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Lesson Plan - Clarity

1. The lesson plan focuses on improving clarity in student writing by having them identify and rewrite awkward phrasing in sample sentences. 2. As a class, students will analyze sentences and suggest clearer rewrites, then work independently to apply those skills by editing their own narratives. 3. The teacher will circulate and provide support, with a focus on helping English learners and students struggling with reading or task completion.

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228 views4 pages

Lesson Plan - Clarity

1. The lesson plan focuses on improving clarity in student writing by having them identify and rewrite awkward phrasing in sample sentences. 2. As a class, students will analyze sentences and suggest clearer rewrites, then work independently to apply those skills by editing their own narratives. 3. The teacher will circulate and provide support, with a focus on helping English learners and students struggling with reading or task completion.

Uploaded by

api-378527490
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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USD Daily Lesson Plan Creating Clarity

Teacher Candidate: Matthew Wolf


Lesson Date: 11/28/17
Cooperating Teacher: Dr. Medina
School: Chula Vista Learning Community Charter School
Grade: 9th
Subject: English
Lesson/Unit Title: Creating Clarity Assessing Awkward Phrasing & Rewriting for Clarity

CCSS and CA SS /Standards: Agenda:


CCSS.ELA-LITERACY.W.9-10.3.D 1. Blog read Pair share Group
Use precise words and phrases, telling details, and discuss
sensory language to convey a vivid picture of the 2. Intro Well be working on clarity in
experiences, events, setting, and/or characters. sentences)
3. Together (first sentence) rephrase
4. 2-3 Starter sentences
5. Give Creating Clarity Graphic
Organizer and work on narratives
6. Rest of period work on narrative
Lesson Objective:

Students will re-write awkward 2-3 sentences rephrasing for clarity


Students will have edited and resubmitted personal narratives with clarity modifications

Key vocabulary and phrases: Clarity

Context of Lesson:
Previous Lesson:
1. Have worked on their narratives noticed a need for clarity in their sentences
2. Talked about how good writing demands/depends on clarity and simplicity
3. Have done modeling previously using a students work then dived into their own work

TIME INSTRUCTIONAL FORMATIVE ASSESSMENT Note: A variety of Materials/


SEQUENCE formative assessments should be used at key points Technology
throughout the lesson
Opening: Write on Board: -Overhead TV
Teaching/Model No sentence can be effective if it contains facts -students
10min alone. It must also contain emotion, image, logic, paragraph
and promise.
Baby shoes: for sale, never worn. Ernest
Hemingway

Sentence Clarity

1. Blog Post Intro to Creating Clarity

2. 2-3 Sentences Restructure

3. Creating Clarity Graphic Organizer

4. Work on narratives Gender/Race Ethnicity

Engage -Give them 2-3 Sentences on PowerSchool/Overhead Computer,


/Motivation: -Ill remodel sentence one. Well do a few other ideas Paper,
Rephrase sentences for it together, then they will remodel sentence 2 and Pen/Pencil
- PowerSchool 3.

Clarity Checklist

1) Does it benefit/add? (If yes, then keep. If no,


delete.)

2) If so, what things can we add or subtract to have it


make sense?

3) Rearrange words

4) Clean up punctuation/grammar
10 min
Sentence 1) What I have been told mainly that are good
are; Nice, Smart/ Witty, Hope full, Humorous, Creative,
and most of all..Talented.
REWORKING:
1.What (qualities) I have been told mainly that are good
are; Nice, Smart/ Witty, Hope full, Humorous, Creative,
and most of all.. talented.
2. I have been told I have certain qualities that are good,
including:
-Look at this and rephrase entirely:
When it comes to good qualities, people tell me Im
witty, smart, nice, hopeful, humorous, creative and most
of all, talented.
BONUS
(You can add character mood in here too:
(Confident) Good qualities? Where do I begin? I hear
praise, words like talented smart
(Shy) I hear a few things, but I dont believe them
Quiet murmurings of my creativity, of my hopeful and
humorous nature

They rework these two on their own:

Sentence 2) Time and time, I always win.


Sentence 3) Many things passed through my head in that
time, the thought of the car crashing or worse the car
being crashed.

OVERALL:
-Rephrase the first sentence together
-Have them rephrase the next two sentences in
partners
1) Have them share the sentences aloud

Whole Group 1) Give them Creating Clarity Graphic Organizer Computer


Instruction: 2) Write the first sentence of their narrative in the
box and rephrase if necessary
5 min 3) Okay I can come around and help with your
first sentence, but once youre done continue to
go through your work sentence by sentence to
add clarity
Independent Students will spend the remainder of the period working Computer
Practice: on their narratives (coming of age or racial/ethnic
30 min identity) adding clarity to their stories

Evaluate Students will re-write awkward 2-3 sentences


Understanding/As rephrasing for clarity
sessment: Students will have edited and resubmitted
personal narratives with clarity modifications

ELL Strategies/Enrichment/Extension/Re-teaching/Accommodations: Walk around classroom


and provide instruction and feedback. Graphic Organizer.

STUDENTS WITH IEP/504 PLANS


IEP/504 PLANS: NUMBER OF SUPPORTS, ACCOMODATIONS,
CLASSIFICATIONS/NEEDS STUDENTS MODIFICATIONS, PERTINENT IEP GOALS
N/A 0 N/A
STUDENTS WITH SPECIFIC LANGUAGE NEEDS
LANGUAGE NEEDS (ELL) NUMBER OF SUPPORTS, ACCOMODATIONS,
STUDENTS MODIFICATIONS
ELL 1 Pair them with English speakers, and put
them near the front of the class for easy
access to help/assist
STUDENTS WITH OTHER LEARNING NEEDS
OTHER LEARNING NEEDS (High NUMBER OF SUPPORTS, ACCOMODATIONS,
ability, struggling readers) STUDENTS MODIFICATIONS
2 Put them near the front of the class for easy
Struggling readers / Difficulty access to help/assist and sit with them
completing assignments during group discussions to make sure they
are on task

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