SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)
Formative
AND/OR
Summative
Assessment
Evidence
Objectives
A-B-C-D
Bloom's Taxonomy

DETAILS
Danelle Locke
Language Arts
4th Grade
11/3/14

CK

CC.1.4.4.M: Write narratives to develop real or imagined experiences or

events.

cc.1.4.4.B: Write multi-paragraph informational pieces (e.g.,

descriptions, letters, reports, instructions)

CC. 1.4.5.C: Write persuasive pieces.

Include a clearly stated position or opinion.
Include supporting details, citing sources when needed.

Formal Evaluation
The written paper, of their choice
Informal Evaluation
Putting the ingredients on the board.

Students will write a paper about Fall choosing one of

the authors purposes (persuasive, narrative,
informative).

Webb's Depth of
Knowledge (DOK)

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
I havent been here the past few days! Tell me what are
a few things that you learned this week?
Hook/Lead-In/Anticipatory Set
Today you have three choices.
Explicit
Big Idea Statement
Instructions
Students can identify different types of nouns. Students
Big Ideas
can identify authors purpose.
Essential Questions
Essential
Can students apply their knowledge of authors purpose
Questions
to create a story of their choice?
Key Vocabulary

Lesson Procedure Pre-Assessment of Students

Must include
What are the three types of writing? (Informative,
adaptations &
Narrative, Persuasive)

CK

accommodations
for students with
special needs
Accommodations,
Modifications

Materials
(reading,
technology,
equipment,
supplies, etc.)
Closure

Other(This area
is to be

What are some differences between the three types?

Modeling of the Concept
As they give me the components of authors purpose, I
will write them on the board, which they can refer to
throughout the writing process.
Guiding the Practice
I will provide them with 3 different prompt they can
choose from.
Persuasive: Fall is the best season because
Informative: Pretend that I dont know what the season
Fall is, write me a letter telling and describing what
happens in Fall.
Narrative: What is your favorite fall memory?
Transition
People who want to write a persuasive essay go to the
back corner
People who want to write a narrative essay go to the
font table.
People who want to write an informative essay go to the
middle table.
Providing Independent Practice:
They are given a Graphic Organizer for Brainstorming.
Transition:
When they are done Brain Storming they are to grab a
computer and go throughout the room and type their
paper.
Providing the Independent Practice
After the students are done brainstorming I will have
them type their paper. They must include an opening
paragraph, a body with 3 supporting details, and a
conclusion. When they are done, please print. Raise
your hand and I will come around and collect them.
Adaptations/Accommodations for Students with Special Needs
They will get extended time to complete the
brainstorming activity, and typing the paper.
Computer
Brainstorming Paper
USB
Summary & Review of the Learning
Before we switch, lets hear three different stories and
see if we can determine what the authors purpose is
and why.
Homework/Assignments
Bring the essay with you to class tomorrow, we will look
at the again.

determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?