McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Grady Date:1/31/18

Title of Lesson: P.O.W.E.R. Paragraph Cooperating Teacher: Hermann

Rubric Annotation

Core Components
Subject, Content Area, or Topic
English Core 1B- Writing
Student Population
30 students
Learning Objectives
I can be a more careful close reader by annotating text with unfamiliar words by using
context clues and the dictionary to determine meaning

Virginia Essential Knowledge and Skills (SOL)

6.5 f Use information in the text to draw conclusions and make inferences.
6.6 e Draw conclusions and make inferences based on explicit and implied information.
6.4 c Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words.
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Flipchart, P.O.W.E.R. Paragraph Rubric, Dictionary, Chromebooks, Vocab.com, Descriptive words
handout, Transtional words handout.
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
√ Summarizing & Note Taking 34%
√ Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
√ Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE RETURNS
YOU WANT FOR YOUR STUDENTS?
Check if Strategy Return
Used
√ Teach Others/Immediate Use of Learning 95%
√ Practice by Doing 75%
Discussion 50%
Demonstration 30%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
10 *Anticipatory Set
TSW use vocab.com and type in sentences using the words on their list for
“Problems by the Sea” on their chrome books

1-2 *State the Objectives (grade-level terms)

I can be a more careful close reader by annotating text with unfamiliar words by
using context clues and the dictionary to determine meaning

5-10 *Instructional Input or Procedure

TTW instruct students to begin working on warm up on vocab.com in their chrome books
and monitor that the students are in the right place and working on their sentences
TTW choose a student to read the objective for the day to the class
TSW read the objective to the class
TTW pass out Transition and Descriptive handout and the POWER Paragraph rubic
TSW tape in these documents into their interactive notebooks and update their Table of
Contents (TOC).
15-20 *Modeling
TTW model how to annotate and how to put unknown words into context and find
synonyms of the words using the dictionary and the rubric on the Flipchart. TTW model 2-
3 words for the whole class.
1-2 *Check for Understanding
TTW ask the students to look up another unknown word and ask them to put it into
context and volunteer synonyms.

15-20 *Guided Practice

TSW annotate the rest of the rubric independently and TTW praise, prompt and leave with
students who need assistance.
15-20 *Independent Practice
TSW access their Google Drive and their completed POWER paragraph to reflect
on these three questions
1. Is your topic sentence engaging?
2. Did you use sentence starters and/or transition words at the start of your
sentence?
3. Does your closing statement repeat what your topic sentence says? If so,
you need to edit and revise
Assessment
TTW do a formative assessment on the student’s sentences from their warm up and
award a *, @ or R

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Closure
TSW write down three things they want to work on for their next POWER paragraph
they write on a half sheet of paper students will receive a *, @, or R for their exit
ticket
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
Students who have difficulty reading will be pulled out into a small group for Read-Aloud
Enrichment: students who finish their work early will begin to revise their POWER paragraph and continue to
sharpen their skills with NoRedInk
Classroom Management Issues (optional)

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015