UMF Unit-Wide Lesson Plan Template

Name: Stephanie Jillings Program: Elementary Education Course: EDU 450

Lesson Topic / Title: Annotating and Writing Personal Narratives

Lesson Date: 10/11/17 Lesson Length: 40 minutes Grade: 6

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

I can annotate a narrative and determine what works well This lesson is appropriate because we
in the piece of writing. are now introducing students to
writers workshop. They have been
I can reflect on my learning and write two writing goals practicing analyzing texts in their read-
for my future narrative. aloud and silent reading books. Now,
students will be analyzing and learning
I can collaborate with peers and teachers during from example writing pieces, applying
discussions about writing, build on others ideas, and techniques to their writing, and
share my own ideas clearly. collaborating during this process in the
next two weeks.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.W.6.3 This standard is appropriate for the

Write narratives to develop real or imagined experiences lesson because students will be
or events using effective technique, relevant descriptive working to meet this standard over
details, and well-structured event sequences. several weeks. The techniques and
skills they learn from each writers
CCSS.ELA-LITERACY.SL.6.1 workshop mini-lesson will help them to
Engage effectively in a range of collaborative discussions meet this standard.
(one-on-one, in groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and issues, building on Students will meet this standard by
others' ideas and expressing their own clearly. collaborating in partnerships and
groups, sharing their ideas, and
practicing to clearly express their ideas
about annotating and what works well
in a piece of writing.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Pre-assessment: This pre-assessment/discussion is to

I will be pre-assessing students based on their answers make sure all students understand the
during whole-group discussion about vocabulary. vocabulary and criteria to meet the
Formative assessment: standards and complete the work.
I will be observing and carefully listening to students
while practicing annotations and participating in I will use discussions to observe
discussions to determine levels of comprehension. answers from students who are willing
 I will circulate the room and observe Ss conversations to share out. Ss have two ways of
while they are brainstorming and collaborating. expressing their ideas, orally and
I will collect and review students practice with written. I will be able to pinpoint
annotating and see where there may be misconceptions, misconceptions and struggles. I will be
strengths, and weaknesses. Specific criteria and using students written work to
expectations for the lesson are outlined in the reflection provide feedback and set up
section below. conferences.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

iPad (for accommodation) Visuals/technology needed to

Document reader support Ss learning and learning style
Copies of example writing piece differences and instructional support
Writing notebooks for ELL student.
Highlighters/writing utensils Anchor chart used to collaborate and
Anchor chart provide students with opportunity to
Copy of teaching point reflect and have resources moving
Traffic light/self-assessment forward.
iPad to support student having issues
with fine motor skills.
Self-assessment to help with
classroom management and autonomy.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

