Missouri Pre-Service Teacher Assessment (MoPTA)

Lesson Plan Format Taylor Washam

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

State
Prewriting: 6-12 Correlation Writing 2A
Apply a writing process to develop a text for audience and purpose.
Grade 2
Follow a writing process to plan a first draft by:
a. Brainstorming and recording key ideas using a graphic organizer.

National
Research to Build and Present Knowledge: CCSS.ELA-LITERACY.W.2.9
Recall information from experiences or gather information from provided sources
to answer a question.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and
student needs

Students can use a graphic organizer to record key ideas from the story, Handas Surprise.

Students can use adjectives in their graphic organizer to describe the fruit listed in the
story.

Overall Learning Target: Students can fully complete a graphic organizer correctly
answering the prompt with key ideas gathered from a story.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson

Before: I will informally assess my students on their knowledge of adjectives, fruit, and the
use of graphic organizers.

During: I will assess my students during the read-aloud by stopping and asking what
adjectives they hear describing the fruit on the page. I will assess their ability to help me
brainstorm key adjectives describing the fruit in a graphic organizer format on chart paper.

After: I will assess my students ability to complete a graphic organizer on the adjectives
they gathered describing all of the fruit in the story.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)

1. I will engage the students as a whole class sitting on the front carpet. I will draw
them in by letting them know that I love to eat fruit. I will ask them to raise their
hand if they like to eat fruit too. I will give them a chance to share their favorite fruit
and let them know that today we are going to be reading a story and writing about
various types of fruit.
2. Before the lesson, I will also assess my students by asking them what they already
know about adjectives. We will discuss its meaning together and I will provide them
with describing word examples such as smooth, hard, soft, round, sweet, tart, etc. I
will ask them to be listening for adjectives as I read Handas Surprise because they
will be filling out a graphic organizer based on those key words from the story. I
will assess their background knowledge on the use of graphic organizers to help
them record key ideas. Here I will let them know their learning target for our
writing lesson, which is I can complete a graphic organizer with key ideas gathered
from a story.
3. During the story, I will stop on the page describing bananas. I will ask, What
adjectives did you hear describing the banana? Students will raise their hands and
say soft and yellow. I will have students give me more adjectives and each
student will come to the board to make a list of adjectives for bananas in a graphic
organizer format on chart paper. I will remind students to keep listening for those
adjectives as we continue the story.
4. After the story, I will pull up the graphic organizer on the screen and give them their
writing prompt: Record two adjectives to describe each fruit from the story. I will
explain that we will fill out two fruits together (Guava and Passion Fruit). Students
will be given their own graphic organizer and a handout of the rubric. I will have
them complete it at their desks. Before I dismiss students, I will share the rubric I
am using to assess their understanding of using a graphic organizer as a pre-write
activity. I will also give them examples of what different scores look like for the
assessment by showing them 3,2,and 1 scores for a graphic organizer describing
different kinds of dessert. The graphic organizer assessment handout and provided
rubric for this lesson are shown below
 5. Once students are back at their seats, I will model the recording of key ideas from
the story to complete the first two sections of the organizer. Students will fill those
out at the same time. I will then ask students to complete the rest of the graphic
organizer on their own and remind them of my expectations for the assessment
(what I am looking for on the previously shared rubric).
6. I will post images of the fruits on the board to help guide their descriptions.
7. To close, I will have them turn their graphic organizers in to me. We will gather
back on the carpet and I will set them up for their next stage in writing their
descriptions of the fruit. We will be writing complete sentences describing the fruit
from the story during the next lesson.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their
needs

I will explicitly teach the whole class about the use of the graphic organizer and how it helps
us organize our thoughts prior to writing complete sentences. I will model an example of
how I use the key ideas from the story in order to describe two of the fruit. I will also
provide them with images for each fruit so they can have a guide for ways to describe them.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning
objectives

Students will help name adjectives for a banana during the read aloud. I will give them an
opportunity to list the adjectives they name on the board as practice for drawing key ideas,
in this case, adjectives describing the fruit, from the story to answer the question. They will
then be given an opportunity to follow along and record ideas as I model two describing
words for two fruits in their graphic organizers.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson

Graphic Organizer Handas Surprise Fruit (one per student)

Pencil

Smartboard

Handas Surprise Book (in hand copy and online YouTube version)

Images of each fruit

If possible, bring in real life examples of fruit so students can feel and observe.

Chart Paper for banana adjective list

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance
instruction and student learning

Smartboard access to online YouTube version of the story.

iPads/Laptops to look up more information on certain fruits.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language
differences, etc.

To challenge some learners, I will provide access to blank graphic organizers for them to fill
out adjectives on other fruits they can think of. It will give them the opportunity to choose
fruits they like, while continuing practice with the use of graphic organizers and adjectives.

In the case of a diverse learner, they will benefit from the modeling of two of the sections in
the graphic organizer. Hopefully, they can use these as examples to help them complete the
rest of the chart.

English language learning students may feel overwhelmed by the vocabulary for the fruit
and the vocabulary used to describe the fruit. I will provide them with visuals for each fruit
and we will brainstorm and write together a list of adjectives that are frequently used to
describe fruit, such as colors and tastes. I will put the list in a place where they can use it as
a reference. I will also put visuals by the list. For example, to describe red, I might put a
visual of an apple.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student
behavior needs to help keep students on task and actively engaged

The class has practiced responding and engaging in whole class discussions prior to this
lesson so they will be able to understand what that looks like; however, I will remind them
of the importance of being careful listeners as I read the story. I will remind them to raise
their hand for permission to speak and answer the questions. Prior to filling out the graphic
organizers, I will remind students that they are to work independently on them without
help from a neighbor. I want to know what they know and can recall from the story.
Finally, as I transition them from the carpet to their seats, I will call their name up one at a
time to pick up a graphic organizer worksheet individually. In doing so, I will have
alleviated some chaos from sending them all back at the same time. I will also be able to do
a little check-in with each of them individually to make sure everyone is following along.

Extensions
Activities for early finishers that extend students understanding of and thinking about
the learning objectives by applying their new knowledge in a different way

I will provide students with an empty graphic organizer set up in a web format (the same as
the one given) for them to brainstorm more adjectives for other fruit not named in the
story. They will be practicing their understanding of answering a question in a graphic
organizer format. They will list the key adjectives for other fruit.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student
understanding and interconnect concepts (may be incorporated tomorrow or throughout
the unit)

I will deepen their understanding of graphic organizer usage by referring back to these
organizers in the next days lesson. We will be moving on to writing complete sentences
using the adjectives listed in the prewrite activity of the graphic organizer. I will show them
how helpful it can be to have organized your thinking before jumping into a more formal
writing piece.

Additional Information
Any area or lesson component that may not have been covered by this format that you
think is vital to include in this lesson
It may be beneficial to make an anchor chart for adjectives to help students remember what
the key word means in the writing prompt. Do this prior to completing the graphic
organizer!