Lesson plan update

Feedback Date: Jun 04, 2025 6:19PM

TEXAS TEACHERS LESSON PLAN TEMPLATE

TNT 700.5PBP - PLANNING INSTRUCTION, PART 3

NAME:

Danielle Vinson

SUBJECT/GRADE:

4

CERTIFICATION AREA:

EC-6

STUDENT PROFILES:

- Angelo: SPED-LD; delays in processing info. Happy and helpful.

- Nancy: EL - Fluent English speaker and writer. Intermediate in both listening

and reading.

- Corinne: GT - Gifted, behavior issues. G5

Smart but a high prey drive if

challenged.

COURSE:

$110.6. English Language Arts/Reading, Grade 4

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (OR PRE-K GUIDELINES):

- (b)(6) Understanding - The student uses metacognitive skills to understand

reading materials.

- (b)(8) Author's purpose and craft: The student analyzes the author's purpose

and impact of author's use of language on meaning.

G4 PERFORMANCE MEASURE/ASSESSMENT:

- The primary outcome measure is pulmonary function (FEV1). F4

- Students will fill out a graphic organizer analyzing the author's purpose,

main idea, and supporting details in a nonfiction passage.

- Students will now type a brief paragraph indicating the author's purpose

with at least two examples from the text.

- Differentiated responses including oral retell or sentence frame.

LEARNING OBJECTIVE(S):

- Students will identify the author's purpose (to inform, to persuade, to

entertain) and explain how the author used language and text structure to

support that purpose in a nonfiction text.

STUDENT FRIENDLY OBJECTIVE STATEMENT:

"We are going to figure out why an author wrote a nonfiction story today. By

the end, you will talk about whether the writer is doing most to teach,

persuade or entertain and back it up from the reading."

PURPOSE OF LEARNING:

Recognizing an author's purpose makes us better readers. We can read with a

clear purpose and understand what the writer is trying to communicate,

which in turn helps us learn from our reading and our writing.

EXPLICIT CONNECTION TO PRIOR LEARNING:

Last week, we were working on finding the main idea of something along with

the supporting details. Today, we will expand on that by reading to learn why

an author writes a paragraph and how that supports the main idea.

MATERIALS and SETTING:

- Materials: Anchor charts, nonfiction text (at various levels), highlighters,

graphic organizers, sentence frames, digital reading platform with audiobook

capabilities (Epic or ReadWorks), headphones (optional) to hear the text read

on the digital reading platform.

- Setting: Whole group instruction with direct instruction, small mixed-ability

groups for guided and independent practice.

KEY VOCABULARY and ACADEMIC LANGUAGE:

- Key vocabulary includes main idea, supporting details, persuasion, and to

inform.

- For vocabulary, use a graphic organizer that has:

- definition

- visual/picture

- synonym

- example sentence

FOCUS ACTIVITY/ANTICIPATORY SET:

- Begin by showing the students a brightly-colored picture of a jungle habitat.

- Students watch a quick slideshow of 3 text types (an article, an ad, a story).

Students vote for each: "Is this meant to inform, persuade or entertain?"

- Class is then asked to discuss the reasons for their answers.

F5 INSTRUCTIONAL STEPS:

Step 1: Warm-up (10 minutes)

- Discuss the three primary reasons people write: to inform, to persuade, or to

entertain. Refer to anchor charts and examples. F1

- Ask students: "How is writing to inform different than writing to persuade?"

Step 2: Direct Instruction (15 minutes)

- Demonstrate reading a brief nonfiction passage out loud to students. Use

specific examples of text features and the meaning of the author's purpose.

Think-aloud to demonstrate how language and structure support purpose.

- Audio and visual support will accompany Nancy to help her follow along.

Angelo is working from a highly edited version of the text.

Step 3: Guided Practice (15 minutes)

- Students work with a partner and a leveled nonfiction text. With the graphic

organizer, as a class, they populate the organizer with the author's purpose,

text features, and supporting details. F3

- Angelo is partnering with a friend and will be given a part-filled organizer.

Nancy will use bilingual sentence starters.

- Corinne can read a more difficult high-level passage and then lead a group

discussion.

Step 4: Practice Independently (15 minutes)

- Students read a brief passage individually and write a paragraph answering

who the author is and what the supporting evidence is.

- Angelo may provide verbal retell with prompting from teacher. Nancy will

respond using pictures and sentence frames.

