Teacher Candidate Lesson Planning Sheet

Urban Institute of Teacher Education

Teacher Name Hillary McBride

Grade Level 5th grade
Subject Writing
Date 1/16/19

Part One: Lesson Focus – “The What”

Thinking Points: What am I expecting students to learn? What materials and resources am I
planning to utilize? What will I accept as evidence that my students have learned?
Content Objective:
What do I want my students to
know and be able to do?
Students will be able to ……
Standard :
What is the CCSS that
corresponds with this objective?
Language Objective:
What will my students do to
learn and/or demonstrate their
mastery of the lesson by
reading, speaking, writing, or
listening?
Assessment:
What assessments will I utilize
to determine that my students
have learned and met the
objective?
Students will be able to look to another author’s memoir to
discover how they add depth to their writing through
questioning, adding examples, and finding connections.
Students will be able to apply another author’s writing
strategies to their own memoirs.
5th Grade Writing Standard 3:
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences.
Lesson vocabulary: memoir, memories, theme, pattern,
connections, significance, interpret
Students will use hand signals during read-aloud to show
understanding of discovering the ‘theme.’ Students will put a
completed sticky note on the number board (sentence frames
will be given.) Students will have their writing checked off in
their writing journals.

Materials and Resources: Writing journals, sticky notes, example list, sentence frames,
What materials and resources example of student writing (from manual)
will I utilize to facilitate student
learning?
Part Two: Lesson Implementation – “The How”
Thinking Points: How will I teach to ensure learning for all students? How will I engage my
students in the learning process? How will I check for understanding throughout the lesson?
How will I make instructional adjustments for students that are in need of additional support?
Lesson Components with
Estimated Timeframe
Lesson Introduction:
5 minutes
How will I clearly communicate
the objective and purpose for
learning? How will I provide
background knowledge? How
will I “hook” the students?
Check for Understanding:
How will I know that all
students know the objective and
purpose of the lesson?
Instructional Strategy: Teacher
Modeling –“I Do”
10 minutes
What will I say and do as I
demonstrate the demonstrated
the concept?
Check for Understanding:
How will I know that the
students have a clear
understanding of the concept?
Instructional Strategy: Guided
Practice – “We Do”
10 minutes
How will I engage my students
instructionally with the
concept?
Teacher Expectations: Student
Instructional Strategies/Activities/ Expectations
Questions
I will discuss the teaching point with the Students will sit on
students on the carpet. “Today we will the carpet with their
look at a few writing passages of authors writing partners,
re-reading their ideas to find patterns, writing journals,
connections, and other ways to interpret sticky note, and
the theme of their ideas. By doing this, a pencils.
writer can add more depth to their
stories.”
I will ask students to discuss the vocab that Students will offer
will help us meet our objective ideas and discuss
(significance, theme, interpret) *Write them out loud to the
these on the easel* whole group.
I will read a student writing example to the Students will listen to
students. This example is in the manual the read-aloud.
and shows how a student re-read their
memoir idea and discovered new
meanings behind their theme. I will
introduce the sentence frames to be used.
““When I used to read my entries, I
thought the theme was about….., but now
I realize that the theme is about…...”
I will ask students to put fingers in the air Students will put
for the number of themes that they hear fingers in the air
during the read-aloud – there will be two. once they hear the
themes come up in
We will discuss the passage and make a list the passage.
of strategies used.
Students will offer
ideas for the list of
strategies.
I will refer back to my list of personal Students will work
memoir ideas that we made and discussed with me as we talk
yesterday. We will look to the list of through the steps.
strategies when we put together my Students will work
sentence frames. “I will re-reread my list, with their writing
look for patterns, question my theme, and partners to fill out

Instructional Strategy;
Independent Practice
20 minutes
How will I provide my students
with the opportunity to engage
in independent practice? What
will the students who have
finished early do?
Check for Understanding
How will I know that the
students have a clear
understanding of the concept?
Lesson Closure
5 minutes
How will I review and clarify the
concepts taught?
Part 3: Post Lesson Analysis – “The What’s Next”
Data Analysis:
What will I do next based on
analysis of the assessment
results?
Reflection:
What components of the lesson
went well? What components
will I modify?
interpret it in different ways.” I will use their own sentence
the sentence frame like the author: “When frame of their ideas.
I used to read my entries, I thought the This will be done on a
theme was about Montana, but now I sticky note and
realize that the theme is about family.” placed on their
I will ask students to do this with their own number board in the
memoir ideas with their writing partners. front of the room.
I will give students the writing goals: Write Students will go back
or re-write their memoir ideas on a new to their desks and
sheet of paper and work on adding write on their own.
examples, new themes, or patterns. Students will follow
directions and
complete the writing
goals.
I will check off student work for Students will show
accountability. me their work and
give me feedback on
how they felt it went.
I will ask students to reflect on their Students will reflect
favorite part of writing their memoirs thus on their favorite part
far. of writing their
memoirs. They will
share with their table
partners and then
whole group if they
would like.
After seeing this lesson play out and
meeting with my mentors for feedback, it
was clear that students need a review on
theme vs. moral. I will discuss these
topics and their differences before our
next writing lesson.
After writing this lesson, I conferenced
with my STE teacher and I decided to
change the lesson. I felt that this lesson
was not as engaging as I would have liked.
I kept the objective and focused the
lesson on determining what strategies
were used in writing to create depth or
more layers in a memoir. We began with
table discussions of what does it mean to
write with depth. I was excited to hear
tables share their ideas of “deep” or
“layers” in figuring out what depth would
look like in writing.

After students shared their ideas, we

reviewed the week’s examples of
memoirs and their structures. We also
reviewed writing strategies that could be
referenced during the read-aloud. I used
a read – aloud video of “My Rotten Red-
Headed Older Brother.” The students
love books by this author and enjoyed her
writing structures so we continued with
this example to spark engagement. The
read-aloud was fun and was engaging.
Students were interested to know more
about this author’s life – which aided in
our purpose of writing memoirs.

During the read-aloud, students were

asked to write down writing strategies
that the author used on sticky notes for
accountability. Students then shared
their ideas with their groups and then to
the whole group. I have learned that this
group does really well with sharing out
ideas when they have discussed their
thoughts with their groups first. Because
of this, I try to have them share with their
tables or partners before discussing. This
worked for this lesson and we had
students sharing out wonderful ideas –
this was one of the most successful
discussions that I have led!

After the discussion, students worked on

their own to re-read their ideas and re-
work their themes. They also went over
their ideas to connect writing strategies
that would make their memoir more
detailed. I checked in on students while
they were working to see what they
choose and why. I tried to have a
conversation with every student.

The biggest thing that I have been

working on when teaching writing lessons
is to give them 25-30 minutes of writing
time. I was not successful with this lesson
in giving them the full time to write – our
discussion went a little long. Next time I
will make sure to set a timer for myself in
order to make sure that students get
enough time to write. My mentors and I
discussed that in this lesson, students
could go back and re-work their memoir
idea list and change/confirm their
themes.