This lesson plan template provides details for a 40-58 minute lesson for a senior seminar class. On Monday, students will make final revisions to their senior project papers based on feedback. On Tuesday, students will take guided notes to draft an outline for their project presentations by transitioning their papers into a presentation format. On Wednesday, students will develop key talking points for their presentation slides by identifying important elements from their papers. On Thursday, students will learn how to use Google Presentations through hands-on modeling and practice. On Friday, students will begin constructing the slides for their project presentations.

1. Danielson Aligned Lesson Template
Primary Subject Area and Grade Level: Senior Seminar
Lesson Duration: 40­58 minutes
MONDAY
04.04.16
TUESDAY
04.05.16
WEDNESDAY
04.06.16
THURSDAY
04.07.16
FRIDAY
04.08.16
(1b) Relevance/
Rationale
Consider how your outcomes and
plan will engage students
cognitively and build
understanding. Why are the
lesson outcomes important in the
real world? How is this lesson
relevant to students in this class
(interests, cultural heritages,
needs)?
The rationale of Unit 7/Week 30 is for students to use models to transition senior project papers to powerpoint presentations,
for their Senior Research Project. Students will focus on identifying talking points in their papers, and turning them into clear
and concise notes in their presentations. Activities, Groupings and checklists are flexible, encouraging student autonomy,
ability to speak to where they are in their own development process, and allowing for movement forward or backward in
grouping based on in class work, and after school meetings with mentor. Daily speaking and mini­presentations will be
utilized to practice public speaking and fluency.
Vocational Group: Focus on pulling information from their description and personal connection sections.
Controversial Group: Focus on pulling information from their hook and description sections.
Students should determine how many slides are appropriate, based on the information in their own paper, to convey most
important information based on Tuesday’s lesson which will highlight slide content.
Monday: Revisions. Computers.
Tuesday: Guided Notes: Paper to Presentation Transition. Computers.
Wednesday: Paper to Presentation Development.
Thursday: Building a PowerPoint Hands on training. Computers.
Friday: PowerPoint Development. Computers.
(1c) Outcomes/
Objectives
What will students know and be
able to do as a result of this
lesson? Outcomes should be
written in the form of student
learning and suggest viable
methods of assessment. For
teachers of English language
learners: What language
objectives will be addressed?
SWBAT:
Make final revisions to
their Senior Project paper
through evaluation of
teacher feedback
comments on googledocs
and grading rubric.
SWBAT:
Draft an outline for
key points of senior
project presentation
through guided note
taking and evaluation
of their Senior Project
paper and rubric.
(Example: how many
slides will represent
each part of their
rubric ­ Historical
SWBAT:
Develop key talking
points and ideas for
their powerpoint
presentation slides
through identification
of most important
elements from each
component of their
Senior Project paper
and rubric, and
evaluation of guided
SWBAT:
Develop a personal
handbook/user guide
for working with
google presentations
through hands on
modeling, practice,
and guided notes.
(Before students can
begin building their
presentations, they
must learn the skills
SWBAT:
Day 1: Construction
of powerpoint slides
for hook and
introduction
through key points
broken down in
outline, research of
visuals, and
guidance from
personal handbook.

2. Danielson Aligned Lesson Template
Background,
Supporting Arguments
etc.)
notes for developing a
presentation.
for navigating the
program.)
(Find 1 visual aid
for each of 3­4
slides)
(1c) Content
Standards (PA Core)
For example:​ ​CC.1.2.9­10.D:
Determine an author’s particular
point of view and analyze how
rhetoric advances the point of
view​. Content area teachers
should include appropriate PA
Core Standards for Content
Areas, if appropriate, in addition
to content standards
WIDA STANDARDS: Indicator for Differentiation
Speaking Can Do Descriptors:
● Gather information through oral interaction. (3)
● Compare/contrast features, traits, characteristics using general and some specific language (3)
● Characterize issues, situations….shown in illustrations (2)
● Name …. pre­taught vocabulary. Repeat words, short phrases memorized chunks of language (1)
Listening Can Do Descriptor:
● Evaluate information in social and academic conversations. (3)
● Use learning strategies described orally (3)
● Classify oral descriptions to real­life experiences or visually represented content samples (2)
● Match everyday oral information to visuals (1)
Writing Can Do Descriptor:
● Outline ideas and details using graphic organizers (3)
● Compare and reflect using rubrics (3)
● Compose short narrative and compository pieces (3)
● Take notes using graphic organizers or models (2)
● Correspond for social purposes (2)
● Produce short answer responses to oral questions with visual support (1)
● Supply missing words in short sentences (1)
● Provide personal information on forms read orally (1)
Reading Can Do Descriptor:
● Identify topic sentences or details in paragraphs (3)
● Answer questions about explicit information in texts (3)
● Apply multiple meanings of words/phrases to social and academic contests (3)
● ….organize information presented in visuals (2)
● Follow multistep instructions supported by visuals or data (2)
● Match sentence­level descriptions to visual representations (2)
● Compare content­related features in visuals and graphics (2)
● Match visual representations to words/phrases (1)
● Read everyday signs, symbols, schedules, and school­related words/phrases (1)

