Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Miss Chrisandra Bierne

Grade Level: 8th Grade
Subject: Language Arts
Date: Wednesday November 7, 2018
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
[Link].1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as
well as inferences drawn from the text.
List the Rationale (cite theories or theorists):
Gardner Multiple Intelligences (Interpersonal, Verbal-Linguistic, Visual-Spatial)
List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to cite textual evidence that supports analysis of text.
Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

 At this point students have participated in various discussions and Socratic Seminars
 Students have been required to cite textual evidence for many short stories and
assignments up to this point
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
 25 total students- 13 Boys 12 Girls

Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
 11 students on IEPs
 2 English Learners
 6 students in Reading Club (leave the classroom on Wednesday’s for individual instruction)
List the materials/resources you will need to teach the lesson.

 Scholastic Scope (November 2017)

 Discussion Web
 Pencil
 Playing cards
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
 Smart Board
 PowerPoint
 Online Timer
 GoNoodle Video
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
 Students in Reading Club leave during Wednesdays
 1 student with autism
o Student will sit in the circle, however I will ask them what they wish to have shared
with the whole group and I will share on their behalf
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

 Student’s Discussion Webs from week 1 will be used as the pre-assessment

 Students will be scored with the rubric (Appendix 1) in the categories of evidence (reasons
yes, reasons no) and conclusion
Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
 If students have few to no sentences in their conclusions, they will be encouraged to write
more in their next conclusion
 If students have many sentences but they are not solid they will be encouraged to have
strong, evidence based sentences
 If students have many, strong sentences they will be encouraged to find more evidence to
support their conclusion
 Students who form their own reasons rather than gathering them from the article will be
encouraged to pull evidence from the article
 Students with less than 3 reasons will be encouraged to find more evidence in the article
 Students with 3 reasons and a solid conclusion will be encouraged to find higher level facts
and evidence
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

 Think-Pair-Share
 Direct Instruction
 Whole Group Discussion
 Socratic Seminar
 Small group work
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
 Open with a GoNoodle video (3-4 minutes)
 Introduce the article “Do You Need Recess?”
 Give instructions for reading the article
o Central question, 3 reasons yes, 3 reasons no, 4-5 sentence conclusion
 Break students into 2 groups with playing cards
 o Inner circle, outer circle
 Assist with question prompts during Socratic Seminar if needed
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
 Students will participate in a GoNoodle video (3-4 minutes)
 After reading: discuss the reasons yes and reasons no with table mates (2-3 minutes)
o Students with no table mates should join another group
 Participate in a Socratic Seminar
o 5 minutes for inner circle
 Pause at halftime
o Students will switch inner and outer circle
o 5 minutes for inner circle
o Students in the outer circle will keep track of their partner in the inner circle and how
often they talk
o 1 student will keep track of the main ideas
 Discuss the topic “Should middle school have recess?”
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
 Students will independently read the Scope article “Do You Need Recess?” pg. 30-31 (10
minutes)
 Students will write a 1 paragraph (4-5 sentences) reflection on their conclusion following the
seminar
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
 Should middle school have recess? Yes or No? Explain
 Should middle school do brain breaks?
o Other solutions?
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

Appendix 1: Rubric for grading discussion webs, categories evidence and conclusion will be used

Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.
Most students remained the same from the pre- and post- assessment. I think that students are
into the routine of doing Socratic Seminars and discussion webs so their habits and ways of
completing the assignment are unlikely to change much in the future.
A few students improved in the evidence category, they cited three solid reasons from the text.
Some students did not fill in the discussion web and that is where you will see the negative effects
on the graphs.
 Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Block 1 took longer to get through the Socratic Seminar so I was able to correct this in blocks 3
and 4 by having the students come back from the library earlier to allow for extra time. About half
of the students liked the GoNoodle video, if I were to do this lesson again I would find a more
relevant song for the students. I think I had good classroom management while students were
reading. I kept students on task and encouraged them to explain their reasoning more and cite
more evidence. Another thing I would do if I taught this lesson again would be to spend an entire
80 minute class period and students to research brain breaks and the test scores and other facts
students found in the article. The students had good conversation and responded well to the topic.
I also think I would show students the assessment rubric so they could see what I was looking for
and I could also show this prior to administering the assessment.
Appendix 1: Pre/Post Assessment Rubric

[Link]
[Link]
 References

Duplin County Schools / Overview. (n.d.). Retrieved from [Link]