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LESSON PLAN OUTLINE

Early Childhood & Elementary Education Programs

Name(s):

George Merryman

Initial Plan

Revised Plan

Date & time activity is to be presented: 11/13/2015


Date initial written plan is submitted to the practicum teacher and supervisor:
(MUST be at least two weeks before the activity is to be conducted)
To be completed by the practicum teacher:
I have reviewed this initial plan and approve it as written.
I have reviewed this initial plan and approve it with the recommendations noted. I expect to have a revised
plan that reflects these recommendations on the day the activity is presented.
I have reviewed this initial plan and recommend modifications as noted. I expect to have a revised plan that
reflects these recommendations one week before the activity is presented.
I received this revised plan a week in advance.
___________________________________
Signature of Teacher /Practicum Supervisor

________________
Date Received

TITLE OF ACTIVITY

Story Stretcher with "Bear Wants More" by Karma Wilson


CONTEXT OF ACTIVITY

CONCEPTS/SKILLS

OBJECTIVES

PLAN FOR ASSESSMENT

What do you want students to


learn as a result of this activity?
OR
What skill do you want
students to demonstrate?

How will students demonstrate


understanding of the concept?
OR
How will students demonstrate
success with the stated skill?

How will you assess student learning of the concept?


OR
How will you assess student demonstration of the skill?

1: I want the students to read


with a purpose.
2: I want the students to learn
to write down and share their
ideas.
3: I want students to begin
recognizing basic story
structure.

The students will identify the


problem in the story.
The students will write their
ideas down and share them as a
group.
The students will identify the
problem in the story.

The students will write their own resolution to the problem in


the story.
The students will share their writing exercise with the class.

The students will identify the problem in the story and and
write their own resolution.
(Attach a copy of the data collection
instrument to this document.)

RELATED VIRGINIA STANDARDS

1.5 The student will apply knowledge of how print is organized and read.
d) Read his/her own writing.
1.7 The student will use semantic clues and syntax to expand vocabulary when reading.
e) Use knowledge of story structure.
1.13 The student will write to communicate ideas for a variety of purposes.
g) Share writing with others.
MATERIALS NEEDED
paper, pencils, "Bear Wants More" by Karma Wilson,
PROCEDURE
Preparation of the learning environment (take a picture to include with your reflection).
I will bring the book. The paper and pencils are readily available in the classroom.
Plan for taking turns during the activity
The children will each write their own conclusion to the story and share it with the class.
Introduction of the activity to children (and families, if possible)
The teacher will tell the children that I am going to guide them through a reading and writing activity.
Implementation of the activity (specific procedure for teacher and students)
I will begin by discussing the problems we have encountered in some of our previous read alouds. For instance
the kids are familiar with Skippy Jon Jones, a cat that wants to be a dog, Jeremy Jacob who needs to keep his
sister happy so he can dig up his treasure and Imogene, who wakes up with antlers on her head. We will
discuss the various problems encountered in these stories and how they are resolved. Next, I will introduce
"Bear Wants More" and explain to the children that we are going to read the beginning of the story to discover
the problem, so we can write our own conclusion to the story the following day. The following day language arts
will begin with a discussion of the various problems and resolutions we have encountered in other stories. Then
I will have the childen form an inner and outer circle trading ideas for what happens to bear with three different
classmates. After this I will ask for suggestions from various students and we will fill a graphic organizer with
ideas for what happens next. The kids will then be dismissed to begin their writing assignments. At the end of
class we will reconviene for read aloud time where each student will share their conclusion to the story. Finally
we will read the end of Bear Wants More and discuss how we would have liked the story to end.
Closure and cleanup
The students will stack their papers on the table next to the reading circle.
PLANS FOR DIFFERENTIATION
Differentiation will take place during writing time as I observe the children and help them individually with their writing
assignments.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
The biggest possible issue I foresee is children struggling to imagine a conclusion to the story. I will help them work out
an ending on an individual basis.
SUPPLEMENTAL PLANS FOR PARTNER TEAMS

A copy of the data collection instrument for this activity is attached.

This plan must be submitted to the practicum teacher AND your supervisor
TWO WEEKS prior to the activity date.