3. Danielson Aligned Lesson Template
(1a) Lesson
Procedures
The procedures should clearly
describe the sequence of learning
activities and should identify
where and how all materials,
technology tools and
student­created technology
products, and reproducible
materials/handouts are utilized
in the lesson. Describe the lesson
sequence: How will the lesson
launch? How will the material be
presented? What questions will
be posed to the students? What
are the expected responses?
How and when will the teacher
model? What opportunities will
there be for guided practice,
group work and individual
practice? How and when will you
monitor student understanding
throughout the lesson? What
opportunities will there be for
reflection and closure? Include
approximate time allocations for
each portion of the lesson. Be
very precise when explaining the
teacher and student tasks during
the learning activities
Students enter class.
Materials handed out.
Interactive NB: copy
objective; assign TOC
title in interactive
notebook, begin do now.
Homework collected as
necessary.
Students guided through
lesson using visual,
behavioral norms
incorporated into
powerpoint.
Copy Objective: 3 min
Annotate for TOC
development
(organization)
Objective & Do Now:​ ​10
minutes
1. Copy Objective.
2. Self­assess: Identify 2
glows and areas for
growth on the rubric
(hard copy handed out at
door.)
Share Out/chart
Teacher quick assessment
Guided Practice 10
minutes:
Student Feedback:
students who feel they
have successfully
completed an area of
Students enter class.
Materials handed out.
Interactive NB: copy
objective; assign TOC
title in interactive
notebook, begin do
now.
Homework collected
as necessary.
Students guided
through lesson using
visual, behavioral
norms incorporated
into powerpoint.
Copy Objective: 3 min
Annotate for TOC
development
(organization)
Objective & Do Now:
5 minutes
1. Copy Objective.
Do Now:​ ​5 minutes
2. Journal Entry: Have
you ever created a
powerpoint? Have you
ever given a
presentation using
visual aids or
notecards? What are
your biggest
expectations, concerns,
assumptions about
Students enter class.
Materials handed out.
Interactive NB: copy
objective; assign TOC
title in interactive
notebook, begin do
now.
Homework collected as
necessary.
Students guided
through lesson using
visual, behavioral
norms incorporated into
powerpoint.
Copy Objective: 3 min
Annotate for TOC
development
(organization)
Objective & Do Now:
10 minutes
1. Copy Objective.
2. Quick Quiz: choose
the best combination of
abbreviated text and
visual to accompany a
3­4 sentence
informational blurb
about school lunch.
Share Out/chart
Teacher quick
assessment
Students enter class.
Materials handed out.
Interactive NB: copy
objective; assign
TOC title in
interactive notebook,
begin do now.
Homework collected
as necessary.
Students guided
through lesson using
visual, behavioral
norms incorporated
into powerpoint.
Copy Objective: 3
min
Annotate for TOC
development
(organization)
Objective & Do
Now:​ ​5 minutes
1. Copy Objective.
2. Follow 5 step
directions to start a
google presentation
● Email: login
● Open Drive
● Create a new
folder named:
Senior Project
Presentation/
Public
Speaking
Students enter class.
Materials handed
out.
Interactive NB:
copy objective;
assign TOC title in
interactive
notebook, begin do
now.
Homework
collected as
necessary.
Students guided
through lesson
using visual,
behavioral norms
incorporated into
powerpoint.
Copy Objective: 3
min
Annotate for TOC
development
(organization)
Objective & Do
Now:​ ​5 minutes
1. Copy Objective.
2. Share out notes
taken in handbook
(speaking practice)
Share Out/chart
Teacher quick
assessment

