Lessonplan5 1

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher: Janneke Cole

Date: 10/26/16
Subject/ Topic/ Theme: Language Arts/Narrative Writing/Transitions
Grade: 6th Grade
I. Objectives
How does this lesson connect to the unit plan? This lesson covers transitions, has students edit their narrative piece, and finally
type their own story.
cognitiveR U Ap An E C*
Learners will be able to:
Identify transitional words, phrases, and clauses as transitions to manage the sequence of events in a story.
R, U, An
Use commas to separate introductory elements from the rest of the sentence
Ap, C
Use transitional phrases effectively in their own writing
Ap, C
physical
development
socioemotional
Common Core standards (or GLCEs if not available in Common Core) addressed: W.5.3.c, L.5.2b.
*Note: ACS teachers have split up the 5th/6th grade standards. This unit is being taught using 5th grade standards per ACS language arts teachers request.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
-Students will have had 4 other lessons regarding good narrative writing and should understand what
those lessons had to teach: conjunctions, interjections, sensory images, and character descriptions.
-Students should have a basic understanding of the comma
-Students should have written their own narrative story
Pre-assessment (for learning):
Students will have to try to identify why the Terrible Trip doesnt flow.
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
What barriers might this

lesson present?
What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Formative (as learning):
Students will work in groups to edit The Terrible Trip. They will then tell the class what the
added/changed to make the piece transition smoothly between events.
Summative (of learning):
Students will have to turn in a notecard of a character description and/or sensory image they found in
their independent reading book.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
-Display the story on the board
-have the students read along on
their paper
-read the piece aloud to them.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
9-15-14
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
-Students identify a lack of

transitions in the example
-Students add transitions to
anothers writing
-Students add them to their own
writing.
Provide options for expression and
communication- increase medium
of expression
Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
-Asking students to identify what is
missing (transitions)
-Asking students to add their own
transitions without much help from
the teacher
Provide options for comprehensionactivate, apply & highlight
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
-Students adding their own
transitions to their own writingthey will have to learn it and
understand it in order to do so, and
will know that they dont
understand if they have trouble
adding them.
-Writing packet
-Interactive whiteboard
-Blue writing utensils
-Notecards for warm up.
Students will be in cluster groups of 4-5.

How will your classroom
be set up for this lesson?
III. The Plan

Time
Components
Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Write this on the board before class:
Good morning, 6th graders!
10
min
10
min
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
the lesson)
You may spend your warm up time reading your

independent reading book IN YOUR SEATS.
Look specifically for a character description and/or
a sensory image. When you find one, write it down
on the notecard provided. I will collect these after
warm up time.
-Instruct students to put their books away and to

turn their attention to you.
Students should return to their desks and put the

books away.
-Tell students that the writing lesson will focus on

how to use a variety of transitional words, phrases,
and clauses in their writing in order to create a clear
path for the reader.
-Display a copy of Linking/Transition Words and
Phrases and direct students to take their copy out.
-Tell students to also take out their Transitions
list.
-Review the list. Reinforce the point that transitions

words are like road signs for the reader, helping
them to stay on the right path from the beginning to
the end of the writing.
9-15-14
Students will enter the room and see the note on the
board. They will follow the directions and do the
warm up in their seats.
Students should take out the Transition words and

phrases sheet. (in their writing packet).
Students should also take out their Transitions
List sheet.
-Turn to the Terrible Trip story. Tell students to

pay attention to the flow of the story.
Students should listen to you read the story.
-Read the story to students.

-Ask students what they noticed about the
transitions between events. Guide them to say that
the story lacks flow because it is lacking good
transitions.
-Students should offer up their ideas as to what the

story is missing.
-Tell them youre going to edit the piece.

