Dakota State University

College of Education

Name: Miss Sorsen

Grade Level: 3-8
School: Rustic Acres Colony
Date: March 20, 2017
Time: 1:00-1:30 pm

Reflection from prior lesson: Students did very well on their first day of choosing a topic and note-taking. One
student struggled, but after participating in another example with me, he understood where to find the information he
needed to note-take. Today they will be constructing outlines based on their notes.

4.W.7 Conduct short research projects that build knowledge through

Lesson Goal(s) / Standards:
investigation of different aspects of a topic.
Lesson Objectives: After note-taking, students will construct an outline of their notes with 90% accuracy.

Materials Needed:

-Notebook paper
-Notes from yesterday
-Pencils
-Encyclopedias

Contextual Factors/ Learner Characteristics: Each student at Rustic Acres is an ESL student. There are 9 students in
grades 3-8. There are 7 boys and 2 girls. There are no students on formal IEPS. However, there is one student who
has to move around in order to concentrate he is permitted to do this to a certain extent.

A. The Lesson

1. Introduction (10 minutes)

getting attention ABC, 123. I am not saying this because it rhymes, but because it belongs on an
outline. Wait, that almost rhymed.
relating to past experience and/or knowledge You have written outlines with your German School
Teacher Michael before. I would like someone to come up and draw an example of the outlines you do
with him.
creating a need to know Youll be creating your own outlines today in English school.
sharing objective, in general terms You will be using your notes from yesterday to pull from and
create your outlines today.

2. Content Delivery (30 mins)

a. Modeling Teacher will have her notes on the board. She will draw a large form of an outline next to
the notes. Teacher will demonstrate how students use their topics, headings/main ideas, and then details
from notes to make a tiered outline.
b. Independent Practice Students will then create their own outlines. I predict some students will still
struggle with the concept of a main idea/headline, then providing details. Teacher will walk around and
guide students to what information they should be plugging in where on their outlines.
B. Assessments Used
i. Completed outlines
C. Differentiated Instruction
i. Teacher will invite struggling students to partake in another modeling example with her in where she
creates another outline of her notes, except the student is directing her where to put information. Teacher will correct
any incorrect thinking.

D. Resources
i. None.

Reflection: The students werent too thrilled to complete their outlines, since they had already done them in German
school. It seems if they have already done an activity in German school, they arent fond of repeating it in English
school. A future change to this small issue would be to ask them during my planning if they have already done a
certain activity or not.