Revised February 2018

Lesson Plan Template

For Special Education Teacher Candidates
(& Anyone Else Who Wants to Be Awesome)
Overview

Teacher(s): Michael Subject: English/Language Arts Grade: 6th Grade

Bacon

Lesson length: Lesson Topic/Unit: Revising Writing

~40 minutes

Learning Objectives:
I. By the end of this lesson, students II. By the end of this lesson, students III. I will know that students have met
will know: will be able to: this objective when:

 The four steps of the  Identify the four steps of  Students can provide the
COPS revision strategy the COPS revision four steps of the COPS
are to check strategy revision strategy
capitalization, overall
appearance errors.  Use the COPS revision  Students can use the
punctuation errors, and strategy to find and strategy to accurately
spelling errors. correct errors in sample find and correct errors
paragraphs and their in sample paragraphs
 The COPS strategy can own writing. and their own writing.
be used to efficiently
find and correct errors
in your writing
IV. Essential question(s) for students to answer

What strategies can I use to revise my own writing?

What should I look for when revising my writing?

State Standards:
In this section, identify and list the VA SOLs standards (or other) that are addressed in this lesson.

6.8 The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and
Standard English.

Context for Learning/Background Information

Situating the Lesson: In this section, list/describe topics of previous lessons related to the topic of this lesson that
students should be familiar with.

 Revision
 Capitalization (and when to use it)
 Punctuation (and when to use it)

Lesson Content: In this section, briefly list/describe the content of the current lesson. (2-3 sentences)
After writing a sentence (or paragraph), check for:
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Capitalization errors

Overall appearance errors

Punctuation errors

Spelling errors

Lesson Rationale: Many students have difficulty determining what to look for when revising their own writing.
Additionally, students often scan their writing without a firm idea of what types of errors thet are looking for, resulting in the
student missing errors that need to be corrected. This lesson attempts to address these concerns by giving students specific
errors to search for in an easy to remember format and sequence, improving the efficacy of their revision process.

Individualized Instruction

IEP Goals: By the end of the IEP period, given a grade-level lesson and the use of a graphic organizer, WL will
independently write and revise a 5-paragraph essay with no more than 3 errors per paragraph.

IEP Accommodations: WL, JA – access to graphic organizer

Accommodations for Students from Diverse Cultural &/or Linguistic Backgrounds: N/A

Instrinsic Load: : Given that the students have some background knowledge on the revision steps that make up the COPS
strategy, the content being taught in this lesson is likely to have a mild intrinsic load on students. However, because of the
number of steps and the interactivity of these concepts, the load could become more significant, particularly for students with
working memory defecits. In order to prevent confusion based on the interactivity of steps, significant rehearsal is given to
each step separately before moving between steps and removing scaffolds. Students are also provided with a significant
review of capitalization and punctuation procedures to ensure sufficient foundation for this content. Visual aids will be used
throughout the lesson. Students will be given significant opportunities to respond in order to increase motivation surrounding
this lesson.

Co-Teaching & Collaboration

Co-Teaching: In this section, select the co-teaching Grouping: In this section, describe the way(s) in which
format that you will be using in this lesson. students will be assigned to instructional groups. Which
Check one or more. It is possible to use several strategies teacher will lead/instruct each group?
during a lesson.
N/A
☐ One Teach, One Support
☐ Station Teaching
☐ Team Teaching
☐ Alternative Teaching
☐ Parallel Teaching

What is each teacher’s role within the model(s) you selected?

Assessment of Student Learning

Assessment Procedures: In this section, describe the assessment procedures that will be used to measure learning of
the objective(s). Assessment procedure must be concrete and tangible, and teacher observation (without a record of it) is
unacceptable. Attach assessment probe or checklist to lesson plan. Multiple forms of assessment are strongly encouraged.

Assessment Type(s): Assessment Criteria: Students Feedback: : Students will be given

will identify each step of the COPS immediate feedback during the lesson
 Formative OTR Checklist revision strategy in whole group as they answer questions related to each
 Guided practice worksheet instruction and will use these strategies step of the COPS revision strategy and
 Sample Paragraph Worksheet to successfully identify and correct applying them ito examples in whole
errors in guided practice and on group instruction, and given positive
 Revised February 2018

worksheet. feedback for doing so. If students

become confused, they can be
redirected to the COPS neumonic
device.

While doing independent work,

instructor will monitor and provide
students with feedback on their process.
If students are struggling, challenge
them to explain their thought process
and direct them back to the steps from
the lesson

Materials & Resources

 Teacher Materials (I need): COPS Strategy Student Materials (They need): Student journal,
Powerpoint, OTR Formative Assessment COPS Graphic Organizer, Guided practice
checklist, Document Camera activity, independent worksheet

Behavior Management

General Concerns: Students are Specific Concerns: My students Feedback: Students will be
aware of classroom values, rules, struggle with long periods of teacher specifically praised for actively
and procedures and these have been talk, have working memory issues, and participating in the lesson and
pre-taught in the classroom. Anchor lose focus easily. These struggles can exhibiting expected behaviors. If
often lead to problematic behaviors. In students are not exhibiting expected
charts are also posted with
order to address this, I include frequent behaviors, a general reminder the
reminders to these specific opportunities to respond and visual specific expected behavior will be given
behaviors in the instruction area. representations of concepts to keep to the whole class. If this behavior
students engaged. The use of graphic continues, two individual reminders
organizers also helps to address the will be given before progressing to
working memory issues that may lead additional consequences.
to behaviors.