5 minutes Discuss learning targets, teaching point, Each day we begin the lesson with a
and vocabulary. check-in/brainstorm/discussion about
vocabulary and expectations for the
10 minutes Mini-lesson: Model reading and day to prepare students for the
annotating process. independent/partner/group work
following the mini-lesson.
Introduce and add to Good Writers
chart. The mini-lesson provides students
15 minutes Students practice annotating the rest of with an opportunity to learn and then
the example writing piece. practice new skills and techniques to
improve their own narrative writing.
After 5 minutes, check-in with students
(popcorn share). What have they found Check-in and sharing are expected to
from their annotations? support each other in understanding
the content and providing perspective
Conference with students if needed. about the topic.
10 minutes Introduce writing goals and have
students write two in their notebooks. Goals are written to help students
Reflect on annotations and use what they focus on two specific details of their
learned as goals. writing they would like to improve.
Remaining Students begin writing a new narrative This helps students stay organized and
Time or finishing a previous one. Provide a meeting the standards.
writing prompt if needed.
Meeting students needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations)
These multiple roles will provide Ss
Differentiation: with encouragement, support, and
Read-aloud independence throughout the lesson.
Brainstorming/Sharing Some Ss will be able to explain
Guided discussion themselves better in written form than
Questioning/wait time orally and vice versa.
Teacher modeling Most of the Ss in this block are visual
Process demonstration and auditory learners. Visuals supports
Goal setting Ss ability to absorb the information.
Creating poster/visual/anchor chart The variety of groupings benefit all Ss
Varied roles: an instructor, facilitator, and audience. depending on what style they are more
Ss will be able to demonstrate their ideas vocally and productive/comfortable with. Peer
through writing. support allow Ss to see other
Examples, lists, modeling, and visuals will be used to connections and ideas.
demonstrate and explain the activity and help students Sharing and brainstorming give
stay organized. students time to formulate ideas and
Whole-group direct instruction, peer collaboration, and opinions and see other perspectives
individual work time. about the topic of discussion.
Goal setting helps students focus on
Accommodations: only a couple of things they would like
M.A. is an ELL student. Part of his RtI plan is to check-in to improve on in their next writing
with him before individual work time to make sure he piece. This helps students stay
understands what he is expected to do. He has difficulty organized, focused, and prevents them
with oral directions and often needs this extra support. from feeling overwhelmed.
Conferences are put in place to help
B.V. has difficulty with fine motor skills, he will be able to assess student work, stamina, and
type his narrative/writing goals on his iPad. literary development. This also informs
me about what needs to be focused on
J.C. gets severe headaches and because of this she has in future mini-lessons and workshops.
difficulty staying on task and reading. She will be with a
partner who can do the reading if her head is hurting too
much. However, I will also make sure to turn the lights off
to help with the headaches and provide her with a colored
overlay to help dim the brightness of the paper.

Reflection

I can annotate a narrative and determine what works well in the piece of writing.
Meets: 2
Partially Meets: 6
Does Not Meet: 4

I can reflect on my learning and write two writing goals for my future narrative.
Meets: 12
Partially Meets: 0
Does Not Meet: 0

I can collaborate with peers and teachers during discussions about writing, build on others ideas, and
share my own ideas clearly.
Meets: 12
Partially Meets: 0
Does Not Meet: 0

For this lesson, students were assessed on whether they met the learning objectives or not. Students
were expected to: 1) annotate a narrative by adding comments in the margins, provide original
thoughts, and highlight, underline, or make some indication of the exact part of the writing they were
commenting on. 2) Reflect on their strengths and weaknesses and write two writing goals in their
notebooks, and 3) work collaboratively with peers and teachers. The four students who did not meet
proficiency did not come up with original thoughts, did not show effective techniques of annotating,
and/or did not use their peers as resources during group work. Those who partially met had trouble
in one of these areas, therefore, I think they will make it to meets with a bit more support and
guidance. Students who met proficiency added original ideas, participated during discussions and
sharings, and wrote very clear and reflective writing goals while even explaining how they may get
to those goals. For those students who need some extra support or clarification, we will be
conferencing with them in the next few days. Students who did not meet, may get tagged during
academic support for pre-teaching activities to have another opportunity to show proficiency.

If I were to teach this lesson again, or if we return to annotation for another mini-lesson, I would
want students to find an excerpt in their silent reading books and annotate that. I think this would
engage students more and provide them with context. I think it would also be interesting for
students to annotate a piece of my own writing. This would model to them that even teachers and
practiced writers need improvement and collaboration in the process.

Things that went well were the amount of time provided to students for sharing and discussions.
Students could work collaboratively during the annotation process. I think that my modeling of
annotation and higher-order thinking skills really helped the students understand the types of
questions to ask themselves when reading over a narrative. Since this was an introductory lesson to
annotation, I think it provided enough information about annotation so that when they learn
effective writing techniques in the future lessons and writing workshops, they will be able to use
them and make connections more easily. Students were appreciative of the fact that I shared my own
writing goals when asking them to brainstorm areas they could improve in their writing. They took
this task seriously, and all students were reflective and successful with this learning target. We
conferenced with each student and allowed them the opportunity to share their goals and
brainstorm ways to meet these goals with either myself or my mentor.

Teaching Standards and Rationale

Standard #1 Learner Development

The teacher understands how students learn and develop, recognizing that patterns of learning and
development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.