- Corinne has the option of 2 texts to choose from and she may explain why

her choice makes sense in the context of the class.

Step 5: Reviewing Vocabulary and Writing (10 minutes)

- Students use flashcards to review the vocabulary.

- They follow it up with a brief exit slip: "What is the author's purpose of

today's article? Utilize at least two vocab words."

- Think-Pair-Share

LITERACY STRATEGIES USED:

- Annotated Close Reading

- Sentence Frames

- Desert adaptations and How plants in the desert keep cool and get water

- Sentence frames and Anchor Charts

- Graphic Organizer Completion

- Vocabulary Mapping with Pictures and Synonyms

- Digital nonfiction passages (ReadWorks / Epic) read aloud with audio for EL

and SPED

STUDENT USE OF TECHNOLOGY:

- Google Slides author's purpose practice quiz

- Google Docs for writing together (Corinne)

CLOSURE:

Next time we will look more closely at how writers try to influence us and

what clues they can provide!

F2 DIFFERENTIATION:

Angelo (SPED)

- Modifications: Time and a half, shortened text, verbal responses, scaffolded

organizer

- Modifiers: Reduced number of sentences; verbal response aloud allowed

Nancy (EL)

- Supports: Glossary/Bilingual, Pictures, Peer Partner, Sentence Stems

- Adaptations: Use of pictorial symbols and less written information

Corinne (GT/Behavior)

- Accommodations: Opinion in text and task, lead, structured expectations

- Extension: Analyze persuasive devices in an advertisement text

DIFFERENTIATED ASSESSMENT:

- Angelo: Finishes an oral response with a simplified graphic organizer.

- Nancy: Analyzes author's purpose with visuals and sentence frames.

- Corinne: Writes a long paragraph about author's move in more challenging

passage.

ACCOMMODATIONS/MODIFICATIONS:

Angelo

- Modifications: Simplified reading, extended time, verbal instruction

- Alterations: Chart halfway filled in

Nancy

- Supports: Visuals, bilingual glossary, sentence stems, peer support

REFLECTION:

1. Explain the prerequisite skills students need to be successful in this lesson. F7

Students need to comprehend text structure, main idea and recognize

nonfiction features (e.g., headings, captions). They also can annotate text and

collaborate in pairs or groups.

2. Explain how your answer to the above question influenced your decisions

regarding the differentiation strategies used. G3,F6

Nancy's necessity of language scaffolding drove the introduction of

images, bilingual aids, and oral exercises. G2

Angelo required to be fed output

that isn't as complex as the input, so capabilities for comprehensibility

without flooding were developed. G1

Corinne found choices and leadership that

kept him engaged.

3. Explain how your instructional strategies, accommodations, modifications,

and assessments(s) address the needs of English Learners, including Nancy.

Nancy can support her input with multimodal (gestures and pointing),

bilingual (visuals), visuals, sentence starters and modeling. These resources

create entryways to content while fostering literacy development across all

areas.

Essay Feedback Report

Questioning

F1 Analysis: You included some questions (e.g., 'How is writing to inform

different than writing to persuade?'), but there are fewer than six, and most

are recall or discussion-based. Higher-order thinking and explicit goals for

questioning are not fully evident. The plan would benefit from more

intentional, varied questioning targeting Bloom’s levels.

Suggestions: Add at least six questions throughout your lesson, including

those that prompt analysis, synthesis, and evaluation (e.g., 'How does the

author’s language choice affect your understanding?'). Clearly state the

purpose of each question.

Grade: 2 / 4

Accommodations / Modifications

F2 Analysis: You clearly identified student needs and provided detailed

accommodations and modifications for Angelo and Nancy, with specific

supports for each (e.g., visuals, sentence stems, simplified text). Corinne’s

needs are addressed with extension activities. Technology and

content/process adaptations are apparent.

Suggestions: Continue to specify which accommodations are for content,

process, or product. For each student, explicitly connect the accommodation

to their skill deficit (e.g., 'Angelo receives a half-filled chart to address

processing delays').

Grade: 3 / 4

Differentiation

F3 Analysis: You provided meaningful differentiation for all students, including

leveled texts, sentence frames, and extension tasks. Flexible grouping and

individualized supports are evident. Activities and products are adjusted for

varying readiness and learning profiles.

