Writing Lesson Plan Template

CAEP K-6 Standards

LESSON RATIONALE
It’s important for students to understand what their strengths are. Everyone in the world has traits that make them
special and make them unique. These unique traits are described as strengths to a person and they can be anything from
being kind and compassionate, to being diplomatic and being able to make a situation less hostile then what it already is.
It is important for students to know what their strengths are so they can foster them and allow them to grow as they
develop and mature. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—
a. Students should be able to tell their parents and peers what they think their strengths are.
b. Students should be able to give evidence as to why they think that is a strength they have.
c. Students should be able to write their thought onto the page and have evidence to support them.
B. Objective(s)—
a. After completing the lesson students will have a basic understanding of what they think their
strengths are
b. By completing the writing activity students will provide evidence of what they think their strengths
are and why they are important.
C. Standard(s): 1.W.3.1- Write logically connected sentences to make a proposal to a particular audience (e.g., a
parent, classmate, etc.) and give reasons why the proposal should be considered.
(CAEP K-6 3.c)
II. Management Plan-
a. 30 minutes for the whole lesson
b. 15 minutes for the mini lesson and another 15 minutes for the writing
c. Student journals. Anchor chart paper, pencils, and crowns/markers, The Freedom Summer book.
d. Students will be following all classroom rules such as hands to themselves, being respectful to other,
staying at their certain spots.

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual
differences and diverse families, culture, and communities unique to the students in this class as you describe the
specific instructional opportunities provided in this lesson.
a. I am allowing my students to not only write but draw a picture as well so they have two methods of
expression.
b. I will also allow some of my students to transfer their writing to a computer if they would like to type it
as well.
c. Some students might also benefit from the opportunity to discuss their thinking with either the teacher,
peers, or another instructor in the classroom.
(CAEP K-6 1.b)

IV. Lesson Presentation (Input/Output)

• Include a variety of teaching strategies that encourage elementary students’ development of critical thinking and
problem solving.
• Include a variety of practices that support motivation and engagement in learning for all learners. (CAEP K-6 3.f)
• Differentiate instruction according to learner readiness, strengths, weaknesses, interests, and motivators of
individual students. Include differentiated content, processes, and products. (CAEP K-6 3.d)

o Minilesson (Whole Group)

▪ Anticipatory Set
• Hello everyone, will all of my friends will you all please join me at the carpet at your
certain spots. I want to tell all of you a story from when I was kid. Remember when
someone is sharing a story what do we do. Give students time to answer. That’s right
we sit quietly and listen respectfully. Now to my story, When I was kid probably about

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 your age, I used to always have my teachers, or parents, or grandparents tell me that I
was good at certain things. For example, there was one time that my grandpa looked
at me and went you know what you are good at talking to other people. This of course
made me really happy and I then wanted to talk to as many people as I can that day
because well, I was good at it. Can you all think of a time when someone told you that
you were all good at something or did something really well. Talk to your shoulder
partner about something that your really good at. Give students time to discuss with
each other about what they are good at. Great job friends, I listened to some of your
conversations and we all seem to have something that we are good at and do really
well. Well what we call those things are strengths and today we are going to be
looking closer at what our strengths might be and how we can discuss our strengths
with others.
▪ Purpose Statement
• It is important to know what our strengths are because when we know what our
strengths are, we can not only make them better but also use them to the best of our
advantage in the real world
▪ Introduce Trait
• Because we are talking about our strengths and what we think our strengths are I
want us to focus on our voice in our writing today. What this means is I want each of
your writings to be unique to you and for you to tell the story of your strengths in your
writing. Everyone’s strengths will be different, and I want them all to be unique to you
and what you think your strengths are and why.
▪ Share Examples (Short Text/Read Aloud)
• I will show you what I all mean by this by using the examples from the freedom
summer book. Let’s look at just the first couple pages and look closely at how the
author talks about certain things that we may describe differently. Remember we did
read all this the day before for our reading stations so lets just look at a couple pages.
Look at a couple of the pages in the book point out how the author talks about
certain things and uses words that we might not use today because of where he is
from and the year that it is. We can see that the author as a unique voice for his
writing as it is unique to him and is used for his specific voice. We can do this by using
words that might describe us uniquely or by just making our writing something that is
very personal to us
▪ Provide Information (Model)
• Let look at how our writing might look today by having us do a writing up here at the
carpet and will use me as the example for this one. So, something that people tell me is
a strength of mine is that I am compassionate. Can anyone tell me what compassionate
means? Give students time to answer. That’s right compassionate means to care a lot
about something or someone and be very kind towards it. So, let’s put that in writing.
One strength that I have is that I am very compassionate I see this in my everyday life
when I interact with my students and I try to make sure all of them are happy and safe.
That is one way that I would show people that compassion is a strength of mine and
that I think it is a good strength. Now the other thing that you will be doing today with
your strength is drawing a picture so, I would show myself interact with all of you in a
positive and caring way. This is what all of you will be doing today in your journals.
▪ Supervise Practice (Shared Writing)
• I will leave my anchor chart at the front of the room so; they have an example of
what their writing will look like in their journals
▪ Check for Understanding
• Does anyone have any questions about what our strengths can look like? Give students
time to answer the question.
o Writing
▪ You will all be picking a strength that you think you have and telling someone about what that
strength is and why you think you have it. It can be to me, your parents, your grandparents, your
friends, or whoever you want to write it to. Once you have written about your strengths and
given the evidence of why you think you have that strength I want you to draw a picture of the
strength that you have written about. If you get stuck, you can ask someone to help you talk
about what you think your strength is or how you would show the evidence of the strength.
▪ For my conferences with my students I will be walking around the room helping them out
where I can and taking little notes about what I notice about their writing. I will also talk to