This standard means that the teacher understands that all students are at different levels of
development, whether that is physically, mentally, or cognitively. The teacher gains this knowledge
through assessments, observations, and getting to know students and uses this information to create
lessons that are appropriate to students levels, while also trying to challenge learners with effective
lessons and activities.

1(b) Creates developmentally appropriate instruction that takes into account individual learners
strengths, interests and needs and that enables each learner to advance and accelerate his/her
learning.
1(h) Respects learners differing strengths and needs and is committed to using this information to
further each learners development.

With both writing goals and the many types of assessments I have implemented into the lesson, I am
meeting this standard. Although students all are expected to learn annotation and practice the skill of
asking What did this writer do well? students are able to identify two personal writing goals they
would like to improve on. This makes the lesson and further instruction developmentally
appropriate to each student depending on their strengths and weaknesses. In consideration of
students sharing of their ideas, their written work, and group collaboration, I hoped to support
students strengths and weaknesses as learners during the process of gaining this new information
and these new writing techniques and skills.

Standard #2 Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to
ensure inclusive learning environments that allow each learner to reach his/her full potential.

This standard means that the teacher develops relationships to understand their students and how
their differences affect their learning. The teacher allows students to express their differences and
embraces these differences in the classroom. The teacher helps other students appreciate diversity
and has the expectation that all students embrace each others differences positively so all students
feel safe and comfortable to learn with the community.

2(a) Designs, adapts, and delivers instruction to address each students diverse learning strengths
and needs and creates opportunities for students to demonstrate their learning in different ways.
2 (b) Makes appropriate and timely provisions (e.g. pacing for individual rates of growth, task
demands, communication, assessment, and response modes) for individual students with particular
learning differences or needs.

For this lesson, I made sure to provide the new content and information in different ways to help
meet the needs of diverse learners. I model annotating, brainstorming, and thinking skills, provide
visuals, posters, and written directions, and I allow students the opportunity to share their ideas
verbally and in writing. All students are expected to participate in either groups or whole-class
discussions while respecting and building off the ideas of others. Students are taught mini-lessons
and then given most of the class time to practice the new skills. Conferencing with me and my
mentor is an option for students who find that they need more support. These instructional decisions
are to ensure embracing and meeting learner differences.

Standard #3 Learning Environments

The teacher works with learners to create environments that support individual and collaborative
learning, encouraging positive social interaction, active engagement in learning, and self-motivation.

This standard means that the teacher implements classroom procedures to help students learn
efficiently and collaboratively with each other. Teachers and students work together to make the
learning environment positive and supportive. Whether it be coming up with classroom expectations
and rules together, meeting to discuss importance of procedures, collaboratively working with
students to make changes to procedures, and modeling positive and cooperative learning
relationships to the students. The teacher understands the importance of voice and choice.

3 (d) Manages the learning environment to actively and equitably engage learners by organizing,
allocating, and coordinating the resources of time, space, and learners attention.
3 (j) Knows how to help learners work productively and cooperatively with each other to achieve
learning goals.

Procedures and instructional strategies are put in place to ensure students are using their work time
wisely and responsibly. For example, we provide students traffic light cards where they must first
reflect, then use the resources available to them, and finally proceed to get support from the teacher
with a detailed and specific question in mind. Students know that they have this responsibility to use
their time wisely and participate in class for the short amount of time we have them in the day. We
use many strategies to get attention, such as count downs or silent waiting. Students are always
expected and encouraged to follow the school-wide Habit of Work policy to be respectful,
responsible, and reflective.
Standard #4 Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the discipline accessible
and meaningful for learners.

The standard means that the teacher can effectively take learning standards, targets, vocabulary, or
concepts of the lesson and make them accessible for the age of learners in their classroom. Teachers
understand that this can be done in many ways, by providing collaborative brainstorming, guided
discussions, etc.

4 (a) Effectively uses multiple representations and explanations that capture key ideas in the
discipline, guide learners through learning progressions, and promote each learners achievement of
content standards.
4 (b) Engages students in learning experiences in the discipline(s) that encourage learners to
understand, question, and analyze ideas from diverse perspectives so that they master the content.