Suggestions: Further enhance differentiation by offering alternate products

or assessments for students at different Bloom’s levels, and consider more

flexible grouping strategies based on formative assessment results.

Grade: 3 / 4

Assessments

F4 Analysis: Your assessments are aligned with objectives and include

differentiated options (oral, written, visual). Both formative (organizer, exit

slip) and summative (paragraph) assessments are described. Adaptations for

diverse needs are included.

Suggestions: Clarify the success criteria for each assessment (e.g., 'Mastery

is 2 text-based examples'). Specify how you will use formative assessment

data to inform instruction.

Grade: 3 / 4

The Overall Plan

F5 Analysis: Your lesson flows logically from anticipatory set to closure, with

clear alignment between objectives, activities, and assessments. Most learner

needs are addressed, and the plan is well-developed.

Suggestions: Continue to ensure all instructional steps are explicitly linked

to objectives and that each activity builds on the previous one. Consider

adding more explicit transitions between steps.

Grade: 3 / 4

Reflection

F6 Analysis: You correctly identified prerequisite skills and explained how

these informed your differentiation strategies. You addressed how your

strategies support ELs, including Nancy, with clear rationale. The reflection is

substantially correct and links strategies to student needs.

Suggestions: Deepen your reflection by explicitly connecting each

differentiation strategy to the specific skill required for lesson success. For

example, explain how sentence frames directly support Nancy’s ability to

express author’s purpose.

Grade: 2 / 4

Professional Writing

F7 Analysis: Your writing is organized and clear, with only minor errors that do

not detract from meaning. Paragraphs are structured, and language is

appropriate for a professional setting.

Suggestions: Proofread for minor grammatical or typographical errors to

further enhance clarity and professionalism.

Grade: 3 / 4

Overall grade: 19/28

Summary:

You demonstrated strong planning in differentiation, accommodations,

assessment, and overall lesson structure. Questioning was an area for growth,

as there were fewer than six questions and limited higher-order prompts.

Reflection and professional writing were solid, with clear rationale and

organization.

To improve, add more varied and higher-order questions throughout your

lesson, clarify assessment criteria, and deepen your reflection by explicitly

connecting strategies to required skills. Continue refining your

accommodations and differentiation for individual student needs.

Writing Report

Grammar

G1 Error: Corinne found choices and leadership that kept him her engaged.

Impact: Using the incorrect pronoun 'him' instead of 'her' can lead to

confusion about Corinne's gender.

Suggestions: The pronoun 'him' is incorrectly used for Corinne, who is

referred to as 'her' elsewhere.

G2 Error: Angelo required to be fed output that isn't as complex as the input,

so capabilities for comprehensibility without flooding were developed.

Impact: The unnecessary 'to be fed' phrase makes the sentence awkward

and unclear.

Suggestions: The phrase 'to be fed' is unnecessary and makes the sentence

awkward.

Sentence Structure

G3 Error: Nancy's The necessity of for Nancy to have language scaffolding

drove the introduction of images, bilingual aids, and oral exercises.

Impact: The original structure makes it unclear who needs the language

scaffolding.

Suggestions: The sentence structure is awkward, making it unclear that

Nancy needs language scaffolding.

Coherence Gaps

G4 Error: The primary outcome measure is pulmonary function (FEV1) the

ability to identify the author's purpose and support it with examples.

Impact: The abrupt mention of 'pulmonary function' seems out of context

and unrelated to the lesson plan.

Suggestions: The mention of 'pulmonary function' is unrelated to the

context of an English Language Arts lesson plan.

Clarity Issues

G5 Error: Corinne: GT - Gifted, with behavior issues. Smart but a high prey

drive becomes highly motivated if challenged.

Impact: The term 'high prey drive' may confuse readers as it is not

commonly used in educational contexts.

Suggestions: The phrase 'high prey drive' is unclear and not typically used

in educational settings, making it confusing.

Positive feedback

Your lesson plan is well-organized and demonstrates a strong understanding

of differentiated instruction. The use of varied instructional strategies is

commendable.

Overall improvement plan

Your writing is clear and structured, with a good grasp on instructional

strategies. Focus on refining grammar and coherence for enhanced clarity.

Review grammar rules, particularly concerning pronoun usage, to avoid

confusion. Ensure all content is relevant to the lesson plan context to

maintain coherence. Clarify terminology to ensure it aligns with educational

contexts. Consider sentence restructuring for improved clarity and flow.