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 some of my students about their writing and see if I can understand their thinking for their
writing.
o Sharing (Whole Group)
▪ Okay friends I would now like you all to share your writing with your table groups and then we
will have a few students share their writing with everyone. Give table groups time to share.
Does anyone want to volunteer what they have written about their strengths. Get volunteers to
read their writing.

V. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
• Reteach: Remember students that everyone’s strengths are unique to them and may be completely different from
others but may also be similar in some ways. Remember the example that I did with compassionate we can use that
as an example for your writing if you need to.
• If student understanding has gone well, students are ready to complete a task with less teacher support.
• I will be checking the student’s journals and seeing how their voice sounds in their writing. I will also look to see
if they were able to pick a strength and provide evidence for how they think that strength is used for them.

VIII. Review learning outcomes / Closure

a. You all did a great job to find the strengths that you have and describe them to someone that you were
writing to. Remember strengths are unique to you and will only get better as you get older. Please put your
journals away and get ready for the next activity.

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson.
Your plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical development of each student.
a. The two ways that I will be assessing my students is first by just walking around the room and taking
notes on my students writing and meeting with them. The next one will be when I look at their
writings directly and assessing if they were able to do what I asked of them in their writing. (CAEP
K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. Were students able to complete the writing task?
2. Do they understand what strengths are?
3. Can students provide evidence for what their strengths are in the lesson?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
grow, develop, and learn. developmental domains developmental domains domains, and is able to
CAEP K-6 1.a but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate

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 Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
Lesson The candidate’s lesson is
Presentation not developmentally
appropriate.
Explicit
Instruction of The candidate’s lesson
Trait does not use
appropriate modeling
and guided practice.
The lesson presentation
includes little
InTASC 5 opportunity for students
CAEP K-6 3.f to engage in relevant
and active learning.
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
somewhat demonstrates an demonstrates strong
developmentally understanding of developmentally
appropriate. developmentally appropriate practice
appropriate practice. including a variety of ways
The candidate’s lesson to teach content.
includes the basic level of The candidate’s lesson
modeling. includes both modeling The candidate’s plan
and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
includes activities that The lesson presentation
encourage student includes relevant activities The lesson presentation
participation, but lack that encourage student supports student
purpose or depth. participation and critical motivation through
thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
4 Revision Date: October, 2018
 The candidate’s plan is
not differentiated for
subsets of students or
Differentiated individual students.
Instruction
Conference Plan
The candidate’s plan is
differentiated according to
a subset of learners and
includes modifying
content or instructional
processes.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.

CAEP K-6 3.d The candidate

Little or no provision is
included to check for
Check for student understanding
Understanding or to reteach concepts
that elude students
InTASC 4
during the initial
presentation.
A guided practice section
is included in the lesson
plan, but the connection
with the lesson
presentation is weak
and/or unclear.
The lesson plan includes a
plan and the means to
check for student
understanding of the
lesson. A provision is
included to reteach all or
part of the lesson to all or
part of the class.
differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Plans to check for student
understanding of the
content are an integral
part of the lesson, and
include frequent questions
and other actively
engaging forms of
formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
Sharing elements of the lesson.

InTASC 4
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
Writing Plan of the lesson. to result in lesson mastery match lesson objectives.
InTASC 5

Plan for Assessment

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6
activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment
practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students
to achieve the expected outcomes. InTASC Standard 7

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 The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4

6 Revision Date: October, 2018