Grade Level: 4th Grade
Number of Students: 24
Subject: Writing
Connections:
WR-04-2.3.2
In Personal Expressive/Literary Writing,
•	Students will engage the interest of the reader.
•	Students will communicate ideas and details in a meaningful order.
•	Students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate.
•	Students will apply a variety of transitions or transitional elements between ideas and details to guide the reader.
•	Students will apply paragraphing effectively.
•	Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks and shape.
•	Students will create conclusions effectively.

Academic Expectations
•	1.11 Students write using appropriate forms, conventions, and styles to communicate ideas and
•	information to different audiences for different purposes.
Objectives:
Students will identify the parts of a paragraph by placing sentences in a logical sequence to construct a paragraph. 
Students will construct a paragraph using the information gained about Daniel Boone. 
Assessment Plan:
Objective Number	Type of Assessment	Description of Assessment	Depth of Knowledge	Accommodations	
1	Formative	Piecing paragraph together	2		
2	Formative	Writing Paragraph	2		

Materials:
•	Paragraph Sandwich ats
•	Paragraph about Jemima Boone cut into strips
•	Envelopes
•	Tape
•	Paragraph Worksheet
•	Extra paper
•	Glue sticks
Procedures:
Introduction:
•	(This is connected to the Social Studies Lesson taught directly before.) We just discussed Daniel Boone and his journey into Kentucky. We also discussed how the settlers lived self-sufficiently in their forts. 
•	I have laminated paragraph sandwiches, similar to the one posted on the bulletin board. I have also cut up pieces of a paragraph I wrote about pioneer life. 
Activities, Explain, Engage:
•	Hand out Paragrph Sandwich mats, tape and paragraph cut into individual sentences in envelopes.
•	Work with your tables to reconstruct the paragraphs. There is tape on each table and I will assign a tape manager to distribute the tape. Tape the topic sentence to the part of the sandwich that says topic sentence. Tape the detail sentences to the part of the sandwich that says detail sentence. Put your detail sentences in an order that makes sense. Find your concluding sentence and tape it onto the part of the sandwich that says concluding sentence. 
•	When you think you have completed the paragraph, make sure every member of your group knows why you placed each sentence in a specific spot because I’m going to choose random people to explain why the sentence belongs in that spot.
•	Discuss the paragraph as a class. Make sure each student understand what a topic, detail and concluding sentence looks like. 
•	Now, you will write a paragraph of your own about Daniel Boone or life as a pioneer. Do not just copy my example paragraph because you will be sharing these with the class and they will be graded. 
•	Write the paragraphs on the sheets of paper I will give you because after you write them, you will cut yours up and have your group members try to put it back together. 
•	Give the students time to write their paragraphs and have their groups try to put them back together. 
Conclusion:
•	Pass out glue sticks and paper for the students to glue their paragraphs back together to hand in for a grade. 
•	Have some of the student share their paragraphs. This will be a review of what they learned in social studies.

Part C: Lesson Analysis and Reflection
Analyze and Evaluate your lesson:
 Standard 7 – Reflects on & Evaluates Teaching & Learning 
I started my lesson by asking the students what they remembered about the Cat in the Hat lesson that we did using –at words. They remembered that lesson. I showed the students the paper we were going to be using and showed them where to write the –at. Then, I asked the students to come up with some –at words. I called on students to give me some examples and I modeled how to write the words on the lines provided. 
I gave the students time to come up with their own words. I walked around and helped the students who did not understand what I was asking them to do. The students were given time to complete the assignment. The assistant and the resource teacher were present to help students also. As the students finished, I asked them to color the picture. When the students were out of time (Mrs. Young’s class came into our room), we moved to the carpet to sing the phonics song. 
Explain how you determine the levels of student performance on your objective:
If the students wrote more than four words, they were placed in the exceeding standard category. If the students wrote four words, they were placed in the meeting standard category. If the students wrote three or fewer words, they were placed in the below standard category. 
Sort the students’ performance (cite evidence) into three categories and determine the number of students in each category:
There are 23 students in this sample.
 