In this lesson, I have set aside time to discuss and break down the learning targets, standards, and
teaching point. There is specific vocabulary that is brainstormed and then discussed while we create
a definition together. I use visuals, model brainstorming and cognitive-thinking skills during
annotating of a piece of writing, and I also provide students with time to bounce ideas off each other
and so that all students are gaining knowledge about the content from different perspectives.

Standard #5 Innovative Applications of Content

The teacher understands how to connect concepts and use differing perspectives to engage learners
in critical/creative thinking and collaborative problem solving related to authentic local and global
issues.

This standard means that the teacher understands the importance of chunking information for
students and breaking it down into digestible pieces. The teacher understands that students learn
from each other and knows the importance of collaborative learning communities. Breaking down
the information and allowing students access to different viewpoints is an effective way to help
students comprehend authentic issues and concepts.

5 (m) Understands critical thinking processes and knows how to help learners develop high level
questioning skills to promote their independent learning.
5 (o) Understands creative thinking processes and how to engage learners in producing original
work.

For this lesson, I model how to use high-level questioning to help support their annotations and
analyzing of others written work. I literally model my thinking out loud while reading a piece of
work to get students used to this type of thinking and let them know that this is expected of them
too. Students are given time at the end of this class to come up with some personal writing goals.
They are also expected to produce original work with the remaining time of class. Every class,
students will be expected to produce original work in their writers notebooks.

Standard #6 Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own
growth, to document learner progress, and to guide the teachers on-going planning and instruction.

This standard means that the teacher can effectively provide students with many ways to show their
understanding and to gain information about student comprehension that supports learner
differences. The teacher uses many forms of assessment, such as observation, discussions, individual
work, group work, written work, visuals, self-assessment techniques, etc. The teacher uses this
information to understand where each student is at and uses it to plan conferences, mini-lessons,
and activities to help students reach targets and standards, in ways that are tailored to them as
individuals.

6 (e) Engages learners in multiple ways of demonstrating knowledge and skill as part of the
assessment process.
6 (r) Takes responsibility for aligning instruction and assessment with learning goals.

Each standard and learning goal are connected and aligned with the lesson. Some standards are
meant to be met over an extended period, and some standards and targets are meant to be met by
the end of the class. The targets that are meant to be met by the end of the class allow me to see
where students are with their progress and what needs to be taught or conferenced about next.
Learners have many ways and opportunities to demonstrate their knowledge during this lesson. For
example, during whole-group or small-group discussions, written work, goal setting, or independent
work.

Standard #7 Planning for Instruction

The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the
community, and pedagogy to plan instruction that supports every student in meeting rigorous
learning goals.

This standard means that the teacher makes the effort to become familiar with students, other
content areas instruction, and the community to provide students with lessons, activities, and
instruction to support their learning of the standards, goals, and targets. The teacher also is aware of
how their pedagogical decisions and methods support student learning and growth.

7 (c) Develops appropriate sequencing of learning experiences and provides multiple ways to
demonstrate knowledge and skill.
7 (n) Respects students diverse strengths and needs and is committed to using this information to
plan effective instruction.

This lesson provides appropriate sequencing of learning experiences. We check-in with concepts and
vocabulary, establish learning targets and expectations, students see me modeling and participate in
discussions, students practice the new techniques and skills of writing and annotating, they share to
gather perspective, and then set goals based on what they have learned from the lesson. Students are
then able to really show how to implement the new skills and their goals by generating original work
each day, whether it be starting a new narrative or finishing one from a previous class but
incorporating new skills. Every day, I will be assessing student by observing, listening, reading their
written work, and sometimes conferencing with them. I am aware of students strengths and
weaknesses because of these interactions and observations, take them seriously, and put this
information to use for future lessons and conferences.

Standard #8 Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to access and
appropriately apply information.

