn Curran

2. DATE/TIME OF OBSERVATION: Fall

3. NUMBER OF STUDENTS IN GROUP: 17 whole class

4. LEVEL OF STUDENTS IN GROUP: 5 IEP student, 6 below grade level, 5 on grade level students, 7
above grade level students

5. BACKGROUND INFORMATION OBSERVER SHOULD BE AWARE OF:

See class profile and class profile matrix.

6. LIST YOUR INSTRUCTIONAL LESSON OBJECTIVES IN BEHAVIORAL TERMS which reflect
Essential Curriculum objectives:

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
o CCSS.ELA-Literacy.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds
naturally.
o CCSS.ELA-Literacy.W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the
response of characters to situations.
o CCSS.ELA-Literacy.W.3.3c Use temporal words and phrases to signal event order.
o CCSS.ELA-Literacy.W.3.3d Provide a sense of closure.

7. DESCRIBE YOUR LESSON PROCEDURE: (Include motivation/warmup, direct instruction, independent activity,
closure. As you describe the teacher behaviors, be sure to include the student behaviors you expect to see that will help
you determine if students are demonstrating understanding.)

Times Activity What I will do
What the students will
do
7 minutes Intro
I will instruct the students to take
out their personal narrative rough
draft, organizer and resource
sheets. Then I will pass out the
personal narrative final draft paper.
I will model for the class how to
copy their edited version of their
writing and make it a final draft.
Students will watch as I
model from their seats.
35-45 minutes Final Draft
I will instruct the students to copy
their final drafts onto the final draft
paper. I will display the class
created rubric to ensure students
are meeting all the expectations.

** Example rubric (in folder) was
created for last years class.
Students who are writing
will copy their final drafts
onto their final copy
paper. Students who
videoed their personal
narrative will have one
last opportunity to make
changes or re-record
sections of their personal
narrative.
The next class Sharing In order to offer students the Students will volunteer to
necessary time to complete their
writing, we will share our personal
narratives with the class at our next
meeting. Students who are self-
conscious of their writing/videos
will not be required to share.
share their personal
narratives with the class.
Post sharing Wrap Up
The students will get into mixed
groups of 3 (1 group of 4/2 groups
of 2) to complete the FRAME
follow up activity. Groups will
have two choices, either write their
answers or draw to show their
understanding. Students will be
mixed in ability in order for peers
to support one another.
Students will work in
cooperative groups to
choose a handout style
(write or draw) and
complete the follow up
activity. They will access
resources found in their
reading binder if
necessary. Students will
turn the assignment into
the turn in bin when they
are finished.



8. EVALUATION:
a. I will be looking for students to include the key elements of a personal narrative in their
writing or video.
b. I will look for students to have made some (at least 2) improvements to their rough drafts.
c. I will expect to see that students are able to use their resources and complete the frame
assignment successfully (at least a 75%).


1. FOLLOW-UP:
a. Students who do no perform to the expectations of our class created rubric will need re-teaching and
specific feedback in order to improve their writing in the future.
b. Groups that miss key pieces or are unable to show their overall understanding on the frame
assignment will receive re-teaching in order for them to find success in the future.

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