Name: Sadie Shriver Date of lesson (for field): 3/29

Content Area: ELA

Course Title & Grade Level: 8
Standards:
- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
Objectives: SWBAT identify what type of essay they will be writing based on the prompts that they are given at all 10 stations.

Content Objective— SWBAT identify what type of essay they will be writing based on the prompts that they are given at all 10
stations..
Student-friendly Objective—
- Today I am how to identify essay types based on the prompt I am given.
- So that I can successfully identify my prompt tomorrow for my district assessment.
- I’ll know that I’ve got it when I can confidently and correctly identify the prompts Ms. Shriver gives me.
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Assessment:
Formative:
● Ability to answer questions that activate prior knowledge
● Active participation as students are creating their graphic organizers
● Active Conversation when they are discussing what type of prompt they think it is
● Active participation in completing the stations.

Proactive Management: Start of Class

- Flex seats are available for students to sit in. They have until the bell rings to switch their chairs out if they would
like.
- Remind students that hats, hoods, and headphones are not allowed
- “Please put away your chrome books, you will not need them today. We’re doing things old school”
- “Today our voice levels will stay between a 0 and 3”
- Remind them of what active listening looks like and sounds like
- Engaged body language, kind words, respectful words, reactions, and body language
- During Lesson
- Remind students that sitting and doing nothing is not an option
- Reminders for kind language (there is a frequent need for this)

- Voice:
- Volume level will be 0 when I am giving instruction and reading
- Volume level will be at 2-3 when students are working in groups
- Movement:
- Students will be working with the partners of their choice.
- No desk/ chair movement unless they sit at an individual table and they are told to go move by another student.
- Task:
- Students will complete the guided notes at the beginning of class
- Students will complete a gallery walk review for their state assessment tomorrow.
Instructional Strategies:
- Think-Pair-Share
- Display Students Work
- Wait Time
- Teach Expected Behaviors
Note Taking Strategy: N/A
Questions:
Anticipatory Set:
- What type of writing is your favorite?
- Which one is your least favorite?
The Lesson:
- What kind of prompt do you think this is? Why do you think this?
- What are some keywords in this prompt that allow you to know this?
- What is the skeleton of a personal narrative essay? Persuasive? Informative? Argumentative?

Beginning of the lesson:

● Review: “This year, we’ve done quite a bit of writing. What are the four different types that we’ve done? Which one has
been your favorite? Which one has been your least favorite?”

● Preview: By the end of class today you should be able to have the tools to help you write well for your district assessment
tomorrow!

● Hook: No matter what class you are in, and what you decide to do with the rest of your life- you need to know how to
organize information/ your thoughts. Today, we are going to continue to build on those ideas and skills.

The Lesson:
- I do:
- Show a slideshow reviewing the four different prompts that students may get on the writing assessment.
- We do:
- Split students into groups of 2-3. They may choose their groups. 10 groups in total.
- Enforce positive behavior by telling them that they are adults, and you trust that they can handle this.
- Take students into the common space outside of the classroom where their group will find a station.
- At the station, they will have a prompt. They are to decide what kind of prompt it is, and why. They will have a few
minutes at each station, and then they will rotate. As they rotate, they will fill out the worksheet; answering the question of
what kind of promt they think it is.
- Review answers with students.
- Go back into classroom
- Regroup them based on what kind of writing prompt is their favorite.
- Have them make a graphic organizer that they would use if they were going to write this essay. (5 minutes)
- Once 5 minutes is up, take the students back in the hallway and have them post their graphic organizer under the prompt it
matches.
- Pass out 10 sticky notes per student as they are heading back into the hall.
- In their groups, have students identify if they would use that method of graphic organizer by writing yes or no, and one
sentence explaining why.
- Take students back into the classroom and get ready to go to their next class.
Closure:
Procedural— After we return back to the classroom after the sticky note poriton of the activity. We shoud
have only a few minutes left in class. Students will pack up their belongings and line up to transition to their
next class.
Content Summary— Today we learned how to create graphic organizers in order to know how to do it tomorrow for state
testing.
References:
- The big list of class discussion strategies. Cult of Pedagogy. (2019, July 26). Retrieved
March 28, 2023, from https://www.cultofpedagogy.com/speaking-listening-techniques/
-
Lesson Plan Reflection (required):
1) Highlight Culturally Responsive Teaching (CRT) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned CRT components of your lesson.
How did you leverage student assets, thinking, language and cultural backgrounds to make learning
relevant while demonstrating high expectations for all students?

I intentionally planned elements of CRT in my lesson through my use of leveraging students’ different
thinking and backgrounds. I have different access points of text through the use an interactive pedagogy.
Students are also getting the chance to share their experiences and share their funds of knowledge with the
class.

2) Italicize Universal Design for Learning (UDL) components within your lesson.
Write a paragraph (3-5 sentences) elaborating on the intentionally planned UDL components
(representation, action & expression, engagement) of your lesson. What strategies did you use to meet the
needs of ALL learners?