EDU234 Lesson Plan Template Explicit Model 2013-2014 Name: Megan Heacock Date: 4/24/2014 Grade Level: 3rd

grade Class Period: N/A Subject: Writing Lesson # & Title: Lesson for Days 4 and 5 Big Idea/Lesson Focus: Our actions have consequences seen and unseen, good and bad. Essential Question: How can I communicate in writing about an important topic that affects us all? Context for Learning: 24 students: 10 boys and 14 girls with 4 students on IEPs: 3 SLD and 1 ADHD Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Re-teaching

Content Standards: CCSS.ELA.L.W.3.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. Learning Objectives: At the completion of the lesson, students will be able to write descriptive and informative pieces of written work with 95% accuracy. Academic Language (Academic Language Demands and/or Academic Language Objectives): Writing, details, describe, travel brochure, journal entry, newspaper article, poem, letter, short story, comic strip, express, communicate, and persuade. Instructional Materials and Support: SMARTBoard, sample pieces of writing such as a newspaper article, a comic strip, a travel brochure, a journal entry, poem, letter, and a short story, paper for students to create written work, pencils for students to write with. Prior Knowledge: Experience with written works such as papers and poems and have researched a certain endangered animal. Assessment Plan:

Pre-Assessment for the unit: Pre-Test on Day 1 Assessment(s) during the lesson: Observe how students are doing when trying to figure out what type of
written work is presented to them as well as what the purpose of the writing. must be met in the written assignment, will be graded on that.

Assessment(s) at the end of the lesson: Use rubric to determine if the children meet the requirements that Post-Assessment for the unit: Zoo Night on Day 10
Strategies & Learning Tasks DAY ONE Introduction/Opening: 1. Greet students. Good morning students, I hope you are all having a wonderful day! 2. Have students share the animals that they have been researching the past couple of days and have them give one interesting fact about that animal.

I know you have been busy researching endangered animals the past couple of days. I would like everyone to go around and share the name of the animal that they are researching and one interesting fact about that animal. Who wants to go first? 3. Ask students what other ways other than speaking information can be shared. Be sure to emphasize writing communication. You all have just shared information verbally, but what other ways can information be shared to others? The way that we are going to be focusing on sharing information for the next couple of days is through written communication. Presentation/Explicit Instruction: 1. Ask students what they think writing is and have them share their information with the class. To begin, I would like you to do a lean, look, and listen about what you think writing is. Who would like to share with the class what their partners came up with? 2. Explain to the students what writing is and why people write. Writing is when people write about objects, people, ideas, or topics. There are many different reasons why people write. Some of these reasons are to express thoughts, share experiences, to communicate, to tell about important events, they want something, to share their feelings, to ask questions, to persuade, and to teach. Like I said before, this assignment we are going to be focusing on writing to communicate. 3. Tell students that there are also different forms of writing as well as different reasons why people write. As well as there being different reasons for people writing, there are also different types of writing. There are many, many different types of writing. We are only going to focus on some types of writing, but keep in mind that there are also multiple different types that we are not going to discuss. 4. Teach students the different forms of writing by explaining what each one is. Have examples up on the SMARTBoard for students to look at while you are explaining each type of writing. The first form of writing that we are going to talk about is a newspaper article. How many of you have seen someone reading a newspaper? Have any of you actually read a newspaper article? If so, I want you to think about what it looked like and what you read about. Can anyone tell me what they read in the newspaper article? A newspaper should discuss a topic, person, or an event that recently occurred. The newspaper informs people of what is occurring around them and around the globe. Another form of writing is a comic strip. You probably would not generally think of a comic strip as a piece of writing, but it definitely is. A comic strip addresses something through humor and through pictures as well as writing. Have any of you ever read a comic strip? They are pretty funny, but also informative arent they? Another type of writing is a travel brochure. Does anyone know what a travel brochure is? If so, can you please try to explain it to your classmates? A travel brochure is used to talk about a place by quickly stating the places features and highlights the major attractions of that place. A travel brochure can be greatly helpful when people are trying to learn about a place quickly but still want to get a lot of information. The writing on a travel brochure is quick, to the point, and easy to read. Another type of writing is a journal entry. You all know what a journal entry is because we have been writing those throughout the year. Will someone please explain what a journal entry is and why they are important? Thank you. The next type of writing that we are going to discuss is a poem. A poem is a type of writing that is very important. I know we have written poems before, but we are going to review them because it was a while ago. A poem has specific things that are included in it such as rhythm, meter, and many more things. It is sort of like a song written in a specific format. A majority of the time, poems include rhyming which makes them very unique. Does this all sound very familiar? I bet it does! Now we are going to discuss another type of writing that I do not think we have discussed before. Has anyone ever written a letter before? A letter is written to a specific person and tells that person about something. A letter does not have to very long, but it does need to be detailed so the person can learn and understand what the other person is trying to communicate. There are many things that someone could talk about in a letter. The last type of writing that we are going to learn about is a short story. A short story is just what it sounds like. It is a story that is short but is very descriptive. We read these sometimes when taking reading achievement tests. It is like a book but very, very short compared to a book. Do these types of writing make sense to you? I know I threw a lot of information at you, but we are going to be working more in depth with the different types of writing over the span of the rest of the day and also tomorrow. 5. Ask students if they have any questions and then give them time to do a stand and shake activity. Does anyone have any questions? We are now going to do a stand and shake, everyone get up and shake all the crazy out of your body. Structured Practice/Exploration: 1. Pass out samples of each type of work to each group of desks.

