OSU College of Education

School of Teaching, Learning and Educational Sciences

Lesson Plan Details

Name: Kelsey Barmann

Daily Lesson Information

Lesson title “Paraphrasing Review Game”

Lesson Students need to review paraphrasing and interact with the
Purpose/Rational skill in a different way to become more comfortable with
e the skill.
Lesson Students will participate in a competitive atmosphere that
description requires them to work in groups to better understand the
(include concepts skill of paraphrasing. Students will complete a start-up with
and skills and a vague pronoun, then play the game. The class will close
where this lesson with an exit ticket.
fits within the
curriculum)
Lesson length 40 minutes
Grade level and 6th grade English Language Arts
course
Source of lesson - I received the PowerPoint from a teacher on the
plan and how I other team, and then I added a couple of songs to
modified it the PowerPoint to make it more current.
Start-up:
https://www.methodist.edu/sites/default/files/ctools/handou
ts_Pronouns-%20Vague%20or%20Unclear%20Reference
s.pdf
- I got the problem and more information about vague
pronouns on this site.

Daily Lesson Plan Summary

Prior knowledge Students need to know what paraphrasing is, and they
needed for success need to know how to do it so they can identify exercises
in the activity during this class period.

How will you I will ask students to turn someone next to them, and
address students they will review paraphrasing with notes and graded
who do not have work from their folder. They will have a minute to discuss
this prior it, and then I will have the class talk about it together.
knowledge?
Materials for For start-up:
instruction (include - Notebook paper
rationale for why - Pencil
 the materials are - Smartboard
appropriate) For paraphrasing game:
- Smartboard
- Whiteboards
- Whiteboard markers
Exit ticket:
- Notebook paper
- Pencil
- Question displayed on the smartboard
Accommodations All IEPs and 405 plans will be followed.
and modifications Student may work alone on notebook paper, receive a
copy of the text to read closer to them, or have
preferential seating.

Daily Lesson Plan Details

Oklahoma Learning Objective – in Lesson Activities Assessments
Academic terms of what students and Materials (formal or
Standard will do Needed informal)
READING AND During the paraphrasing - Smartboard Informal:
WRITING game, students will - Whiteboards student work will
PROCESS identify as small groups - Whiteboard be visually
6.2.R.3 Students the songs that belong to markers assessed.
will paraphrase the paraphrased
main ideas with statements shown with
supporting details minimal mistakes.
in a text.
SPEAKING AND During the paraphrasing - Smartboard Informal:
LISTENING game, students will - Whiteboards student work will
6.1.W.2 Students identify as small groups - Whiteboard be visually
will work the songs that belong to markers assessed.
effectively and the paraphrased
respectfully within statements by working
diverse groups, together to come up with
share their final answer that
responsibility for they will use to compete
collaborative for points.
work, and value
individual
contributions
made by each
group member.

Today’s Essential Questions and Anticipatory Set

 - What is the song that the Students will answer a start-up question
paraphrased statement is asking students to identify and fix the vague
describing? pronoun in the sentence to put students in a
focused mind set.

Today’s Minute by Minute (Tick Tock)

Additional
Time (minutes) The teacher will… The students will…. information…
3-5 Display the start-up Work on start-up and Appendix A: Start-
on the smartboard review start-up by up
as students walk in, discussing it as a whole
give students a class.
minute to work on
start-up, and review
start-up with class.
2 Ask students to turn Turn to a partner and Appendix A: Start-
to a partner and discuss paraphrasing. up
have them discuss Share what was
what paraphrasing discussed with the
is. Then, the whole class.
teacher will review
the term with a
definition on a
smartboard slide.
2 Display game on Assign group writer and Appendix B:
smartboard, ask prepare for game by Paraphrasing
students to choose removing items from Game
who will write the desk that are not
answers on the needed.
whiteboard when,
and assign groups
as how desks are
clumped.
28-30 Read aloud Listen to questions, Bonus round
questions, lead contribute with the question (worth
classroom creation of answers, double points):
discussion, keep listen and discuss with
track of points, and those around them, and Paraphrase the
monitor student ask for help when lyrics shown in a
work. needed. short statement.
3 Display exit ticket Get a scrap piece of Exit ticket
Closing on smartboard, notebook paper, listen to question:
Activity: assign teacher’s exit ticket, write down
Exit Ticket assistant to pass answer, pack items, and Paraphrase the
out scrap pieces of leave when dismissed. following
notebook paper, sentences:
read aloud exit “Music is a popular
ticket, and monitor form of expression
in many countries.
student progress as There are many
they work. kinds of music.”

This will be written

on the whiteboard
or displayed on the
smartboard.
Appendix A: Start-up
Write down the full sentence. Then, identify the vague pronoun and draw
an arrow to what it is referring to.

Michelle is a shy person, but she keeps it hidden.

Appendix B: Paraphrasing PowerPoint
Starts on the next page.