KTIP Source of Evidence: Lesson Plan

Name: Sarah King Date of Lesson: November 27th, 2018 School: Madison Central High School

Grade / Age: 11th grade, 16-17 years old Subject & Topic: English 11, Informative Writing

# of Students: ______32________ # IEP / 504 _____0_______ # G/T ______0_______ # ELL ______0________

Lesson Title / Topic: Rough Draft / Peer Review

_x_teach/observe __teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team

1. Context: Describe the Students for which this Lesson is Designed (1B)a;
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.
Use student initials for specific information about students in terms of learning strategies, behavior strategies.
Give examples of what you know about students’ interests, outside activities, etc., which could be
incorporated into lesson plan. Also, be specific about student skills and knowledge. Describe racial,
socioeconomic diversity in class.

The students in this class are from an urban, lower-socioeconomic area. Due to a school program, all students
qualify for free lunch but there are a few without the means for technology. When technology is required for
an assignment, class is held either in the library or chromebooks are made accessible for the whole classroom.
While there are no students with special needs accommodations, each student is leveled as low-performing.
Out of 32 juniors, 14 girls and 18 boys, every student is at around a ninth or tenth grade reading level. To
accommodate this, students are arranged by achievement level in groups of 4 and work frequently with those
in their group. Other accommodations are extended time to work, all instructions are written and said allowed,
and visual aids.

2. Learning Target(s)/Objectives (1A; 1C)

List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard.

a. Previous lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

Objectives:
• SWBAT: Create citations in a standard format
• SWBAT: Integrate information into text selectively to maintain the flow of ideas and to avoid
plagiarism

b. Current lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for
 conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12
here.)

Objectives:
• SWBAT: Develop and strengthen writing by revising
• SWBAT: Develop and strengthen writing by editing
• SWBAT: Develop and strengthen writing by rewriting

c. Next lesson’s learning targets / objectives:

CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose, audience, and a range of
formal and informal tasks.

Objectives:
• SWBAT: Produce clear and coherent writing with appropriate development, organization, and
style.
• SWBAT: Present information, findings, and supporting evidence with appropriate development,
organization, and style.

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to measure student’s baseline knowledge and skills for this
lesson.

The lesson will continue the students’ work in their writing unit. Previously, students have:
• Read Of Mice and Men by John Steinbeck and decided on an essay topic.
• Started prewriting by brainstorming possible writing points and areas of research
• Worked with both print and digital sources together research for their papers
• Learned how to incorporate evidence into their writing

This preassessment will be administered in the first 5 minutes of the class in their journals. I will have students
complete a think-group-share, starting with a 2-min freewriting session answering “What do you know about
peer reviewing and revising? Include past experiences, definitions, examples, and/or feelings about
prewriting.” When time is up, students will turn to their group and share for 2 minutes. After this, a student
from each table will present what their table discussed. I will check their responses to gauge what they
already know before beginning the lesson today. If students have a general knowledge about peer reviewing
procedures, then I will focus more on the “why” of peer review. If students do not show a general knowledge
about peer reviewing, then I will start explaining what the procedures are before explaining why it is
important.

Formative Assessment (1F)

Describe the formative assessment(s) to be used to measure student progress during this lesson.

My formative assessments will be:

• Student’s facial expressions and body language (i.e. Are they engage and paying attention or confused and
checked out)
 • Scaffolding with targeted questions while students are working
• Peer Review Rubric:
o Students will complete a peer review rubric for the three students at their table. The students are
already grouped by achievement levels to support each other’s learning. By having the critique
each other’s writing, students see different approaches and ideas. This experience will help them
develop and strengthen their writing as they edit and revise their writing for the final draft.
• Exit-slip:
o Write-up about their “Plan for Revising.” Students will write a summary to turn in with their rubrics
and rough drafts that explains what they plan to do when revising and editing for their rewrite.
•
4. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology).
• Projector for displaying the timer
• Computer to control the timer
• Hardcopies of Peer Review Rubric
Link for “Peer Review Rubric”:
https://docs.google.com/document/d/12e6IDZZnjz6M4K6YqO-wzSCdOdc0TV5UmPE4JVluTeY/edit?usp=sharing

5. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
• Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
• identify the questions you will use to promote higher order thinking and understanding and encourage
discussion

Procedures: Accommodations / Adaptations

1.) Greeting/Set Up:
• I will begin by greeting the students at the door and in the I’m incorporating many different
classroom. types of learning into my lesson.
• I will have the student’s bellwork on the board. • Auditory/Visual: When I’m
• As a standard procedure, students will get their journals from going over the material.
the designated area and begin working on the bellwork. • Collaborative/Interpersonal:
students routinely check
2.) Lesson Objectives: My overall lesson objective is that the students back in with their peers
will understand how to revise their papers and collaborate with their throughout the lesson to
peers. collaborate and
communicate.
3.) Practice/Feedback: • Intrapersonal: students also
• Preassessment: (5 min) have time to think at their
o If students seem to have a foundational own pace and collect their
understanding of peer review, then I will go on to the thoughts.
peer review exercise.
o If students do not understand the concept of peer There are accommodations
review, I will explain it to them before starting the incorporated into my lesson and
exercise. classroom that can support all
• Activity: students, such as:
o Students will complete a peer review activity with the • Modeling
students at their table. Students will pass their papers • Prompting and Cueing
clockwise around the table between each round. • Small Groups
o First Round: (15 min) • Reader
▪ Students will have 10 minutes to read over • Paraphrasing
their peer’s paper and 5 minutes to discuss as
a table each person’s writing. This is so
students can see if they are making similar
 mistakes or how their classmates avoided While there are no designated
making mistakes. populations in my classroom, I have
▪ For the first round, students will be focusing organized the students into
on the organization of the paper (topic achievement groups that support
sentences, transitions, paragraphs, their learning.
conclusion)
o Second Round: (15 min)
▪ Students will have 10 minutes to read over
their peer’s paper and 5 minutes to discuss as
a table each person’s writing. This is so
students can see if they are making similar
mistakes or how their classmates avoided
making mistakes.
▪ For the second round, students will be
focusing on the paper’s style (formal and
objective, appropriate conventions) and
language (vocabulary, techniques (metaphor,
simile, analogy)
o Third Round: (15 min)
▪ Students will have 10 minutes to read over
their peer’s paper and 5 minutes to discuss as
a table each person’s writing. This is so
students can see if they are making similar
mistakes or how their classmates avoided
making mistakes.
▪ For the third round, students will be focusing
on the paper’s use of evidence (quotations,
paraphrase, examples, details) and
significance (answering the “so what”
question).
▪
• Post assessment/Exit Slip: (5 min)
o Students will write a one-paragraph summary of their
Plan for Revising, which they will turn in with their
peer review rubrics and rough drafts.

Lesson Time: Approximately 55 minutes.

6. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

How effective are the group discussions during each round? (student modeling and cooperative learning)