Generic Lesson Plan Form

Subject:LanguageArtsActivity:DescriptiveWritingSetting:3rdGrade#ofStudents:24

StatementofObjective: Accommodations
*Observable/Measurable(A,B,C,D) Studentswillbeabletoeditapieceofwritingtoinclude5synonymstomakeitmore
*GLCE/IEP descriptivewith90%accuracy.

Studentswillbeabletousetheir5sensestodescribeanartifactandbeabletodescribethe
objectusingdescriptivewordswith90%accuracy.

Materials:
*Preparedandorganized Compositionnotebooks
*Availableforall Hersheyskisses

Opening:
*Gainattention/motivate Lastweek,westartedacreativewritingpieceandyouallcameupwithyourownideas, Givefirstexample
*Activatepriorknowledge charactersandsettingtocreateastory.Today,wearegoingtotalkabouthowtomakethat
~link/relate;assess;preparefornew writingmoreexciting.
learning(e.g.vocabulary)
*Stategoals/setpurpose 1. Writefunontheboard
~explaintask:why,what,how,andwhen 2. Askkidstocomeupwithsynonyms
forstrategies Whatisasynonym?
*Cleardirections Comeupwithatleast5
3. Examplestudentscanwritetheirwordsontheboard
4. Createagraphicorganizer

Presentation:
Teacher: 1. DisplayPowerPoint
*Varietyoflearning(T/S,S/S,S/T)
*Organizationalframework Explainbehaviorexpectations
~construct,clarify,andlinkconceptsina
meaningfulcontext 2. HersheyKiss
*Presentvisually,verbally,kinesthetically, Weknowwhatthisis,butimagineifwehadneverseenitbefore
realworld(e.g.LESH) Howwouldwedescribeit?
*Modelandthinkaloudtomakevisible leadthisintoanintroductionofthe5senses
~languagepractices/processes
~learningstrategiesandadaptations(how, Todaywearegoingtofindwaystodescribethissmallpieceofcandy
whenandwhy) withoutusingitsname
~organization,relationships,andclues reviewdefinitionofadjectives
*Transferofcontrol
~studentsexplain,justify,clarify,etc.
*Cleardirections
*Checkforunderstanding
~appropriatefeedback:praise,prompt
probe/question(inZPD)
~assess/errordrill
~monitorandadjustinstruction
Students:
*Participation
~overtandactive
~instructionaldialogue,thinkaloud,
explain,justify,evaluate,etc.
GuidedPractice:
*Activityrelatedtopresentation/objectives 1. Gothrougheachslideandcompletethetask Completethink
*Activestudentparticipation Eachstudentwillhaveagraphicorganizerinfrontofthemtofillinwith aloudforeach
~providerationaleforassignment descriptiveadjectivesforeachsense sensetogetthem
~multisensoryandrealworld Callonstudentstoshareoneword thinkingofwhatto
~instructionaldialogue writedown
*Transferofcontrol 2. Meetatthecarpet
~studentsexplain,justify,clarify,think Fillinlargeclassexampleandleaddiscussion
aloud Withoutusingitorthing,whatcanyoucallthisitem?
*Checkforunderstanding Whichsensewaseasiest?Themostdifficult?
~ensurehighsuccessrate Howcanwedothisinourwriting?Whyisitimportant?
~appropriatefeedback:praise,prompt,
probe/question(inZPD) 3. Backtoseats
IndividualPractice: ReadparagraphontheElmo
~assess/errordrill Studentshave5minutestorewritesentences,changesynonymsandmake
~monitorandadjustinstruction theparagraphmoreexciting.
*Management/monitoring invitestudentstoeditasaclass
~scan,circulate,assess,support,praise
Closing:
*Adequatetime
*Studentssummarizecontentand
accomplishments
*Assess/identifynewgoals
*Linktofuturelearning
Sharenewparagraphwiththeclass
Takeavoteonwhichparagraphwewouldratherread
Repeatfirstactivitywithanewword
good
thistime,trytodoubletheamountofsynonyms(10)

Reflection:
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