Lesson Plan for Expository Text (Conley Format pg 160)

Nicholas Kade Clement
Lesson Plan
Dr. Bishop

CURRICULUM COMPETENCIES

3. The student will express, communicate, evaluate, or exchange ideas effectively.

OBJECTIVE

c. The student will compose narrative text relating an event with a clear beginning, middle, and end. (DOK 3)

1) Stories and retellings
2) Narrative poems
3) PowerPoint presentations


Curriculum Standard: students will use their creativity to construct a narrative poem that will display there awareness of the expository text read to them prior to the assignment.

Big Idea: Narrative poem writing requires expression, communication of topic, and knowledge of the subject matter required.

Preparation:
1. Introduce the expository text, I’ve Seen the Promised Land
2. Read aloud the text using DR-TA
3. Introduce the topic of writing an narrative poem

Guidance:
1. Have the students brainstorm and make a concept map of a time in their lives when they have been treated unfairly.
2. Model with the students how to write a narrative poem using a situation similar to the topic of the expository text.

Application:
1. Have the students write their own narrative poem using the information from their concept map.

Assessment:
1. This will be the beginning of a student poetry notebook that will be kept during the semester or year. At the end the poetry notebook will be assessed using a rubric.

The assessment that is On-Going...

I must say that I was immediately drawn to a small box located on the crisp white page number 89. This box brought back many memories of tests that I have taken in my educational career. I thought back to tests where even the slightest noises would distract me. Noises that led to me paying more attention to the noises than the test, therefore losing critical time, since ofcourse the test has a time limit. All of these restrictions and possibilities running through my head creating nothing but chaos on what was most likely a very simplistic test. Wow! Tests can be so gosh darn frustrating.


Assessment accommodations are things that are particulary done during an assessment for students with special needs. Accommodations can also be made for students that are English language learners. This helpful box lists many ways that we as teachers can create accommodations for our students in need. Some of the ways that are listed include: administering the test individually or in small groups, administering the test somewhere were distractions are extremely limited, providing the test on audio tape, reducing the test items per page, highlighting key terms within the directions, and proving cues throughout the assessment. All of these things make beautiful sense in my mind to reduce stress, provide relaxed ease, and take away worry in the student's mind through providing these "helping hands."


Assessments can seriously bring about panic attacks in students who have high test anxiety. It is so pivotal for us as teachers to take note of students who need assistance. Without this assistance a student who otherwise may do exceptionally well on an assessment will struggle resulting in an invalid assessment result. I want to know with the upmost validity that my students have absorbed what I have taught them, and this can only be determined through valid assessment where the studens are at their upmost comfort level in taking it.