This standard means that the teacher can effectively provide instruction that helps all students reach
goals and targets. The teacher is knowledgeable about different instructional strategies and reflects
on how they affect student learning. The teacher can provide learning experiences that engage all
students and encourage learner growth.

8 (f) Engages all learners in developing higher order questioning skills and meta-cognitive
processes.
8 (h) Uses a variety of instructional strategies to support and expand learners' communication
through speaking, listening, reading, writing, and other modes.
In this lesson, students are expected to show how they analyze and question a piece of narrative
writing. I model these higher-order thinking skills and then provide them time to practice. I use
many instructional strategies in this lesson. For example, Read-aloud, brainstorming, sharing, guided
discussion, questioning, wait time, modeling, process demonstration, goal setting, visual creations,
varied roles, direct instruction, and groupings. Some of these instructional strategies even give
students the opportunity to communicate in many ways through writing, reading, speaking, and
listening.

Standard #9 Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice,
particularly the effects of his/her choices and actions on others (students, families, and other
professionals in the learning community), and adapts practice to meet the needs of each learner.

This standard means that the teacher is open to constructive criticism and allows others to offer
suggestions for improvement. The teacher also embraces the ideas of others positively and
understands how they can positively affect students and help them learn. Not only does the teacher
try new strategies based on others observations, but the teacher also understands the importance of
taking risks, trying new things, and adjusting accordingly based on learner feedback and proof of
effectiveness.

9 (c) Independently, and in collaboration with colleagues, the teacher uses a variety of data (e.g.,
systematic observation, information about learners, research) to evaluate the outcomes of teaching
and learning and to adapt planning and practice.
9 (l) Takes responsibility for student learning and uses ongoing analysis and reflection to improve
planning and practice.

After this lesson, my mentor and I met to reflect on my teaching and discuss some changes that could
help to improve my practice. During the lesson, my mentor jumped in to co-teach if I missed an
important concept or idea or elaborated on an idea by asking students questions to reflect on their
own process and thinking. Each time I taught this lesson throughout the day, I could adapt and
improve based on feedback and discussions from my mentor teacher.

Standard #10 Collaboration

The teacher seeks appropriate leadership roles and opportunities to take responsibility for student
learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.

This standard means that the teacher understands the importance of community and embraces
opportunities to use other professionals in the community. This can be practiced in many ways,
whether the teacher seeks out professional development conferences, co-teaching, meeting with
administration, and problem-solving to help students and hone their teaching practice and skills.

10 (a) Takes an active role on the instructional team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple sources, and sharing responsibility for
decision making and accountability for each students learning.
10 (c) Engages collaboratively in the school-wide effort to build a shared vision and supportive
culture, identify common goals, and monitor and evaluate progress toward those goals.

This lesson was planned collaboratively with myself and my mentor teacher. We also included some
RtI supports suggested by the RtI specialist in the building. In instances that were necessary, the
lesson was even co-taught to the students, especially in the initial stages. As a team, my mentor and I
looked over student work, analyzed strengths and weaknesses, and planed conferences with
students based on their specific needs.

Standard #11 Technology Standards for Teachers and Students

#11.2 Design and develop digital age learning experiences and assessments:
Teachers design, develop, and evaluate authentic learning experiences and assessments
incorporating contemporary tools and resources to maximize content learning in context and to
develop the knowledge, skills, and attitudes identified in the standards.

This standard means that the teacher embraces the need and positive effect of technology on
learning in the 21st century classroom. The teacher tries to incorporate technology, not to replace a
task, but to enhance it. The teacher also models responsible use of technology in the classroom.

For this lesson, I used a document reader to model higher-order thinking and questioning skills to
students. Because of this technology, we could annotate and question a piece of writing as a class. I
could then show students what it looks like to annotate a piece of writing in real time. I could
address diverse learning styles using this technology, making the learning more collaborative and
appealing to the many visual learners and one ELL student in the classroom.
Student Artifact #1 Annotating/Target 1: (Does not meet, yet)
Student Artifact #2 Annotating/Target 1: (Partially meets)
Student Artifact #3 Annotating/Target 1: (Meets)