Elementary and Early Childhood Education Lesson Plan Template
Name: Alexis Young, Emily McDuffie, Sara Lozano, Brooke
Henderson
Course: ECE 3330
Subject Area(s): Writing
Step 1: ​Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: ​Identify Georgia ​Standard​ ​(s)​ of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus​, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
Academic Language
Date: 3-26-19
Lesson Plan #: 3
Grade Level/Time Frame: 4​th​ Grade/30 min
Description of the ​learning environment(s)​ where the learning experience will take
place
The classroom has a white board and a smart board at the front of the classroom and
the students desks are placed in groups with 4-5 desks in a group. There are some
individual desks throughout the classroom that students can choose if they want to sit
alone.
Behind the desks and a shelf there is a reading area with pillows and a carpet that the
students can choose to work at or read at if they remain on task. There is also a book
shelf in the classroom with books organized by genre and reading level.
Number of students in class: 22
● Number of males: 12
● Number of females: 10
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 10 Lower level passages and graphic
504 plans organizers
Students w/ EIPs 4 Lower level passages and graphic
organizers
English learners 5 Sentence frames,
Gifted 1 Higher level books
Students with gaps in 15 Lower level passages and graphic
academic knowledge organizers
Other learning needs 0 n/a
Spring break is next week for this student, so I told him he could write about what he
wants to do over spring break. The student told me how his family likes to do different
things together like go on trips, go outside, or things like water parks. In his paper I will
encourage him to share about the things he likes to do when he goes on this trip for
spring break.
ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
This student is familiar with writing a narrative, but has struggled with organizing his
thoughts by paragraphs. I hope this will help him organize thoughts in paragraphs.
Organization of writing having a main idea within paragraphs.
I can write a narrative with my ideas organized in paragraph form.
If the student does not know how to write an introductory paragraph or conclusion, I
will talk them through how to discuss the main topics then close out the essay.
Academic Language Whole Class Supports Differentiated Supports
Language function: Start
Introduce Put together
Group
1

Step 3:​ Design
Assessment
Framework Georgia Performance
Standard(s)
ELA-LITERACY.W.4.2.A
Introduce a topic clearly and
group related information in
paragraphs and sections;
include formatting (e.g.,
headings), illustrations, and
multimedia when useful to
aiding comprehension.
Type of Assessment
Pre-assessment
Formative assessment(s)
Summative assessment(s)
Step 4:​ Create Materials Needed
Learning
Activities
Technology Connection
Multiple meaning words: Put together
Group
Academic vocabulary: Sections of sentences
Paragraphs How the paper is set up
Formatting Understanding
Comprehension
Subject-specific Sections of sentences
vocabulary:
Paragraph
Syntax: Sentence starters
Graphic organizer Paragraph frames
Discourse: Direct modeling during the
lesson
Writing main ideas and details underneath.
Speaking to the teacher about what the words mean.
Reading the directions on the graphic organizer and understanding what it is asking
for.
Listening to the teacher’s scaffolding of what the words mean if he does not
understand.
Assessment Plan
Corresponding Learning Format of Assessment(s)
Objective(s) or Learning
Target(s)
Student will write a narrative Write a narrative essay.
essay on a topic of their
choice while organizing their
thoughts into paragraphs.
Format of Assessment (e.g., Supports, Evaluation Criteria
quiz, test, checklist, KWL Accommodations, How will you know or
chart, performance task) Modifications measure if the students
(Differentiated have met the learning
Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
6+1 Writing Checklist The score that the
student received on
organization
Graphic organizer Sentence starters or How much scaffolding
introductory paragraph is required
frames
Narrative essay Corrections of graphic If each paragraph
organizer. follows the same topic.
Pre-Assessment Data Summary
Student Resources:
Graphic organizer attached at the bottom
Main Idea Graphic Organizer Including Supporting Details. (n.d.). Retrieved from
https://www.k12reader.com/worksheet/main-idea-map/
The student will be able to type out his final essay using a basic productivity tool of
Microsoft word.
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 Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks ​(include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be ​scaffolded ​to
connect to prior knowledge
and often include formative
assessments)
Connection to the Arts
Higher Order Thinking
Questions (HOTQs)
Re-teaching, Re-Engagement,
Practice
Extensions
Lesson Closure
Step 5:
Post-Instructio If we were to teach this lesson, I believe it would go well. The graphic organizer is user friendly, and allows the student
n Reflection to organize their thoughts in a meaningful way. The typing aspect of the lesson may need to take place on a seperate
day due to time, but is still an important skill that students should learn. Peer editing is a way to provide formative
feedback for the students. I think the lesson would be productive and beneficial for the students.
I will support my ​students who have unclear handwriting​ by differentiating the ​process
through ​allowing the students to choose between a hand written final or typed final
draft.
How is the content of your lesson connected to the students’​ assets​ (personal,
cultural, and/or community) within your classroom? Be specific to the content of the
lesson and the ​assets​ of your students.
​To begin the lesson, I will ask the student about things he enjoys. Next, I will ask him
about the kinds of essays he has written in school, and which kinds he enjoyed writing.
I will ask the student, ​“How will you outline an essay you’re writing?”
I Do:
I will show the student the graphic organizer being used for the lesson. I will discuss
what the different sections mean. The graphic organizer sets up an introduction, three
body paragraphs, and a conclusion. I will describe to the student how I might set up a
story I was writing. I will quickly fill in the graphic organizer to model how I would use
it if I was writing an essay. I will ask the student, ​“Discuss the pros and cons of using a
graphic organizer to plan.”
We Do:
The student will begin to fill out the graphic organizer. I will ask different questions to
scaffold the student to help him come up with details to add to each paragraph. ​“How
can you describe the main idea of this paragraph in more detail?” ​Once the graphic
organizer is filled out with details outlined for each part of the essay, the student can
move on to the “You Do” part of the lesson.
You Do:
To finish the lesson, the student will hand write a rough draft of his essay. The student
will be paired with another student to peer edit their papers. ​“What can you say about
your partner’s paper to help them further develop their writing?”​ Once the students
are done peer editing their paper, they can move on to typing their essay. I will ask the
student, ​“How would you change your writing after receiving feedback from your
partner?” ​The student will type their final draft of their essay and print for submission.
How would you incorporate creative expression through drama, movement, visual
arts, and/or music into the lesson? (OPTIONAL)
​“How will you outline an essay you’re writing?” ​(Level 1: Remember)
​“Discuss the pros and cons of using a graphic organizer to plan.”​ (Level 4: Analyze)
“How can you describe the main idea of this paragraph in more detail?” ​(Level 2:
Understand)
​“What can you say about your partner’s paper to help them further develop their
writing?”​ (Level 2: Understand)
“How would you change your writing after receiving feedback from your partner?”
(Level 3: Apply)
The student will be given multiple paragraphs cut up into different pieces of paper.
The student will have to organize the paragraphs in a way that makes sense and
follows the layout of the graphic organizer. This will re-introduce the topic of
organizing your essay in a way that flows.
Students who have met the objective for the lesson can go on to publish their writing
in a student-friendly forum. The students will be able to share their writing with others
with similar interests.
The student will be able to choose if they wish to write their final essay on a piece of
paper or using the computer. Based off of this paper will determine the student’s
learning.
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