COE Lesson Plan

Lesson Teacher: Katie Staffanson

Date: Feb/26/2015

Lesson Grade Level: 3

Timeframe: 2:00 to 4:00

Content Area:

Grouping Strategy: Whole Group

Reading

Preparing for Lesson Development

1. What does your pre-assessment observation indicate about your
students needs and current performance and educational needs?
The students in my class are struggling to write complete sentences and
string together sentences in a story. They have been doing very well working
on typing and I want to push them to use this skill to build up their story
telling.
2. How will you design the lesson to meet the needs of all learners in
your classroom? Not all of the students can type. I will have them do their
assignment on a piece of butcher paper instead by writing and drawing the
pictures in the story.
Lesson Plan Development
Lesson Title: Online Book Making
Common Core and/or State Standard: W.3.4 4. With guidance and support from
adults, produce writing in which the development and organization are appropriate to task
and purpose. (Grade-specific expectations for writing types are defined in standards 1-3
above.)
W.3.3 3. Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
Technology Standard End of Grade 4 Benchmark 3.1 Use digital tools for personal
expression.

Assessment of Learning:
Lesson Objective: Students will be
able to write a story that shares a plot
and shows a clear sequence of events.

Formal: Students will be given a score out of

ten for having five pages with at least one
sentence on each page.
Informal: Ask students about the plot of the
story and how each sentence adds to the story.

Lesson Objective: Students will be

Assessment of Learning: Students will
able to use technology to type and
receive a plus for creating a bookk with
add pictures to an online book.
both text and pictures.
Based on the lesson objectives, select an appropriate teaching model
Madeline Hunter
Indian Education For All (IEFA)
No
Yes. If yes, please describe
Classroom
Lesson Procedures/Activities
Materials
Management
Needs

Describe each of your procedures and activities

based on your teaching model.

Provide a list of
the materials
needed for each
procedure or
activity.

Provide a brief
description of the
classroom
management
needs for your
procedures and
activities (e.g.,
grouping
strategies,
material
management)
Whole group

1.Anticipatory Set-Read In the Forest to the class.

Ask the students how a book would be made and
what they would make a story about.
2.Teacher Input-The teacher will ask the class
what are the important parts to a story. Explain
when the beginning, middle, and end occur.
Explain the importance of characters and setting
in a story. Go over 5 blends (bath, stork, when,
spoon, and sweater) that occur in words
throughout the story. Remind students of other
blends they see while reading. Write down
different blends on the board for studnets to
visualise along with a few words that have blends
in them.
3.Check for understanding-Ask the students what
important parts of a story are and what should be
included. Have a diagram on the board showing
three sections of a book. Call on students to help
label the parts beginning, middle, and end.

In the Forest by
Marie Hall Ets
1944

Whole Class
discussion, but
individually
question at least
25% of the class
before moving on.

4.Guided Practice-Divide the whiteboard into 5

equal sections with a line dividing each part.
Explain to the students that as a class they will
write a story together. Have the students have at
least one word per page that has a blend in it. Call
on students to get ideas of what the story should
be about. Quickly pick a subject from the
suggestions and name the story. Have a different
row decide on what the sentence and picture
should be on each page.Next use Storybird(online
book creation technology) input one page online.
Show the students how to add text and pictures.
Have them save onto the teacher account.
5.Indepedent Practice-Tell the students that they
will be now creating their own story on Storybird.
First have the students write the five sentences
that they will include in their story on a piece of
paper. They must have one word with a a blend in
it on each page. Give the students ideas of blends
and question them about which blend is present in
their sentence. They can write about any
appropriate subject as long as they have five
pages with at least one sentence per page. The
sentences will need to be checked and
approved.The next day when the students are

https://storybird.c
om

Maintain order
and do not let the
students talk over
eachother.

A piece of plain
paper, pencil, and
computer for each
student.

As students work
filter around
reminding them of
phonic spelling
rules and referring
them to their site
words for
spellings.

Whole Class

done with the initial writing they will go on

Storybird.com and input their sentences into a
book in the computer lab. Offer guidance and walk
through each step of making the title, adding text,
and adding pictures.
6.Closure-The day after the computer lab day
have the students read their books on the
overhead to the class.

Give the students

ground rules of
not talking during
the presentations
and have them
raise their hands if
they have
questions for the
author.

Evidence of Lesson Effectiveness/Student Learning: About 75% of the students

did well on writing the sentences while the other 25% really struggled to form the sentences
and a story line. The students did well understanding how StoryBird worked and grasped
connecting their creativty to the online book.

Reflection and Recommendations for Next Time: The students did very well
forming the sentences and inputting them into the online book. They struggled with keeping
on task while on the computers.It might be better to give the students only about 15
minutes on the computers and assign the rest of the online bookwork for homework.
Attachments, if required.