4. Danielson Aligned Lesson Template
concern will share out
helpful tips and
suggestions
Teacher will chart some
of the feedback for areas
of correction
Random/Cold Calling for
student participation and
teacher check for
understanding and
connection back to
narrative writing
Independent Work: 30
minutes:
Laptops, final google doc,
rubric, and focus area of
correction (based on
googledoc teacher
feedback and self
assessment):
Students will use the
above materials to work
independently on final
revisions and edits.
Guided Practice provided
through student check in
with teacher modeling
Exit/Reflection:
Exit Ticket: Mark
comments as resolved
and justify resolution
through reflection journal
entry in notebooks
creating a presentation
and public speaking?
Share Out/chart
Teacher quick
assessment
Guided Notes: ​15
minutes
Students will take
guided notes
identifying the key
expectations and
suggestions for
transitioning their
paper into a clear
powerpoint
presentation
12 slides that will
serve as both guided
notes and a model for
what the powerpoint
should look like.
Students will access
the accompanying
presentation through
their shared drive to
serve as a model.
Random/Cold Calling
for student
participation and
teacher check for
understanding and
connection back to
narrative writing
Model/Guided Notes:
10 ​minutes
Model/Guided Practice:
choosing and
developing the best
combination of
abbreviated text and
visuals to accompany a
3­4 sentence
informational hook and
description about
school lunch.
Group 1 model:
controversial topic ­
Description paragraph
Group 2 model:
Vocational topic ­
Description paragraph
Random/Cold Calling
for student
participation and
teacher check for
understanding and
connection back to
narrative writing
Independent Work:
30 minutes:
Students will continue
working in their outline
packet to identify and
develop the key points
from their hook and
descriptions that will be
used in first 3­4 slides.
● Create a
google slides
presentation
named with
the title:
“How to
Google
Present”
● Share with
dchierchio@o
lney.aspirapa
…..
Share Out/chart
Teacher quick
assessment
Model/Guided
Notes: ​15­20
minutes
­ Teacher will model
essential elements for
navigating through
google docs
including creating
themes, adding
pictures, uploading
files etc.
­ Students will create
a how to guide as
their first google
presentation­real
time.
Guided Practice 10
minutes:
­ Show a series of
slides that require
editing (refer back
to specific slides
used for
“handbook”
modeling ­
Thursday.
­ Students will use
computers and
handbook to
identify appropriate
step (share out) and
then edit them
(independent,
partner, whole class
check)
Each student will
have been shared on
the day’s
powerpoint.
Random/Cold
Calling for student
participation and
teacher check for
understanding and
connection back to
narrative writing
Independent
Work: 20
minutes:

5. Danielson Aligned Lesson Template
Share Out/chart
Teacher quick assessment
of acquisition of skills
Independent Work:
15 minutes:
Students will receive
an outline packet and
begin identifying the
key points from their
hook and description
that will be used in
first 3­4 slides.
No research will be
completed. Note taking
will occur paper and
pencil in student
packets. Computers
will serve as a way to
access their google doc
final paper ONLY
Guided Practice
provided through
student check in with
teacher modeling
Exit/Reflection:
Share Out/chart
Teacher quick
assessment of
acquisition of skills
Vocational Group:
small group session to
continue demonstrating
slides to represent
skills/responsibilities/ta
sks paragraphs
Using their printed
draft to be turned in at
the end of class.
Guided Practice
provided through
student check in with
teacher modeling
Exit/Reflection:
What is one challenge
that you might face
with creating your
presentation (reflect on
gaps in your written
paper/teacher feedback)
Share Out/chart
Teacher quick
assessment of
acquisition of skills
Random/Cold
Calling for student
participation and
teacher check for
understanding and
connection back to
narrative writing
Independent Work:
10­ 15 minutes:
Students will use
newly learned
practices to create a
new google
presentation for their
paper ­ add text using
packet
Guided Practice
provided through
student check in with
teacher modeling
Exit/Reflection:
What is one part of
your how to guide
that you would like
one on one additional
help with?
Share Out/chart
Teacher quick
assessment of
acquisition of skills
Students will work
independently on
their powerpoint for
hook through
description ONLY​ ­
complete addition
of text, find and add
visuals
Students will use a
slide checklist to
evaluate and justify
completion of one
of their slides
Guided Practice
provided through
student check in
with teacher
modeling
Exit/Reflection 10
minutes:
Turn and Talk:
Present one slide to
a partner. Explain
what the slide is
showing, and what
part of your paper it
represents.
Partner will write a
grow and glow
reflection using the
checklist
Share Out/chart

