Procedural Writing Lesson Plan
Procedural Writing Lesson Plan
Procedural Writing Lesson Plan
001 08/22/14
Sean
Last Name
Chang
UH Email
Chang4@hawaii.edu
Date
12/4/14
Semester
Fall
Year
2014
Grade
Level/Subject
60 minutes
3/Writing
Title
Lesson Duration
How to Eat a Cupcake
Lesson Overview
Briefly summarize your lesson plan in a few sentences.
This will be a lesson on procedural writing. As a class, eat oreos and write a procedure
about the steps you took to eat it. After writing that procedure as a class, have your
students write a procedure on how they would eat a cupcake.
(Eventually, turn this into a formal paper with an introduction and a conclusion, but for
this lesson, procedure is the main goal and focus.)
Central Focus (Enduring Understandings)
A brief description of the important understanding(s) or key concept(s)
edTPA Rubric 1 - Planning for Subject Specific Understandings: The candidates
plans build on each other to support learning of essential understandings and
concepts to lead students to make connections. There is a clear connection between
concepts and skills.
InTASC Standard 4. Content Knowledge
The students will understand the concept of procedural writing to a depth where they
can write their own procedural writing piece on their own.
Content Standard(s)/Benchmark
The Common Core State Standards (CCSS) or Hawaii Content & Performance
Standards III (HCPS III) that align with the central focus and address essential
understandings, concepts, and skills
CCSS.ELA-Literacy.W.3.2
CCSS.ELA-Literacy.W.3.4
CCSS.ELA-Literacy.W.3.6
Students should have already learned age-level appropriate conventions and grammar
as well as be able to imagine what a cupcake is and how they would eat it.
3.
4.
5.
6.
7.
8.
Assessment
The tools/procedures to monitor students learning of lesson objective(s) to include
formative assessments applied throughout the lesson and a summative assessment of
what students learned by the end of the lesson (include checklist or rubric)
edTPA Rubric 5: Planning Assessments to Monitor and Support Student
Learning: The candidate selects and designs informal and formal assessments to
monitor students use of essential concepts and skills. The assessments are
strategically designed to allow individuals or groups with specific needs to demonstrate
their learning.
edTPA Rubric 12 - Providing Feedback to Guide Further Learning: The candidate
gives specific feedback to address students strengths and needs related to the learning
objectives.
edTPA Rubric 13 - Student Use of Feedback: The candidate provides opportunities
for students to use the feedback to guide their further learning.
InTASC Standard 6. Assessment
Meets/Exceeds
(ME) 3
-Provides a
sequence of steps
in the correct order
-Provides specific
details for all steps
-Anticipates a
readers need for
information
Meets with
Proficiency (MP) 2
-Provides a
sequence of steps
in the correct order
-Provides specific
details
-Anticipates a
readers need for
information
Developing
Proficiency (DP) 1
-Provides general
steps that may not
be appropriately
sequenced
-Provides details for
some, but not all
steps,
-Doesnt always
anticipate the
readers needs for
information
TYPE OF LEARNER
ELL/MLL
Struggling
Provide sentence frames and allow for more time to write steps
of their procedure. Have them work with teacher or aide for
additional help.
Accelerated
Have them change their numbers to words and have them use
transition word to turn their numbered procedure into a
paragraph.
504/IEP
Others (describe)
Follow 504/IEP
Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials, custom
lesson plans, etc.) into the space below. You may use as many pages as needed
beyond the space below to paste your materials.
Oreos
Smart Board/Poster Paper
Sentence Frames worksheet
What changes would you make to your instructionfor the whole class and/or
for students who need greater support or challengeto better support student
learning of the central focus (e.g., missed opportunities)?
Based on your reflection and your assessment of student learning, describe the
next steps to support students learning related to the central focus and student
learning objectives.