-Remind students that writers use commas and
transitions to create a clear path for the reader.
-Underline the first sentence. Ask them what
transitions they could add to the piece to make it
flow a bit more (using their transitions list).
(an example may be..My brother Colton, a few
of my buddies, and I had just gotten out of freezing
cold Higgins Lake. After playing a little catch with
my vortex football, we decided to organize a two
hand touch football scrimmage. First, we divided
the players up so that we would have fair teams.)
-Students will probably raise their hands with ideas

as to what to add.
-Instruct students to work in their group to fix the

rest of the first paragraph. Instruct them to use their
transitions list for ideas and to write the words in
blue marker.
-Walk around the classroom and take note of how
groups are doing.
Students will work with their cluster group to edit

the remainder of the first paragraph.
-Assist any groups that need assisting.

-When all groups have finished, ask the class what
they came up with.
-Listen to the group ideas as to how to fix the rest
of the first paragraph.
Students will offer up their suggestions as to how to

fix the paragraph.
-Correct any errors and guide students to have

completed a paragraph that flows.
-Instruct students to go through the second
paragraph and do the same thing.
-Continue walking around and listening to each
group.
(If students need it, they can go through the whole
story. However, I believe they will understand this
quite easily and going through the first two
paragraphs will be enough. They will continue to
learn transitions through the practice of putting
9-15-14
Students will work in groups to correct the second

paragraph.
transitions into their own stories.)
Closure
(conclusion,
culmination,
wrap-up)
-Instruct students to spend the remainder of their

time adding transitional words and phrases to their
own stories with their blue marker. If they find that
they have already used transitional words, they
should underline them in blue marker.
Students will spend the remainder of the class

period typing their piece.
(one student typed his from the beginning- he
will just need to go back and edit his based on the
edits he has made by hand since writing the initial
story.)
-Have them check their stories with you when they

are finished. If they are all set, they may begin
typing them.
Students should check their story with you when

they are finished.
-Tell students that the should have their stories

typed by_________ (what ever day is three days
later).
If they get the okay, students can type their story on

their computer.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I wasnt able to teach this lesson- I taught a different lesson (that Bethany organized) per Bethanys request. I
think this lesson would have gone well, as it doesnt contain too much information. I didnt have too much
trouble preparing the lesson- I was instructed to teach about transitions by Bethany, so choosing a topic
wasnt an issue. However, I did find it to be a bit of an abstract idea to teach. There are so many different ways
to transition in writing- it isnt like conjunctions and interjections in that there isnt an obvious right or wrong
answer. Sixth graders sometimes struggle with this, as they prefer to have a definite answer. I believe that
encouraging them to stick to the transition words on the list that they were given was helpful because it gave
them some guidelines as to what to include in their transitions. I believe they would have struggled quite a bit
more had I left it open ended for them.
9-15-14

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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher: Janneke Cole

Subject/ Topic/ Theme: Language Arts/Narrative Writing/Transitions

Grade: 6th Grade

Learners will be able to:

Use transitional phrases effectively in their own writing

II. Before you start

What barriers might this

What will it take

Formative (as learning):

Provide options for language,

Provide Multiple Means of Action

Provide Multiple Means of

-Students identify a lack of

Provide options for sustaining

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

Provide options for self-regulationexpectations, personal skills and

Students will be in cluster groups of 4-5.

III. The Plan

Describe teacher activities

You may spend your warm up time reading your

-Instruct students to put their books away and to

Students should return to their desks and put the

-Tell students that the writing lesson will focus on

-Review the list. Reinforce the point that transitions

Students should take out the Transition words and

-Turn to the Terrible Trip story. Tell students to

Students should listen to you read the story.

-Read the story to students.

-Students should offer up their ideas as to what the

-Tell them youre going to edit the piece.

-Students will probably raise their hands with ideas

-Instruct students to work in their group to fix the

Students will work with their cluster group to edit

-Assist any groups that need assisting.

Students will offer up their suggestions as to how to

-Correct any errors and guide students to have

Students will work in groups to correct the second

transitions into their own stories.)

-Instruct students to spend the remainder of their

Students will spend the remainder of the class

-Have them check their stories with you when they

Students should check their story with you when

-Tell students that the should have their stories

If they get the okay, students can type their story on

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