FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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WICOR Lesson Plan
Course: 9TH, 10TH, AND 11TH Grade AVID
Period(s): 3, 4, 7.
Date: September 29th 2015
WICOR: Focusing on the “W” –
Focusing on Writing
Instructor:
Ms. Soni
-9th Grade AVID Day 23
Aim/Instructional Outcome: (The student will be able to): • Students will be able to collaboratively work
together in their content area groups for their four core subject areas.
Standards and Essential Question:
•9-CP.A5 Draft, peer-edit, revise and create a final draft of a letter and/or project of appreciation to guest
speakers
• 9-CD.B4 Create focused goals around college acceptance and the steps necessary to gain entrance
• 9-CD.B5 Create short-, mid-, and long-term goals that support academic and personal growth
•Cornell Note Focus: Abbreviations Days 11-25
Standards and Essential Question:
• 9-WRI.A1 Use organizational strategies and tools to aid in the development of essays
• 9-WRI.A2 Understand and identify the audience, purpose and form for writing assignments
• 9-WRI.B1 Understand strategies to write effective three-part essays
• 9-WRI.C4 Develop and strengthen writing through the creation of a Life Goals Essay
• EQ: “How can we continue to determine the audience, purpose, and tone of our life goals essay?
Vocabulary (for active Word Wall):
Academics, Curriculum, Cyberbullying, Social Media, Technology, Emotions
Instructional Materials/Resources:
-Sticky notes
-Markers
-Cornell Notes
-Binders
-Articles on cyberbullying in the classroom
-Cornell Notes format
-SMARTboard; laptop with PowerPoint software; articles regarding the Cyberbullying article which
students will annotate within their perspective tables
DO NOW: Take out your life goals essay and continue
working it.
5-7
min
Instructional
Grouping:
Differentiation
Strategies:
5This will be
- determined
7once I have
the students’
I will take note of student’s
information according to Aris
as well as the student’s IEPs.
Students will be based into
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
BELIEVE. ACHIEVE.
SUCCEED.
Mini lesson: (10 min)
11. READ MODELS:
a) Working in triads, have students read a sample
“Explanation of Life Goals” paper and complete
the following steps. (See student samples at the
end of lesson.)
b) • Distribute copies of the selected student sample.
• Have students quickly read the paper all the way
through. (This may be done silently or one student
may read it aloud to the others in triad.)
c) • Have students read the paper again, noting
examples that make the paper effective/very
effective, referring to the rubric to guide them in
this process.
d) • Have triads share and discuss their findings.
(They may also want to use the rubric to rate the
paper.)
e) • Have triads determine the audience, purpose,
and form used by the author and discuss
the effectiveness/power/appropriateness of each.
15
min
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mARIS
i information.
n
s-Students
who are
H
level 2 will
1
collaborate
5
on reading
o
and writing
w
strategies
with level 4
students and
level 1
students will
collaborate
on those
same
WICOR
strategies
with level 3
students.
-Students
will work
together
because of
their diverse
learning
styles.
Student who
is more of a
visual
learner who
will balance
out the
others’
kinesthetic
learning
styles.
- The
teacher will
work
specifically
with student
X regarding
the behavior
groups according to their
learning styles and their needs.
-Students will verbally address
their opinions through a
philosophical chair discussion
and will have the opportunity
to perform kinesthetically by
changing their seat if another
classmate has swayed their
points of view.
I will take note of student’s
information according to Aris
as well as the student’s IEPs.
Students will be based into
groups according to their
learning styles and their needs.
-Students will verbally address
their opinions through the
reciprocal teaching discussion
and will have the opportunity
to perform kinesthetically by
changing their seat if another
classmate has swayed their
points of view.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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and
regarding
prompting,
spelling,
punctuation,
redirection,
and specific
organization
al skills
which are
necessary
for the
students to
flourish in
class. Some
of these
organization
al skills
include,
cornell
notetaking,
textual
analysis,
binder
checks,
notebooks
checks, and
classroom
attendance
in its
entirety.
T
h
Student Work Period/Learning Activity: Guided
Practice (“We do) and Independent Practice (“You
do”) (20 min)
- Independent work:
-PLAN: Group students based on their chosen audience,
purpose, and form so they can collaborate on the
20
min
Higher Order Questions:
(Bloom/Webb/ Costas Levels of
Thinking)
1) Why are SAT and ACT scores
relevant to my future?
2) How can I get into a good college
based on my SAT score?
3) How can a tutorial action plan
prepare me for my future in
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
BELIEVE. ACHIEVE.
SUCCEED.
planning and drafting of their papers. With their chosen
audience, purpose, and form in mind, students should
determine which of their goal clusters, quickwrites—and
maybe even information—from their original lists are
most appropriate for the writing situation.
-Tell them to highlight all information that seems
pertinent to the writing. Using the highlighted
information, have students work in their groups to
determine how they want to organize their letter,
statement, or essay. They should discuss with one
another a variety of options and determine what makes
the most sense for them. They might organize in the
same order as their original list (high school goals,
college
-Select student samples that model the elements
you especially want to emphasize with students.