Preparing Students for Instructional Content

Estimated time: ~10 minutes

Review of prerequisite skills: “All right, class! I need Student-Friendly Objective: Today we’re going to
you to put all other materials away and get your writing be learning about a strategy that can help you revise your
journals out!” writing more thoroughly. It is called the COPS strategy! I
have noticed that it can be hard to revise when you are
(Review definition of revision here) thinking about a bunch of different things all at once. This
can make revising difficult and cause us to miss things we
Instruct students to turn to their most recent writing activity. would find otherwise. This strategy gives you an exact set of
“We are going to spend the first five minutes looking over steps that past students have said really helped them become
these and revising them! This is just to get an idea of how better at revising, finding and correcting more of their errors
you all are revising on your own. It will not count for a grade, because they know what to look for.
it will just be to help me to know what strategies you all are
already using!”

Good work revising your writing from yesterday! I noticed a

 Revised February 2018

lot of things that you all were correcting really well!

Point out examples of students addressing:

 Capitalization (discuss when it is used)

 Punctuation (discuss how to use)
 Spelling

Essential Vocabulary
Estimated time: (Folded into above)
Reviewing vocabulary: Pre-teaching vocabulary: N/A
 Revision

The below will be addressed above in terms of when we

use them.

 Capitalization
 Punctuation

Instruction
Estimated time: ~30 minutes

Direct Instruction (I DO): Guided Practice (WE DO): Independent Practice (YOU
Students will be provided with an Students will be presented with several DO): Students will be asked to use the
overview of the COPS strategy and it sample passages to practice using the strategy to revise three provided sample
will be explained to students that it is a COPS method. Teacher will work along paragraphs on a worksheet. Ask
roadmap to their revision of writing. with them on a document camera On students to stop after the first paragraph
Students will be given examples of the first example, students will be told and raise their hand for you to check
times in class they can use it (journals, what steps to use while going through how they are doing before moving on to
stories, essays), and times they cannot the process. If students successfully do the rest.
(math corrections, reading). this, for the next two, students will be
asked to provide the steps, and on the
Instructor will then go through each final example students will be reminded
step of the process, reminding student to use the strategy and given time to use
which letter of the mneumonic device it on their own before moving on to
corresponds, how it relates to their independent practice.
typical revision, and how to use it.

Instructor will then provide a model,

explaining what is used for and its
importance. “Think aloud” through the
process of using each step of the
strategy, including problem solving and
self-monitoring.Afterwards, do a
second model where you ask the
students to provide the steps as you go
along.

Closure
 Revised February 2018

Estimated time: ~5 minutes

Lesson Review: Students will be Forward Look: Students will Homework: N/A
given a reminder of the strategy they be informed that they will work
learned and an opportunity to practice on a new journal assignment in
their fluency with each step. Instructor
will also engage students in a brief the next period and they will
discussion of how they could use the have the opportunity to revise it
strategy in their lives. using the COPS strategy. Then
we will see how much using this
strategy is helping us so far!

Extraneous Load: Slides are low on text and use visual representations to explain vocabulary concepts. Slides also
provide cues for the teacher during instruction which will help manage the teacher’s extraneous load. Wait time will be
provided for students after teacher questions in order to allow processing without putting stress on the students. Choral
opportunities to respond provide the students with low-stakes rehearsal of the content that will allow them to become more
confident before scaffolds are faded. Clear and concise language will be used to avoid creating additional confusion for
students over the course of the lesson.

Preparation for CLASS Scoring (For Dimensions Not Already Explicitly Included Above)

What steps will you take to ensure the lesson will occur within a positive climate, show sensitivity to students and
demonstrate regard for student perspectives?

How will you maximize instructional time and keep distractions and non-instructional time to a minimum to
ensure productivity?

Are your instructional learning formats organized to facilitate active engagement and clear learning?

Are you planning to help students utilize higher order thinking skills? And apply their knowledge in some unique
way?

What are you planning to do to support content understanding and clear up misconceptions?

How will you promote active dialog between you and your students, and among the students? (As appropriate)

What explicit steps can you take to keep students engaged throughout the lesson?

References, Notes & Other Information

In this section, list any references for lesson plans, resources, or other ideas you used that are not primarily yours. This is
also where you will list the APA citations for the articles that were referenced.

In this section, include any other helpful information that is relevant for the lesson plan.