Professional Documents
Culture Documents
I. Objectives
How does this lesson connect to the unit plan?
As I am teaching my lesson plan on Beowulf, this lesson focuses on the writing portion--as each student must write a paper on Beowulf as an epic hero-- this lesson
will help students with conclusions, working hard to show students that they should not have super dramatic conclusions, etc. Students will work together in groups to
fix conclusions, as well as how to round up an argument.
Writing Standards Grades 11-12:1E--Provide a concluding statement or section that follows from and supports the argument
presented.
Writing Standards Grades 11-12:2F-- Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & term goals, monitor progress, and
What will it take
reflection Read, be spoken to, take notes, modify strategies
neurodevelopmentally,
Students will be able to speak help with class discussion. Goals consist of working toward
experientially,
with me as I walk around the a paper on Beowulf, very
emotionally, etc., for your
class, to help with individual similar to a previous paper.
students to do this lesson?
writing voice/style. (What
works for them.)
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Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language Students may use ipads, laptops,
Students will work together in etc. to revise their conclusions.
groups in order to create, revise,
and finish a on the spot
conclusion.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Read, Orate, Type on a laptop, Students will move around the
Class discussion will be focused Write on paper, Doodle. class to form groups.
around the mistakes made in the
students own conclusions.
Materials-what materials Laptops, Notebooks, pencils.
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Students will be in a group setting the whole time, focusing on their own conclusions, asking for help,
How will your classroom revision etc.
be set up for this lesson?
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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The lesson went well, students were engaged. The conclusions created were not all realistic as far as information went, but the
revision strategies we are trying to teach these students went extremely well. The students are used to revising their papers
according to the rubric of the class, this will allow students to receive better grades on their papers as they know what to
expect from their teacher.
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