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Scott Holland

RDG 323

Full Classroom Instruction

The students in this class have trouble with their writing skills. Since I have been in the

class and have been looking at student examples I have seen incomplete sentences, spelling

errors, run on sentences and so on. My intern teacher has seen this also and has been putting

more writing activities into her curriculum and I thought about doing something in the same

vain.

I chose this specific activity because it was something I could with technology, but not

rely on it for the entire lesson. The lesson is meant for independent participation, but can be

turned into anything the teacher needs. One example would be the inclusion of an ELL student

that is having difficulty writing, or reading. For this I would use the strategy of “One Look, One

Talk” (Peregoy, pg. 265). With this strategy two students can work together to do the same

assignment, but the ELL student is also benefiting with the practice. The strategy works like this,

one student would be in charge of the reading and the other student would be in charge of the

writing. Usually you would want to put a high functioning students with the ELL student because

time would be a factor unless the teacher allows more another day. It does not matter what role

the ELL student is doing because they are either working on their writing skills and listening for

certain words and trying to form a narrative in their heads, or they are working on their reading

skills by sounding out words and hearing them out loud and in context. Also, if they run into any

trouble while doing either part, the other student is there to help.

I don’t want to call this assignment simple. I would say it is more flexible. Just like my

example above you can mold different things into the work to make it work for you, and the
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student, more and more. One thing I may do differently is putting a graphic organizer into the

assignment with the normal list still there. Comparing and contrast the different classes could

have had a different meaning to some when viewed this way instead of just a paragraph (Vacca,

pg. 285). The writing would be there, but a different way to organize ideas would have been

helpful.

The class was lukewarm to the assignment. When looking at it from their perspective I

can see why. It involves reading about “some old French stuff” and doesn’t really relate to what

is happening around them. It easy to see this even when you look at the lesson plan, but it is hard

to include student/teacher interaction into writing. The teacher is there to help show the students

WHY this is important, I was comparing it to the class system here and in India, HOW this class

system came to be, I used a “top 1%” example here, and WHAT these classes did for society as a

whole, using the U.S. as an example again. That is what I do like about this activity, there is

room for conversation because everything is online and can be accessed after school if not

finished in class. I find it helpful and more engaging when the students can bounce ideas off of

me and other students. When the class actually got going in discussion the material now had

another layer that the students could get into on a deeper basis.

References

Peregoy, Suzanne F, Owen Boyle, and Suzanne F. Peregoy. Reading, Writing, and Learning in

Esl: A Resource Book for K-12 Teachers. Boston: Pearson/Allyn and Bacon, 2005. Print.

Vacca, Richard T, and Jo A. L. Vacca. Content Area Reading: Literacy and Learning Across the

Curriculum. Boston: Allyn and Bacon, 2002. Print.

Direct Instruction Lesson Plan

Teachers: Mr. Holland Subject: World History, 10th Grade

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Standards:

 SSHS-S2C6-04: Analyze the developments of the French Revolution and rule of Napoleon: Reign of Terror,
rise of Napoleon, spread of nationalism in Europe, defeat of Napoleon and Congress of Vienna
 SSHS-S2C6-05: Explain the revolutionary and independence movements in Latin America (e.g., Mexico,
Haiti, and South America).
ELPS Reading
 B-4: locating and applying specific information by using the organizational features of a book/resource/
dictionary. (e.g., title, author, table of contents, index, glossary)
 B-2: reading grade-level subject matter passages silently with 90% comprehension.
 B-4: answering literal questions about text. (e.g., who, what, when, where, when, why, which, and how)
ELPS Writing
 B-1: writing legibly in standard writing format.
Objectives (Explicit):

 Today I will identify the classes of the Estate System in France by completing the introduction worksheet.

Evidence of Mastery (Measurable):

Complete the “Introduction to Political Revolutions” worksheet.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 SWBAT: Write answers in complete sentences.

Key vocabulary: Materials/Technology Resources to be Used:

 The First Estate  Laptops to access the provided links

 The Second Estate  Introduction to Political Revolutions
 The Third Estate Worksheet
 The Estates General  Writing Utensil

Opening (state objectives, connect to previous learning, and make relevant to real life)

Introduction by the teacher of what a political revolution is on a basic level. “What would a revolution, from what

you already know, look like at this school?”

Teacher Will: Students Will:

Instructional

Open up the class by asking the question “What Write down some ideas on what a political
Input

would a revolution, from what you already know, revolution would look like in the school. Share

look like at this school?” Have the students spend

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2 minutes writing down a few ideas they have. these ideas with a shoulder partner. Share your

Give the students 2 minutes to discuss with a reasons if you are called on to speak.

shoulder partner. Give 1 minute to have student’s

gives some examples out loud.

Co-Teaching Strategy/Differentiation: Those students with special needs will receive modified versions

of the assignments and assessment when needed. Any student may receive assistance from the teacher

as needed.

Teacher Will: Students Will:

Hand out the activity and make sure the students Watch and read the given material. If a discussion

have access to the reading material needed for the is taking place then the student will participate is
Guided Practice

assignment. The teacher can watch the video with called on to speak.

the students and conduct a quick discussion, or let

them conduct independent work.

Co-Teaching Strategy/Differentiation: Those students with special needs will receive modified versions

of the assignments and assessment when needed. Any student may receive assistance from the teacher

as needed.

Teacher Will: Student Will:

Monitor student activity to make sure everyone is Read the material given and complete the included

staying on task. Answer any questions that a assignment. If not completed in class the
Independent Practice

student may have. assignment becomes homework.

Co-Teaching Strategy/Differentiation:

Those students with special needs will receive modified versions of the assignments and assessment

when needed. Any student may receive assistance from the teacher as needed.
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Closing/Student Reflection/Real-life connections:

The closing activity will be the teacher giving an exit ticket to the students and making sure that they know that

any unfinished work needs to be completed for homework. The exit ticket will be “What is the class system in the

U.S. and would violence be necessary for us to see a change? Explain in two paragraphs (at least 8 sentences).”

This activity gets the students thinking about our society and pushes the material that they just read into the

modern era where they can relate to it.

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Student Work
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