IA Teaching Standard 3

Lesson Plan for Middle School English Demonstrating Use of Strategies & Interests

To the right is a unit entitled "Writing Whose Line is it Anyway Style." This is a five-day lesson I've taught regarding the writing process. I specifically planned the lessons around both improv and scaffolding. My intent in designing the unit this way was twofold: 1) to increase the students' motivation, as I hooked them with the idea we would be performing improvisationally like the comedians do on Whose Line Is It Anyway? and 2) to increase the students' awareness of the writing process through practice, practice, practice. The improv and continued, fast-paced motivation was attained through both preparation and the consistent use of a timer. The practice of the writing process was attained through planned scaffolding, starting on day one with working through the writing process as a whole class. Then day two moved to small group work, with day three moving to pair work. Days four and five then completed the individual writing process performance.

After teaching this lesson to the first group of middle schoolers, I revised a few of the time frames during the steps of the individual writing process performance, as I noticed the students in the first group were taking more time and effort individually than I had anticipated. The whole class was completely engaged and diligently working during the entire process but still needed more time. This was a good sign that the students not only understood the writing process but also enjoyed what they were learning. I feel this is because of the way the lesson was planned so that students were both motivated and comfortable with the writing process.

The lesson plan to the right, entitled "Balloon Theme Objectives," is a lesson I did with my K-5 Non-English Speakers to Limited-English Speakers during ESL pull-out. It was a tremendously successful unit simply because the balloons thrilled the students every time they came into the room. During the week, as they passed by our ESL room with their class, they would even stop to show off the balloons and tell their classmates all about our lesson. Because of the natural interest in the balloons and the fact that each child got to hold, play with, and move the balloons during each of our lessons, I was able to get the very most out of what some would consider costly materials ($30-$35 for helium-filled balloons). However, the entire unit was designed around student interaction with the balloons, so each new day brought new objectives that may not have been so easily connected without such an interesting hook. The target skills ranged from learning colors, demonstratives, prepositions, and pronouns to comparatives, superlatives, and multiple phonics rules.

This is probably one of the most fun units I have taught with my ESL students. Because of the amount of fun and enjoyment they had in working with the balloons, it was also one of the most successful units I have taught. This is evidenced by the fact that the students still talk about the unit and how fun it was, but more importantly, what they learned in the unit.