Amy Judy

March 5, 2015

Bluefield State College

Daily Lesson Plan
Subject: English Language Arts

Topic: Dinosaurs

Grade:

Length of Lesson: 30 minutes

First

Introduction/Essential Question: How does organized story structure (beginning, middle, and
end) lead to understanding?
Standard:

RLA.S.1.3 Listening, Speaking, and Media Literacy

Objectives:
A: General:
RLA.O.1.3.3 Create a real or imaginary experience with oral and/or visual
communication.
B: Specific

Students will construct their own story about what they would do in a day if
they had a pet dinosaur.
Students will accompany their story with an illustration of themselves and
their dinosaur doing an activity from their story.
Students will present their story and illustration to the class.

Methods:

Create story
Illustrate an event from student story
Oral presentation of story to class

Lined paper
White construction paper
Crayons/colored pencils

Materials:

Direct Instruction (I do):

I will have students recall that yesterday we enjoyed the read aloud titled Danny and the
Dinosaur. I will engage students by asking them if they are able to remember an event
from the story and when it occurred (beginning of story, middle, or end.) If students have
difficulty in the recollection of read aloud, it may be necessary to re-read Danny and the
Dinosaur If story is re-read, I will ask students at its conclusion if they can describe an
event from the story and when it occurred. Each student will be able to recall an event,
however, they can choose to pass if they feel uncomfortable responding.
Guided Practice (We do):
I will move to the whiteboard and explain to students that today they will be composing a
story and illustration of what they would do if they had a pet dinosaur for the day. Where
would they go? What would they eat? Who would they see? How would they get there?
What games would they play? By asking the above questions students will be prompted
to begin thinking of ideas for their composition. I will ask students to provide some
answers to the above questions so that I may write them on the whiteboard. Some
possible answers could be:

We would go to the movies

We would go to the park
We would go swimming
We would go to an amusement park
We would eat Chinese food
We would eat ice cream
I would introduce my dinosaur to my family/friends/teachers/grandparents
We would take a bus
The dinosaur would take me anywhere
We would play monopoly
We would play video games

As we wrap up our ideas, I will remind students that their story should have a beginning,
middle, and an end and stories should be composed of at least five sentences. I will leave
the ideas that we came up with on the whiteboard as suggestions for students to use in
their writing.
Differentiation:
Tier 1 learners: Will participate by composing a story and
illustration. However, their story should be at least three sentences
long, and will include something they do with their dinosaur in the
morning (representing beginning), afternoon (representing middle),
and night (representing end.)

Tier 2 learners: Will participate by composing a story and

illustration while using the read aloud, Danny and the Dinosaur
as a reference as well as the ideas written upon the whiteboard.
Tier 3 learners: Will participate by composing a story and
illustration at least eight to ten sentences long while including
additional details about their dinosaur such as type of dinosaur,
color of dinosaur, or where he/she came from.
Closure:
As lesson concludes, I will review the potential ideas that we came up with as a class for
their stories. I will also have students recall that all stories must have a beginning, middle,
and an end or the story will not make sense to the person that is reading it and I will
encourage them to do their very best when writing.
Independent Practice (I do):
Students will compose their own Dinosaur Day story. This will be their own narrative
telling about what they would do if they had a pet dinosaur for a day. Students will be
reminded that their stories should have a beginning, middle, and an end and to use
complete sentences. Upon completion of their stories, students will be given a piece of
white construction paper and crayons and/or colored pencils to illustrate themselves with
their dinosaur doing an activity from their story. Students will also present their stories
aloud to the class and explain their drawing. The story and illustration will be taped
together for display in our classroom.
Assessment/Evaluation of Lesson:
To assess students knowledge, I will read each story, making sure that each had a defined
beginning, middle, and end, complete sentences, and punctuation. I will write comments
on student work for feedback in the areas in which they excelled as well as areas that
need improvement. (Rubric attached)

Writing rubric for Dinosaur Day Narrative

Students Name_______________________

IDEAS

ORGANIZATION

STYLE

CONVENTIONS

My ideas and details

are about only the
events in my story.
Every sentence in my
story is about the topic.
I told my events in the
correct sequence.
There are details about
each event.
My story has an
ending.
I use words to describe
people, places, and
things in my story.
I
used
interesting
words to tell about the
action in my story.
I
used
complete
sentences
I capitalized the first
letter in each sentence.
I capitalized the names
of people used in my
story.
I used a period,
exclamation mark, or
question mark at the
end of each sentence.

Total points: ________________

Additional
comments:_______________________________________________________________

________________________________________________________________________