Junkyard Wonders Lesson Plan

(Based on the MoPTA)

Mizzou Ed, Office of Field Experiences University of Missouri, Columbia

Student Teacher Intern ____Ashley Yallaly___ Date___11/30/17_____

School/Grade_______Fourth Grade________Cooperating Teacher__Katie Betts___

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
National:
NL-ENG.K-12.11: Students participate as knowledgeable, reflective, creative, and critical
members of a variety of literacy communities.
NL-ENG.K-12.12: Students use spoken, written, and visual language to accomplish their
purposes.
State:
R.I.4.1: Refer to details and examples in the text when explaining what the text says explicitly
and when drawing inferences from the text.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs
Students will be able to respond to questions posed about the text.
Students will be able to provide examples of how they are a vital member of the classroom
community.
Students will be able to create a visual representation of their unique skill, quality, or
knowledge.

Assessment (type(s) of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson
Before: The students will participate in a think, pair, share as they discuss their predictions
for what the story will be about, prior to its reading.
During: Students will be required to participate in answering questions during the read aloud,
and be able to back up their answers with evidence from the text.
After: The teacher will assess the students ability to connect with the text and create a visual
representation of their skill, quality, or knowledge. Artistic ability will not be a factor in the
assessment.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion
The students will be seated on the carpet in front of the teacher as the prepare for the read
aloud. The students will watch as the teacher does a wordless book walk through the book
Junkyard Wonders by Patricia Polacco. They will then be instructed to participate in a think,
pair, share, as they try to figure out what the book will be about. The teacher will call on a
few studetns to give their predictions. The teacher will read the book aloud. They will stop
along the way and ask students questions about the feelings of the character and the plot of
the story. Once finished, the students will be asked to do a quick retell of the story. Then the
teacher will introduce the assignment they will be given. The assignment is to think deeply
about how each of the children apart of the junkyard wonders class had something about
them that made them unique and critcical to the classroom community. The students will
then be instructed to think of something that makes them unique, whether that is a skill, a
trait, or a knowledge about a particular topic. They will then be asked to create a visual
representation of their uniqueness to be displayed for everyone. The teacher will walk
through the instructions with them and show an example.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
Throughout the read aloud, the teacher holds the students attention by asking them
questions. The teacher gives very explicit instructions for the assignment, and provides them
with an example.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective
The students are given multiple opportunities to respond to questioning. They have access to
the book to recall what happened as well as to use during their idea gathering stage of the
assignment. The teacher is available for assistance should they need it. The students are also
given the unique opportunity to use their creative abilities to complete the assignment.

Resources and Materials

List of materials used in the planning of and during the instruction of the lesson
Junkyard Wonders by Patricia Polacco
Writers notebook
Writing utensil
Smart Board
Computer
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
The teacher will use a computer and the attached Smart Board to show the example to each
of the students.
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Enrichment: Students who want more of a challenge will be asked to come up with a name
for the class to use instead of Junkyard Wonders. They will also be asked to think of and
write a few paragraphs about what they would have created if they had been in the
Junkyard Wonders class.
Support: Students who need extra attention will be given a list of example traits, qualities,
talents, or types of knowledge. They will also be given typing access if it is more beneficial
for them than writing on paper.
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to
help keep students on task and actively engaged
Throughout the read aloud and the period of instruction, the teacher will check the students
for their attention by asking clarifying questions. The teacher will also monitor their work on
their assignment.
Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way
Early finishers will be tasked with several different options. They may think up a name for the
class instead of Junkyard Wonders. They may write a few paragraphs about what they
would have created if they had been in the Junkyard Wonders class. They can also write a
short exerpt about what the word genius means to them.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit
The following day during the same time, students may share their writing and their creation
with the class. Their peers may ask questions about their unique trait, ability, or knowledge.
Special Circumstances/Focus for Observation/Additional Information
Any special circumstances of which the observer should be awareAny area or lesson component that
may not have been covered by this format that you think is vital to include in this lesson
The use of unkind words and instances of bullying are occurring very often in the classroom
setting. I chose this lesson as a way to bridge the gap between students and show them that
each of us have something that we should be proud of.