6. Danielson Aligned Lesson Template
Teacher quick
assessment of
acquisition of skills
(1f) Assessment
Criteria for Success
How and when will you assess
student learning throughout the
lesson (formative)? How will you
and your students know if they
have successfully met the
outcomes? What is the criteria
for mastery of the lesson
outcome(s)? Describe any
(formative and summative)
assessments to be used
Exit Ticket: Mark
comments as resolved
and justify resolution
through reflection journal
entry in notebooks
Outline Packet: slide
text development
Outline Packet: slide
text development
Guided Practice:
How to guidebook
and Exit ticket
Shared Presentation
with slide checklist
and partner
reflection.
(1e) Differentiation
Describe how you will
differentiate instruction for a
variety of learners, including
students will special needs,
English Language Learners, and
high achieving students to ensure
that all students have access to
and are able to engage
appropriately in this lesson. Be
specific
1. Graphic Organizers tailored to writing and reading strategies (eg. “chunking” strategy: students will read specific parts
of a text that have been “chunked”/broken into parts, numbered 1…..6,7,8 etc. They will pull a main idea, opinion,
and/or piece of usable evidence from the text and write it into an assigned box on the chunking graphic organizer. This
will allow students to write about/discuss/revisit texts in a more comprehensive manner.)
2. Writing response FCAs and expectations leveled by language.
● T.E. and ELL 3 students. Write in English, entirely. Find and translate “hiccup” words from your L1 to English using
table dictionaries.
● ELL 2 50% English. Identify adjectives and verbs for translation from L1 to English using table dictionaries.
● ELL 1. High Frequency Words in English. Identify adjectives and verbs for translation from L1 to English using table
dictionaries. (25% English, approximately)
● Newcomers: writing in L1. Identify high frequency words to be translated into English using word wall.
3. Vocabulary presented to make texts and information presented in English more accessible.
4. Read directions in pairs/Opportunities for peer to peer discussion and clarification
5. ​Highlight/chart key words/concepts as a class
6. Read directions aloud/repeat and rephrase until understood/allow students to translate and clarify before beginning
independent activities
7. Post directions and activity check lists on board
8. Teacher Guided Modeling
(1e) Grouping
Strategies
Table Groupings: Multi­leveled ELLs at each table for scaffolding and peer partnership collaborations..

7. Danielson Aligned Lesson Template
Describe how you will group
students to facilitate learning of
the outcomes of this lesson. What
is the rationale for the grouping
strategy?
(1b) Class
Information
Describe any unique
characteristics of the class
(considerations may include:
special needs, language levels,
learning styles, etc.). Describe
how other adults
(paraprofessionals, volunteers,
co­teachers, resource teachers,
etc.) will support student
learning, if applicable. Also
include any other circumstances
an observer should know about
ESL Levels vary across newcomers, 1, 2, and 3 and Transitional English. Students with Individualized Education Plans,
under credited seniors and students with interrupted education are all part of the class make up. Expectations and
presentation of content need to be “on the spot” adjusted regularly to account for students growing linguistically at
different paces and across different levels.
Senior Project FCAs
Daily Self­Assessment Groups: Students will use checklists to determine where they are in their research process, and
plan steps to move at and beyond pace with project deadlines.
1. Objective: All students should meet the objective in a daily lesson. Any students who do not meet objective will
determine specific questions for after­school help with teacher and/or mentor in order to get constructive
feedback and next steps.
2. Goal: Students who have met objective in advance of lesson’s end will have next steps toward constructing
research into written section of paper.
3. Reach: Students who have met objective and goal (working closely with teacher and mentor in and outside of
school hours, consistently) will begin researching next part of outline, using strategies applied to current
objective.
Students will be broken into three groups for Rubric Assessment of writing:
● Newcomers, ELL 1 and 2, and IEP warranted students will write primarily/solely in L1.
1. Newcomers and ALL 1s will produce a research paper in Native Language, with the purpose of developing a
specific set of slides for practice and presentation in English.
2. ELL2 and ELL2 with IEP will produce a written paper with 50­70% translated into English, and presentation
completed in English.
3. ELL 3 and Transitional English students will be able to take notes in L1, but will have an expectation of being
able to present and discuss with their mentor in English, for the purpose of clarification and editing process.
Additionally, 100% of paper will be written in English, and content presented in English.
(1d) Technologies
and Other
Materials/ Resources
List all materials, handouts,
resources, and technology tools
that are needed by the student or
Laptops, Power Point Presentations, Videos/TED Talks, Graphic Organizers, School Resource/Professional
presentations, Translations where applicable, Visual/vocabulary, Sample texts

8. Danielson Aligned Lesson Template
the teacher to execute the lesson.
Technologies may include
hardware, software, and
websites, etc. Materials and
resources may include physical
resources (e.g. books,
manipulatives, supplies,
equipment, etc.) and/or people
resources (e.g. guest speakers,
librarian, etc.)