USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her

LAFS.3.W.1.3 Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

What is the importance of punctuation in writing?

Students will be able to properly and appropriately use ellipses in a narrative writing.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

The students have been writing a lot of narrative pieces and learning a variety of writing
crafts in order to help improve their writing skills. The craft chosen for this lesson was
sentence variety, but specifically ellipses. Sentence variety includes the comma, colon,
semicolon, ellipses, etc.

Formative evidence will consist of anecdotal notes and informal conversation while I
circulate and talk to the students.
Summative evidence will be the narrative piece collected at the end of the week. It will
be collected and scored.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing
What Content Knowledge
is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

The purpose an ellipses serves in a sentence and how it can be applied to writing.

They dont necessarily need background knowledge, but they will have needed to
practice their writing in order for this to be successful. They also really need to be good
listeners and direction-followers. Mine sometimes struggle with this.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
might students have about
this content?

The misconception I see is really just misplacement of the ellipses in a sentence.

Lesson Implementation
Teaching Methods

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

(What teaching method(s) will

you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)

This will be led by a powerpoint, but is ultimately centered around the writing piece.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the

5
10

Who is
responsibl
e (Teacher
or
Students)?

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Watching/listening to a read aloud of Creepy Carrots by Aaron

Reynolds. This book uses ellipses frequently.
Powerpoint about what ellipses are and their use in writing. Many
examples shared for understanding.

10
Model- I will begin planning for a narrative piece in front of the
students, then start a beginning and first middle paragraph.

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
What will you do if

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

20
Release- Students will begin writing their own narrative pieces that
are suspenseful and include ellipses.

a student struggles with the content?

I will be circulating, answering any questions. Students can always ask their partners for
help as well.

What will you do if

a student masters the content quickly?

Students who quickly get through finish a first writing piece may begin another. During
writing time, the rule is that the students must write the full time.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
The students are always free to write about whatever they would like. I lightly prompted
them with writing in a suspenseful tone, but from there they could write a fictional or
nonfictional story as they pleased.
If applicable, how does this lesson connect to/reflect the local community?
N/A

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
A student who needs a challenge is invited to write more than the minimum expected in
one writing piece. My highest-performing writer often writes pieces significantly longer
than his classmates.
How will you differentiate instruction for students who need additional
language support?
They will have support from me and their peers. For writing, they may always refer to
their dictionaries for translations.
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

J.J.-V. has been having a lot of emotional distress lately but the students know to back off
and let him calm down. We have been practicing deep breaths.
H.S. is an ELL which usually doesnt hinder him, but things can be read aloud to him and
explained.
R.V

-Creepy Carrots by Aaron Reynolds

-powerpoint/Promethean
-paper/pencil

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

Reflection
I felt that this lesson went well. All of the students seemed to really enjoy the read aloud and as soon as
they saw my writing about being home alone and scared, they really took off with the suspenseful idea. I
noticed many of them wrote about a haunted house or a haunted school. For the most part they all got into it,
writing about creep, gory things. They had a lot of fun with this writing piece. I noticed in the video that during
planning, they were able to complete it much quicker than usual. Unfortunately, we are not allowed to give
them prompts in writing and I notice that I will have a few students every time who want to say that they
cannot think of anything to write about. During this lesson, I only had one student who needed a little extra
push to come up with a story. I think telling them that it can be real or made up gives them more creative
freedom, but I also think that this unfortunately has the slight issue of creating a lot of crazy stories that do
not make much sense. That is okay with me, however, as long as they are writing and they can still transition
into writing for a reading piece (such as a performance task or opinion piece).
Something I might change if I teach this lesson again is to try and find a second resource for showing
ellipses in addition to Creepy Carrots. I wouldnt want students thinking that ellipses are only used for
suspense, and each student ended up writing a suspenseful narrative, so I am a little worried of that

USF Elementary Education Lesson Plan Template (S 2014)

Dumas___________________________
Grade Level Being
Subject/Content:
Taught: 3
Writing

Name: __Corrine
Group Size:
19

Date of Lesson: 1 February

2016

misconception having developed. Additionally, I may try to find some type of activity to complete prior to
starting the narrative writing.