Either have the entire class read the same model or
assign groups to read different models, based on
difficulty.
-(It is helpful to have students read several models
over the course of writing this paper.)
(If student sample is used as model) Student samples
may contain spelling, punctuation, and/or other usage
errors, and they may not fully meet all the requirements
of the paper, according to the rubric. They are included
in this lesson as realistic examples of student writing. In
addition to having your students examine the samples for
specific traits linked to the writing assignment, you
might also ask them to look for errors or other features
they would change. (You might even assign students to
edit the paper as practice.) Questions you might pursue
include: “How do the errors that were not caught impact
the work?” “What would a final proofread do for
this paper?” “Where would you place this paper on the
rubric?” “What would the writer need to do with this
paper to make it ‘very effective’ on the rubric?”
eIt is common for colleges, scholarship programs,
prospective employers—and even community
organizations—to ask for a statement of life goals from
applicants. For that reason, all of these are included as
target audiences on the assignment description.
6: Writing Lessons: Exploring Expository Writing:
goals, career goals, personal goals) or by goal priorities
Soni 4
getting into the college that I
want?
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(1st priority, 2nd, 3rd—not identifying every goal,
obviously) and their progress and plans for these priority
goals. Other options include:
1) determining a common theme that runs through
several of the goals and organizing by that theme, and
2) determining another option that makes sense to them.
While students are in a group to help one another, they
don’t all have to agree on the same organizational
scheme; outlines should be individualized.
Have students follow this outline which will aid them in
writing their life goal essays.
Example (organized by goal priorities):
I. Introduction
II. First body paragraph:
1st goal priority
A. why it’s important
B. what I’ve done to work toward this goal already
C. what I still need to do to make this goal a reality
D. support I have for my commitment to this goal and
plan
III. Second body paragraph:
2nd goal priority
A. why it’s important
B. what I’ve done to work toward this goal already
C. what I still need to do to make this goal a reality
D. support I have for my commitment to this goal and
plan
IV. Conclusion
Summary: What is your specific visual representation
regarding the barriers that you must overcome?
5
m
i
n
s
Reflection on Lesson
How will you change this lesson in the
future? I will continue to differentiate
within my classroom for each of my
students and place students into
differentiated groups which will change
over time.
How will your evaluation of today’s
assessment inform future instruction?
-Students will be placed into
differentiated groups and will be able to
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
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change these groups based on their
understanding of the content over time.
-Students will have the opportunity to
use textual evidence to make sure that
they are supporting the claim, but as the
meditator it is my duty to make sure that
each of the students are focused and are
participating in the discussion; whether
it is through writing or through verbal
response.
-Teacher will monitor student behavior
and the students’ use of textual
evidence throughout the lesson.
Wicor Lesson Plan
W
AVID Method
Writing
How will students use writing
as a tool of learning?
I
Inquiry
What questions will I ask?
How
will I facilitate students
asking
questions and encourage
higher level thinking?
C
Collaboration
Strategies
-Students will use their
costas levels of thinking
sheet in order to create
questions and to use those
questions of confusion in
order to fill out their TRFS.
-I will ask students to think
about the meaning of
important words through
Costas levels of thinking.
1) How can we create
higher order thinking
questions?
2) How can we create
cornell notes that are
organized?
3) How can I
incorporate the cornell
notetaking standards
and expectations to my
own cornell notes?
-Students will work together in
creating higher order thinking
Students will Produce…
-Students will produce level
2 and 3 questions along with
their TRFs.
-I will have students turn
and talk to each other before
they share out as a whole.
-Costas levels of thinking,
TRF.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
BELIEVE. ACHIEVE.
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How will I facilitate student
collaboration?
O
Organization
How is organization part of
the lesson? What tools will
students use to ensure
organization?
R
Reading
What will students read?
What strategies will I use to
facilitate critical reading?
questions after we go over Costas
levels of thinking.
-They will work on their TRFS
together as a class.
-Students will remain
organized based on allotted
time limits as well as a
stopwatch/ cellphone timer
which will calculate the
amount of time students
have for the discussion as
well as the reflection
independent work.
-Students will have fifteen
minutes to discuss the article
and five to seven minutes for
the share outs.
-Robert Frost Poem.
Soni 7
-Students will begin to have
their binders organized with
cornell notes in each section
as part of their development
throughout the year. I will
model the types of questions
the students will have in the
left hand corner on the right
hand side, while the lesson
will be the meat of their
work.
-Students will have the
informational text
highlighted by writing down
the controlling idea, their
views, circling key words
and phrases which they do
not understand as well as
highlighting important
quotes or phrases that have
resonated with the students.
FELISA RINCÓN DE GAUTIER INSTITUTE FOR LAW AND PUBLIC POLICY
BELIEVE. ACHIEVE.
SUCCEED.
Soni 8