Teachers of language arts must acquire skills and strategies in various areas, including reading, writing, speaking, listening, and thinking. They must also meet high-stakes testing requirements and satisfy the needs and rights of diverse learners. This assessment will allow future teachers the opportunity to construct a writing lesson plan designed to address the needs of all students in a language arts classroom.
A. Create an original direct instruction writing lesson (K–6) plan that teaches one step of the writing process (prewriting, composing, revising, editing, or publishing) using the attached “Direct Instruction Lesson Plan Template” along with the attached “WGU Lesson Planning Guide.” Complete each of the following to finalize your lesson plan:
Note: This lesson plan must be based on kindergarten through 6th grade standards, not pre-kindergarten.
1. Identify all of the required general information for the lesson plan, including the following:
● lesson title
● subject
● grade/level/setting
● prerequisite skill(s) for the lesson
2. Align the relevant standards and objective for the lesson by doing the following:
a. Identify the state or national academic writing standard(s) addressed by the lesson plan and include the associated alphanumeric code and full description for each standard.
b. Create one lesson learning objective that aligns with the state or national academic writing standard(s) identified in part A2a. The learning objective should include the following required components:
● behavior
● condition
● measurable criterion
3. Discuss the necessary materials and technology for the lesson plan by doing the following:
a. List the materials necessary to complete the lesson.
b. Identify the technology used in the lesson.
4. Discuss the language demands included in the lesson by doing the following:
a. Identify the language function(s).
b. Identify key vocabulary terms students must know in order to master the learning objectives for the lesson.
c. Identify relevant discourse or syntax used in the lesson.
d. Describe relevant language support that will be used to help students apply the language of the discipline during the lesson.
5. Explain both teacher and student actions for the lesson, incorporating the step(s) of the writing process where appropriate, by doing the following:
a. Explain the anticipatory set.
b. Explain the presentation procedures for new information, modeling or both.
c. Explain guided practice.
d. Explain independent student practice.
e. Explain culminating or closing procedure/activity.
6. Discuss how the lesson will differentiate instruction to meet the needs of all students by doing the following:
a. Describe the differentiated instruction that will be used in the lesson to meet the needs of students who are gifted and talented.
b. Describe the differentiated instruction that will be used in the lesson to meet the needs of students whose native language is not English.
c. Describe the differentiated instruction that will be used in the lesson to meet the needs of students with mild to moderate learning disabilities.
7. Explain how to assess student progress toward reaching the lesson learning objective by doing the following:
a. Describe a formative assessment used in the lesson that helps monitor student progress toward reaching the lesson learning objective.
b. Provide a copy of the summative assessment. (ie: rubric, checklist, graphic organizer)
c. Discuss how the summative assessment measures student achievement of the lesson learning objective.
B. Explain how the lesson plan can be extended with one strategy, text, or activity that contributes to the students’ development of awareness of differences in society (suggested length of 1–3 paragraphs).
C. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
