Lesson+Plan+2

( [|Lesson Plan 2 - Peer Interview.docx] )
 * Lesson Plan Two - Peer Interview **

7th grade Integrated Language Arts. 20 students total, six with IEPs (two Sp.Ed. aids join the class). The class is tracked and is one of the lower groups based on achievement, there are a few students who are very motivated. There are more females than males, and as a whole they have fairly reserved personalities. ||
 * ** Class Description **

Learning from Experience || ** Lesson Topic ** Peer Interview || ** Type of Lesson ** Introduction || ** National Content Standard/Voluntary State Curriculum Standard ** VSC 4.7 – Locate, retrieve, and use information from various sources to accomplish a purpose VSC 6.1- Apply and demonstrate listening skills appropriately in a variety of settings and for a variety of purposes VSC 6.2 – Apply comprehension and literary analysis strategies and skills for a variety of listening purposes and settings ||
 * ** Unit Title **


 * **Judges Prior Knowledge (How do you know students are ready to learn the content in this lesson?)** Students have completed some other small writing assignments and have demonstrated their ability to work in groups productively. ||


 * ** Lesson Objective(s): **
 * Objective 1 –** Students will interview one another and compose a narrative about another’s experiences.


 * Objective 2 –** Students will be able to relate to one another through a reflective exercise after the interview. ||


 * ** Assessment(s): **
 * __Assessment for Objective 1__ –** The interview narratives will be assessed based on a writing rubric that looks for cohesiveness, detail, and fluency.


 * Is this a formative or summative assessment?** formative


 * Would you characterize this assessment as a traditional or performance assessment?** performance


 * Why did you select this assessment strategy to measure student learning?** This was a logical choice of assessment for this objective because through reading the students’ work, I will be able to identify whether they met the objective or not.


 * __Assessment for Objective 2__ –** Students will write a reflective piece after the interview stating any surprises they came across while interviewing each other.


 * Is this a formative or summative assessment?** formative


 * Would you characterize this assessment as a traditional or performance assessment?** performance

It is a good practice for students to reflect on their own work. Therefore, through this assessment I will both be encouraging this practice as well as assessing their writing abilities. ||
 * Why did you select this assessment strategy to measure student learning? **

Pre-planned partners Suggested questions Rubric ||
 * ** Materials Needed for Lesson **

= =

Students with IEPs will have additional assistance available such as a Special Ed Aide and an graphic organizer to help with their thoughts. ||
 * ** Adaptation for IEP Student(s) **


 * ** Incorporation of Technology (if appropriate) **
 * *If you are using a website, type in the website citation. ** ||

= Lesson Development =


 * ** Teacher **

Every day we pass by probably hundreds of people and don’t say a word!
 * Drill/Motivational Activity – **

Today we’re going to take a moment to better get to know those directly around us. You’re each going to be interviewing another student and writing a short piece about them.
 * Transition **

I’m passing out a sheet with suggested interview questions. You do not have to follow them exactly, but they //are// a guideline.
 * Activity 1 – **

//Display student pairs// As you can see, I have already determined your partners. Please move to sit next to this person and begin the interview. You will have fifteen minutes, so budget your time wisely. // Teacher circulates around the classroom and help where necessary. Notify students when ten minutes have passed. //

Now that we have the details for our narrative, we’re going to start putting it together into a cohesive piece. Please separate from your partners and begin this process. //Teacher circulates and helps students who are struggling.//
 * Transition **

//Students write.//
 * Activity 2 – **

Before we end for the day, I’d like you to take a look at what you’ve written so far.
 * Transition **

With a different color than you’ve been working with, underline or highlight anything that surprised you in the interview.
 * Activity 3 – **

As your exit ticket, briefly write why these things surprised you or why you did not expect them.
 * Summary/Closure/Revisit Objective **

//Give students more time to work on each piece.// || ** Students **
 * Safety Valve **

// Students make some comments; nod in agreement //


 * Anticipated Responses? **

// Students get together with partners and interview one another //

// Move back to original seats, start writing // || ** Time **
 * 2 **
 * 15 (17) **
 * 8 (25) **
 * 2 (27) **
 * 5 (32) **
 * 2 **
 * 15 (17) **
 * 8 (25) **
 * 2 (27) **
 * 5 (32) **
 * 15 (17) **
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 * 5 (32) **
 * 15 (17) **
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 * 2 (27) **
 * 5 (32) **
 * 15 (17) **
 * 8 (25) **
 * 2 (27) **
 * 5 (32) **
 * 15 (17) **
 * 8 (25) **
 * 2 (27) **
 * 5 (32) **
 * 8 (25) **
 * 2 (27) **
 * 5 (32) **
 * 8 (25) **
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 * 8 (25) **
 * 2 (27) **
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 * 2 (27) **
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 * 2 (27) **
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 * 2 (27) **
 * 5 (32) **
 * 2 (27) **
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 * 2 (27) **
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 * 2 (27) **
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 * 5 (32) **
 * 5 (32) **
 * 5 (32) **
 * 5 (32) **
 * 5 (32) **
 * 5 (32) **
 * 5 (32) **
 * 5 (32) **
 * 5 (32) **

If students are having trouble with the interview exercise, I would consider giving them examples ahead of time to provide more guidelines. ||
 * ** Reflection on assessment – Assume that after you have taught this lesson and assessed student learning you find that students did not meet the objective(s). How would you plan future instruction on this lesson’s content and skills to ensure student mastery and application? **