Lesson Plan Template for Formal Observations

Danielson Rubric

Primary Subject Area and Grade Level:

World History – Ancient Civilizations and Medieval Beginnings

7th Grade

Outcomes/Objectives: (1c: Setting Instructional Outcomes)

Students will be able to use feedback on their writing to deepen their analysis of a central theme by evaluating the strength
of their evidence they have chosen
Content Standard(s) and/or Common Core Learning Standard(s):
(1c: Setting Instructional Outcomes)
CCSS R 7.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
CCSS W 7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
CA Framework - How did major religions (Judaism, Christianity, Islam, Buddhism, Hinduism, and Sikhism) and cultural systems (Confucianism, the Scientific
Revolution, and the Enlightenment) develop and change over time? How did they spread to multiple cultures?
Assessment opportunities:

Entry level: Review objective and use do now to gauge knowledge and skill
Progress monitoring: grade analysis is pre-filled by teacher in order to give feedback to students – teacher check in during
work time using a roster to take notes of progress
Summative: regrading the short writings which are resubmitted (complete resubmissions will take 2 days)
Grouping Strategy:
(1e: Designing Coherent Instruction)
Students are grouped in heterogenous pods of 4 and 6. This has been the grouping configuration for this unit, as we have been
learning how to engage in small group structured discussions. I have grouped students by levels of executive functioning
skills, taking this unit as an opportunity to hone in on organization and class routines.

Lesson Procedures:

Agenda:

● Review Agenda and Objective 5 minutes

● Do Now and Share 8 minutes
● Review and annotate grade reflections/analysis 10 minutes
● Work time 25 minutes
● Objective reflection 6 minutes

● How will the lesson launch (time:13 minutes)?

o First, we will review our class objective, this will help set the tone and establish a clear purpose for the day’s work. We
will then begin with a do now regarding student’s past experiences with grading and re-doing work. Along with asking
about their opinions surrounding the significance of grades. The teacher will facilitate time to write and speak and the
students will do the majority of the sharing and cognitive lifts in presenting their ideas.

● How will the material be presented (time: 10 minutes)?

o Students will be given time to write down their warm up question. They will be asked to hold their thoughts as we review
sharing expectations, then students will share. I will then have them look at their grade reflections as I review a sample
one using the projector. I will make explicit connections between sharing we heard doing the do now session and the
 purpose of this work time. I will cold call on students to check for understanding. Students will highlight and annotate
alongside me in order to engage with and understand how to access this resource. I will then review work time
expectations and goals, while referencing back to the class objective.

● How and when will you monitor the student work time (time: 25 minutes)?

o I will circulate the room and check in with students one on one. I will also make sure to use my class roster to take quick
notes on students’ progress. I will make sure to check in on my focus students as I want to be hyperaware of their
engagement with this lesson. During this time students are to be reading the feedback given on their writing and working
to incorporate it into an edited piece. Students will be in their seats with their groups. They will be working individually
each with a computer on the google classroom accounts.

● How will reflection and closure be incorporated into the lesson (time: 6 minutes) ?

o We will end the class by returning our attention to the class objective. I will ask student to respond to the questions “How
well did you understand the feedback given to you? Did the feedback help you make changes to your writing? Explain.”
On a google form as an exit slip. This will allow me to add to other data collected regarding the effectiveness of this time.

(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Differentiation
● Students received individualized feedback that supports their level of writing and need.
● Students have a checklist of items to work on with detailed directions – some students have been prompted to work on
something different depending on their needs.
● The list supports all student to engage with productive work regardless of their present standing in the class, and it
does not make the differentiating obvious or exclusionary.