Intermediate Reading

PRACTICUM LESSON PLAN

PSU Student: Mr. Juarez Garcia Grade Level: 4th

Session #: 3 Content Area: Reading/Writing

Lesson Title: Expressing your personality into your writing

ALIGNMENT TO COLLEGE AND CAREER READINESS

STANDARDS
(Complete all strands that apply. The section is worth 3 points. Delete strands that do not
apply.)
STRAND: WRITING
· BOX SUB HEADING:Text Types and Purposes
· STANDARD: W.4.2d Use precise language and domain-specific vocabulary
to inform about or explain the topic.

STRAND: LANGUAGE
· BOX SUB HEADING: Knowledge of Language
· STANDARD: L.4.3a Choose words and phrases to convey ideas precisely.

OBJECTIVE AND EVALUATION OF OBJECTIVES

Objective: (What will students know and/or be able to do as a result of this lesson?) (2
points)
Evaluation: (You must be able to measure the demonstrated objective.) (2 points)
(Ex: The students will ​correctly label the layers of the earth​ with ​at least 80% accuracy​.
(Objective) (Evaluation)
Ex: Students will ​use writing sequence words ​by writing a ​paragraph with a minimum of
three sequence words​. (Objective)
(Evaluation)

LESSON PERFORMANCE OBJECTIVE/EVALUATION ​(4 points:)

● The student will be able to properly describe an item by writing 5 complete
sentences about it using at least 1 adjective.
MATERIALS: ​(1 point)
● Various Objects (Star Wars themed)
● Paper
● Pencil
● Earser
● Adjective Sheet

ANTICIPATORY SET: ​(2 points) ​How are you going to get their attention?
● Today for our session I brought some pictures of different objects/people from
Star Wars and we are going to take a look at them together.
LESSON INTRODUCTION: (2 points) ​State Objectives (in “kid language”) for today’s
lesson.]
● Today we are going to practice voice by looking at an object and writing 5
sentences about it using 1 adjective in each sentence.
TEACHER INSTRUCTION:​ (2 points) ​Script every word you plan to say.
● Last week we talked about putting your voice in your writing. Do you remember
what voice meant?
● Student 1: Yes, voice is like putting your own personality in your writing.
● Student 2: No, could we go over it again?
● Plan accordingly to the kid’s response.
● A very simple way of expressing your voice in your writing is the use of
adjectives.
● Do you know what an adjective is?
● Student 1: Yes, an adjective describes a person, place, thing, or idea.
● Student 2: No, could you explain to me what an adjective is?
● Plan accordingly to the kid’s response.
● Now we know what an adjective is, I have brought a list of adjectives that you
could use for our writing activity.
● For the writing activity I am going to give you one minute to study a picture of
something/someone from Star Wars.
● I am then going to take that picture away and have you write 5 sentences about
the picture describing it in your own voice.
● As you are writing I want you to use your adjective list and use one adjective in
your sentence.
● You can not though use the same adjective twice.
● This is where I want to see your personality come out in your writing.
CHECK FOR UNDERSTANDING: (2 points) ​How are you going to make sure the
students understand the skill?
● Ask what skill are we practicing again?
○ Answer: Voice
● Ask them what voice is again when writing?
○ Answer: Adding your own personality into your writing.
● Ask how many sentences they need to write?
○ Answer: 5 sentences
● How many adjectives do they need to use and can they be the same in each
sentence?
○ Answer: 1 adjective in each sentence and no they must different in each
sentence.

APPLICATION/GUIDED PRACTICE/INDEPENDENT PRACTICE: (2 points)​How will

the students practice the skill
● The students will have to add their personality into their writing by studying a
picture/person and writing a description using one adjective into it.
● The students will have to complete a total of 5 sentences so they get a little bit of
practice.

CLOSURE: ​(2 points) ​[Share Closure (in “kid language”) for today’s lesson.]
Restate the introduction, give a quick summary, tell how the skill will be used in the
future.
● Today we practiced voice by looking at an object and wrote 5 sentences about it
using 1 adjective in each of those sentences.
● We talked about voice when writing means adding your own personality into your
writing.
● This skill will be used in all future papers because when writing a paper to truly
make it yours you must add your own personality into it. That gives the reader a
sense of what kind of writer you are.

DIFFERENTIATED INSTRUCTION: ​ ​(2 points)

● For ESOL students I would provide the directions in a simple vocabulary form
plus adding visuals to help them understand the directions.
● If the student had a challenge with writing the sentences out on paper, I would
have verbally tell me what they would have wrote.
● If a student didn’t have good memory, I would either provide more time for the
student to study the object or just let them look at it the entire time but they would
still have to provide the sentences.
PRESENTATION/SAMPLE/DELIVERY:​ (3 points) ​What examples/visuals were used?
● Adjective List
● Examples of adding personality into your writing
Practicum Lesson Plan Rubric
(Mrs. Abbott will fill out this part)
PTS. POSSIBLE
Name​________________________

0123 Lesson Title And Strand (Box Subheading/Standard)

012 Objective​ (action)
012 Evaluation​ (measurable)
01 Materials
012 Anticipatory Set
012 Lesson Introduction:​ (Share Objectives “For today’s lesson...”)
0123 Teacher Instruction
012 Check For Understanding
012 Application/Guided Practice/Independent Practice
012 Closure: ​(Share Closure “For today’s lesson...)
012 Differentiated Instruction
012 Practicum
Presentation/Delivery/Sample​_____________________________
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