Alright now that we have all the crazy out of our body, we are ready to work again right? I hope so! I am going to pass out samples to each group of each type of writing that we talked about. 2. Have students look at each sample of writing and try to determine what type of writing it is. Please look at your samples in the middle of the table. I would like you to work as a group to try and determine what each type of sample writing is. For example, determine if it is a poem, newspaper, short story, etc. 3. Have students determine what the purpose of each sample is. Now that you have identified what each type of writing is, please try to determine t he purpose of each type. For example, is it to communicate, to teach, to persuade, etc. 4. When students are finished, have them share with the class by writing on the SMARTBoard what they found about each sample. We are going to share with the class what each table found. I have examples of each sample I put at each table so we are going to look at them on the SMARTBoard and someone from the table that had that sample is going to come up and write what type of writing it is and the purpose of the piece of writing so we all can see more examples of each type. Do you understand? 5. Explain that seeing these examples are good for the students and when they go home tonight be looking for examples of writing around their house. Seeing examples of types of writing and why the pieces were written is good practice to get you more comfortable with the writing process. Tonight, I would like you to keep your eyes open for these types of writing as well as others. You may realize how many different types of writing there really are. 6. Explain that we will be working on this concept again tomorrow. We will continue working with these writing concepts tomorrow, so get ready to be amazing writers! DAY TWO Guided Practice/Specific Feedback: 1. Ask students if they found any written pieces of work while at home. Did you all find a bunch of different written pieces of work after school? I am sure you did! 2. Explain the assignment of writing about their endangered animal to the students. You are going to be using what we learned yesterday to write something to inform other people about your endangered animal. You may pick which type of written work, out of the ones we talked about yesterday, you want to write about your animal. In case you forget, the types are a poem, a letter, a newspaper article, a short story, a journal entry, a travel brochure, or a comic strip. 3. Have students pick the type of writing that they want to do. Okay, I am now going to give you a few minutes to think about what type of writing you want to do. I am going to walk around and try to help if you are struggling with what type to pick. 4. Once students have picked what type of writing they will do about their animal, explain the requirements that must be in their work. Now that you have all picked what type of writing you are going to do about your animal, I am going to give you the things that must be in your work. You must have your name and date on the work as well the six things that you found researching yesterday: the name of your animal, the habitat of the animal, a description of the animal, three interesting facts about your animal, why your animal is endangered, and what we can do to help your animal. Your work must be formatted in a good way and must be organized. All of these things are projected on the SMARTBoard for you to consider while you are writing, so you dont forget. I know you can all do it! 5. Give students a sample from the day before for them to look at while they get started writing. I am now going to give you a sample from yesterday that you may look at for twelve minutes to help get you started writing. After twelve minutes is up, I am going to come around and the collect the samples from you. During this time, you may also ask me any questions you may have about your writing or this assignment. Independent Practice/Application: 1. Tell students that after those twelve minutes are up, you are going to still be able to help you but you will not help them as much as before. Now that twelve minutes are up, I am going to still be here to help you if you have any questions, but I will only answer so much. This is your time to work on your writing assignment. 2. Explain that this assignment is important, for a grade, and the students have the rest of the time to complete their writing assignment. This writing assignment is for a grade so please make sure you are doing your best work and giving a lot of details! You have the rest of the class to work on this writing. It is due at the end of class.

Closure: 1. When class period is over, have students turn in their writing about their animal. Okay class, it is time to move on with the day. I am going to collect your work now. I am sure it is wonderful, just like all of you! 2. Ask students if they had a good experience with this assignment and explain your hopes for the assignment. Did you all get a good experience with this writing assignment? I hope so. My hope was that you all felt more comfortable with different types of writing and someone could learn about your animal through your writing. 3. Describe what students will be doing next and that this writing assignment will be displayed during Zoo Night. This writing piece will be displayed during Zoo Night so others will get to see your wo rk and examine how well you did! Tomorrow, you will be working with Miss Briggs on learning more about speaking and will learn how to speak about your animal in a correct way. Have fun and be good for her please! Differentiation, Individualized Instruction, and Assessment: For the students that have SLD, I will give them more guidance if they have more questions after the twelve minutes that are allotted for in-depth questions during the independent practice section of the lesson. Also, I will make sure that if they need more time to finish their writing piece, they can work on it during free time with me or they may even have a chance to take it home that night and work on it depending on the progress they got done during class. For the student with ADHD, I specifically put the stand and shake in day one of the lesson for him/her, although many of the other students will benefit from this activity as well, so he/she could have some time to get up and move around. On day two, the students will be able to get up and move freely around the room, so when he/she is feeling distracted, they may take a break from their work and do so. Research and Theory: John Deweys constructivist theory is seen throughout this lesson because students are learning how to write by experiences observing and actually doing the writing. The teacher is being a guide to help the students learn, but is not forcing it upon them. Vygotskys constructivist theory is also seen throughout this lesson because the teacher is the more knowledgeable other who is scaffolding the students to move through the ZPD.