UNLV/Department of Teaching & Learning Elementary

UNLV Student: Savannah Ricks

PSMT Name: Winter

Lesson Plan Title: The Secret Garden

Lesson Plan Topic: Writing

Date: 6.13.16

Estimated Time: 30 Minutes

Grade Level: 2nd

School Site: Lake ES

1.State Standard(s): W.2.3 - Write narratives in which they recount a well-elaborated

event or short sequence of events, include details to describe actions, thoughts, and
feelings, use temporal words to signal event order, and provide a sense of closure.
2.Teaching Model(s): Teacher centered
3.Objective(s):
SW be able to write a narrative short story using a graphic organizer.
4.Materials and Resources:
-Narrative graphic organizer
-White board
5.Instructional Procedures:
a. Motivation/Engagement: The TW ask the students what types of stories they have
been reading during their reading time. They should say folktales. Once they say folktales
the TW ask if they are to persuade, inform, or entertain. The students should say
entertain. The TW then review what it means to entertain. The TW tell the students they
are going to be writing their own story.
b. Development Activities or Learning Experience: Once the teacher has the students
attention the TW tell the students the writing prompt, Imagine playing in the garden and
you hear tiny voices. What happens next? Once the teacher has told the students the
writing prompt she will put three columns on the board. One is how to get to the other
side of the garden, second is what the tiny voices are, and last is what the tiny voices
were doing. The TW call on different students to fill in the columns with different
answers. Once all the columns are filled the TW explain the graphic organizer. The TW
ask what a graphic organizer is. Once the graphic organizer is explained the TW release
the students to work on their graphic organizers.
c. Closure: The TW tell the students that once their graphic organizer is finished to put it
into their writing folders and work on AR until everyone is finished because then they

will go to the next thing in their day.

d. Extension: Students who finish and want to get ahead can have me check their graphic
organizers to make sure it flows and they have a beginning, middle, and end to their story.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Having the columns on the board for students who are stuck on how to get to the other
side of the garden and what the tiny voices are. The other is to have sentence starters on
the Elmo.
7. Assessment and Evaluation of Learning:
a. Formative: Graphic organizer
b. Summative: Final paper due at the end of the week
8. Homework Assignment: N/A
9. Reflection:
a. Strengths: The biggest strength I had in this lesson was putting the three columns on
the board and having the students give examples. I saw a few were confused so I decided
to elaborate and ended writing my own short story while the students were working on
their graphic organizers and I read mine to them. It was a spur of the moment decision
with me writing my own short story but I thought it would be helpful.
b. Concerns: The concern that I had was that the students did not understand the graphic
organizer that was given and I feel as if I couldve given them another organizer that was
easier for a narrative. The graphic organizer that I gave them had a first, next, after, and
finally boxes but the students did not follow the order at all.
c. Insights: This writing gave me an insight that even though the students had a tricky
time working with the graphic organizer they all loved the narrative writing and all did
really well. I enjoyed reading them and helping them slowly establish a story. I will be
doing narratives in my own classroom.