Below criteria __4___ # of students 
Meeting criteria __7___ # of students 
Exceeding criteria _12____ # of students 
For each category, describe students’ strengths and learning needs (if any):
Standard 5.4  Describes, analyzes and evaluates student performance
Standard 1.5 Identifies and addresses students' misconceptions of content 

Below criteria 
Students in this category have difficultly making words. They have trouble writing words because they have developmental delays. These students even had help from adults, but they were still unable to complete their work. Some of the students just wrote strings of letters instead of words. 
Meeting criteria
Students in this category did not understand how to write words ending in –at. Most of these students started writing –at words, but then switched to just writing any words they saw around the room. These students were redirected and were able to write some –at words. These students wrote four words which is meeting the standard. 
Exceeding criteria 
Students in this category had no trouble writing words ending in –at. They were able to recall words from the Cat in the Hat activity. These students were able to write more than 4 words. Some of these students wrote up to 12 words and went onto the backs of their papers. They went above and beyond what was asked of them. 
For each category, how will you differentiae or adapt instruction to move them forward? 
Below criteria 
For these students, I would try to pull them out in a small group so they would be forced to stay on task and receive the extra help they need. This is difficult to do because the rest of the students are so needy also. I would need to discuss this with the assistant teacher to see if she would be willing to help me monitor the rest of the class while I was working with the small group.
Meeting criteria
For these students, I would encourage them to try to think of as many words as possible. I would try to motivate them to do more. I would give them the opportunity to work in groups because when students work together, they can come up with more ideas.
Exceeding criteria 
These students came up with many three letter words. I would challenge them to come up with four letter words. For the next assignment, I would make sure I have a way to challenge these students with something more difficult or something extra to make sure they do not get bored.
Based on your assessment data, reflect on the following:
Standard 7.3 Uses data to reflect on and identify areas for professional growth

 What does the analysis of your students' performance tell you about the effectiveness of your instruction in meeting your students' needs?
The students were very successful in this lesson. Some of the student who I was worried would have trouble with this assignment did very well. The students had already had experience with this lesson, so I moved through the instruction quickly so some of the students would not get bored. This did not seem to be a problem for most of the students. The majority of them succeeded, which tells me that my instruction was effective.
How useful were the assessments in capturing useful evidence of student learning? Did they address the needs of your students' differences?
The assessment allowed the students who were able to do more than was asked to write more words and they could even go onto the back of the paper. For the students who met the standard, they were given the room needed to write their words. The student who struggled were had enough to room to write their words also. These student tend to have larger handwriting and the worksheet gave them room, while also giving them a guideline to follow to help improve their writing abilities. This assessment was just like writing on writing paper, but it had a little extra appeal to grab the students’ interest. I think most of the students enjoyed the picture, which helps them get excited about writing the words.
What does this analysis of your students' performance tell you about the success of the instructional strategies used in the lesson? 
The strategies I used included large group instruction followed up by individual instruction. Some of the students benefit from the large group instruction because they have the ability to work on their own once they know what they are supposed to do. Others need the individual instruction because it takes them longer to process and can only handle one direction at a time. The instructional strategies were very successful, but I would have liked to have spent more time with certain students. This is difficult to do because there are so many students that need one-on-one instruction that I try to divvy up my time so each student gets a chance to speak to me if they need help. 
 
Describe any patterns or trends in the students' performance. How can these patterns or trends be used in planning and instruction?
Calling students into a small group setting will be used in my next lessons. I will collaborate with the assistant and resource teacher to plan this out. I want the students who did not succeed this time to succeed in the future. I believe this students will benefit from this small group work. 
What knowledge, skills and/or resources could help you increase your instructional effectiveness?
Knowing how to put the small group instruction into play would have made my lesson more effective for the students with developmental delays. I am going to discuss this with my mentor teacher, assistant teacher and the resource teacher to see how I can make this idea work.
Describe how you have reported or plan to communicate learning results to students and parents.
Standard 5.5 Communicating learning results to students and parents
The papers will be graded according to the 1,2,3 or 4 grading scale. These scores will be recorded and the papers will be sent home, so the parents can monitor their child’s progress.