Integrating Writing
Various strategies can be used to engage students in the writing process, including questioning to activate students prior knowledge and higher-order thinking. Engaging students in taking ownership of their writing requires a great deal of creativity to involve students in the writing process.
Part 1: Writing Lesson Plan
Using the COE Lesson Plan Template and Class Profile, design a standard-based lesson plan, that includes a writing activity.
In preparing the lesson plan, include the following:
Questioning strategies that activates students prior knowledge and higher-order thinking in writing and engages them in the learning process
Strategies to creatively engage students with various forms of writing, the writing process, and to expand students communication
Part 2: Reflection
In 250-500 words, rationalize your instructional choices specific to the activity and aligning strategies. Be sure to address how your completed lesson plan is appropriate to meet the diverse needs of the Class Profile students and clearly focuses on creativity and student engagement.
Support your reflection with at least two scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level
One year above grade level
Med
Yes
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High
Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
Med
Yes
Yung
No
Mid SES
Asian
Male
No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
2018. Grand Canyon University. All Rights Reserved. GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lessons learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
Who is the audience
What action verb will be measured during instruction/assessment
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, understand is not measureable, but describe and identify are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to engage interest and motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will use to open the lesson. Bold any materials you will need to prepare for the lesson.
For example:
I will use a visual of the planet Earth and ask students to describe what Earth looks like.
I will record their ideas on the white board and ask more questions about the amount of water they think is on planet Earth and where the water is located.
Time Needed
Multiple Means of Representation
Learners perceive and comprehend information differently. Your goal in this section is to explain how you would present content in various ways to meet the needs of different learners. For example, you may present the material using guided notes, graphic organizers, video or other visual media, annotation tools, anchor charts, hands-on manipulatives, adaptive technologies, etc.
In a bulleted list, describe the materials you will use to differentiate instruction and how you will use these materials throughout the lesson to support learning. Bold any materials you will need to prepare for the lesson.
For example:
I will use a Venn diagram graphic organizer to teach students how to compare and contrast the two main characters in the read-aloud story.
I will model one example on the white board before allowing students to work on the Venn diagram graphic organizer with their elbow partner.
Explain how you will differentiate materials for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage students in interacting with the content and academic language. How will students explore, practice, and apply the content? For example, you may engage students through collaborative group work, Kagan cooperative learning structures, hands-on activities, structured discussions, reading and writing activities, experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage students in to allow them to explore, practice, and apply the content and academic language. Bold any activities you will use in the lesson. Also, include formative questioning strategies and higher order thinking questions you might pose.
For example:
I will use a matching card activity where students will need to find a partner with a card that has an answer that matches their number sentence.
I will model one example of solving a number sentence on the white board before having students search for the matching card.
I will then have the partner who has the number sentence explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning environment and express what they know. Your goal in this section is to explain the various ways in which your students will demonstrate what they have learned. Explain how you will provide alternative means for response, selection, and composition to accommodate all learners. Will you tier any of these products? Will you offer students choices to demonstrate mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your students to express their knowledge about the topic. For example, students may demonstrate their knowledge in more summative ways through a short answer or multiple-choice test, multimedia presentation, video, speech to text, website, written sentence, paragraph, essay, poster, portfolio, hands-on project, experiment, reflection, blog post, or skit. Bold the names of any summative assessments.
Students may also demonstrate their knowledge in ways that are more formative. For example, students may take part in thumbs up-thumbs middle-thumbs down, a short essay or drawing, an entrance slip or exit ticket, mini-whiteboard answers, fist to five, electronic quiz games, running records, four corners, or hand raising.
Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-class simulation they experienced. They will be expected to write the reflection using complete sentences, proper capitalization and punctuation, and utilize an example from the simulation to demonstrate their understanding. Students will also take part in formative assessments throughout the lesson, such as thumbs up-thumbs middle-thumbs down and pair-share discussions, where you will determine if you need to re-teach or re-direct learning.
Explain how you will differentiate assessments for each of the following groups:
English language learners (ELL):
Students with special needs:
Students with gifted abilities:
Early finishers (those students who finish early and may need additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template.
Time Needed
2019. Grand Canyon University. All Rights Reserved. Rubic_Print_Format
Course Code Class Code Assignment Title Total Points
ELM-580 ELM-580-O500 Integrating Writing 80.0
Criteria Percentage No Submission (0.00%) Insufficient (69.00%) Approaching (74.00%) Acceptable (87.00%) Target (100.00%) Comments Points Earned
Content 100.0%
COE Lesson Plan Template 20.0% Not addressed. Uses the COE Lesson Plan Template and Class Profile. Lesson plan components are missing or are inadequately addressed and do not include details on an appropriate writing activity. Uses the COE Lesson Plan Template and Class Profile. All lesson plan components are addressed. Details are incongruent with the text identified in Topic 2; includes minimal details on a writing activity. Uses the COE Lesson Plan Template and Class profile. All lesson plan components are clearly addressed in the design of an original lesson to include the text identified in Topic 2 and an appropriate writing activity. Uses the COE Lesson Plan Template and Class Profile. All lesson plan components are thoroughly addressed in the design of a thoughtful and original lesson plan to include the text identified in Topic 2 and a creative writing activity.
Questioning Strategies 20.0% Not addressed. Lesson plan includes unprepared and weak questioning strategies that poorly activate students prior knowledge, higher-order thinking in writing, and is missing components of engaging them in the learning process. Lesson plan includes partially proficient or underdeveloped questioning strategies that somewhat activate students prior knowledge, higher-order thinking in writing, and vaguely engages them in the learning process. Lesson plan includes solid and realistic questioning strategies that directly activate students prior knowledge, higher-order thinking in writing, and clearly engages them in the learning process. Lesson plan includes exceptional and meaningful questioning strategies that skillfully activate students prior knowledge, higher-order thinking in writing, and thoughtfully engage them in the learning process.
Various Forms of Writing 20.0% Not addressed. Lesson plan shows an incomplete and poor attempt at focusing on creativity and weakly engages students with various forms of writing (e.g., poetry, short story, personal narrative). Lesson plan shows a beginning-level attempt at focusing on creativity or does not adequately engage students with various forms of writing (e.g., poetry, short story, personal narrative). Lesson plan successfully and solidly focuses on creativity and engages students with various forms of writing (e.g., poetry, short story, personal narrative) with clear and direct understanding. Lesson plan innovatively and skillfully focuses on creativity and engages students with various forms of writing (e.g., poetry, short story, personal narrative) with thorough and extensive understanding.
Reflection 10.0% Not addressed. Reflection includes a rudimentary and unprepared description of strategies that omit components of introducing the writing process, why the writing activity chosen is relevant to meet the diverse needs of students, and how the writing process supports verbal and nonverbal forms of communication. Reflection includes an inconsistent or marginal description of strategies that inadequately introduce the writing process, why the writing activity chosen is relevant to meet the diverse needs of students, and how the writing process vaguely supports verbal and nonverbal forms of communication. Reflection includes a consistent and realistic description of strategies that directly introduce the writing process, why the writing activity chosen is relevant to meet the diverse needs of students, and how the writing process solidly supports verbal and nonverbal forms of communication. Reflection includes an accomplished and exemplary description of strategies that skillfully introduce the writing process, why the writing activity chosen is superior to meet the diverse needs of students, and how the writing process thoughtfully supports verbal and nonverbal forms of communication.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 15.0% Not addressed. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 15.0% Not addressed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage 100%
