John Dominguez

Professor Frier
LAE 4311
June 7, 2014
Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
USF Elementary Lesson Plan Template

1. Lesson Goals: All objectives must be written as what you expect your students to DO. Do not use the words KNOW or UNDERSTAND. All
objectives declared must be those you are committed to systematically assessing, as stated in your Evaluation Plan (Part 7).
What is the Essential
Question (Big Idea) all
students are investigating?
How can students enhance their writing using narrative text?
What are your objectives for
student learning in this
lesson?
Writing a narrative
Text-to-self connections
Using details from text
Modeled writing
Why have you chosen these
objectives?
N/A
What Standards (National or
State) relate to this lesson?
CCSS.ELA-LITERACY.CCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-
structured event sequences.
2. Content Knowledge
Provide an overview/explain
what teachers should know
about this topic. What prior
knowledge is necessary to
master the objective(s)? Is
there a learning trajectory in
the lesson (in other words, is
there a logical sequence of
steps that students must take
to master the content)? What
connections can be made to
other disciplines? What real
world connections can be
made?
Teachers should know how to effectively write narratives, and be able to model writing narratives.
Teachers should know how to use vivid verbs effectively.
Teachers should pre-read the book Click, Clack, Moo Cows That Type to be able to affectively read with
Voice and know when the author uses word choice.

What is the underlying
content knowledge that you
want students to understand?
N/A
What misconceptions do
N/A
John Dominguez
Professor Frier
LAE 4311
June 7, 2014
Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
students typically have about
this concept?
Rationale and Relevance
(Connection to Students
Knowledge, Skills,
Experience) Why is it
important for students to
learn this concept?
The reason for teaching this lesson is so that students can make a better connection with their voice and
Word choice when it comes to their writing.
Another reason is so students can make those connections from text to self.
3. Levels of Differentiation
Name, and then explain
how your organized this
lesson to address the
interests, readiness
levels, culture and/or
learning profiles/styles of
your students. Explain
why you made these
choices. Your rationale
must contain clear
evidence of your
understanding of
differentiating instruction,
culturally responsive pedagogy
your classroom
curriculum, and your
knowledge and
understanding of your
unique learners.
How does your lesson connect to the interests and cultural backgrounds of your students?
It does not really connect to the background of the students, but the story is interesting for the students.

How does your lesson connect to/ reflect the local communities?

How will you differentiate instruction for students who need additional content support during this lesson?

How will you differentiate instruction for students who need additional language support during this lesson?
After reading Click, Clack, Moo Cows That Type, LYAs students can break up into pairs with
LYB students who are able to translate the text.
ELL students can go on the computer and listen to the book in their own language.
Instead of ELL students writing a narrative, they can draw out the story through an event of pictures.
Afterwards, they can write simple sentences about the picture using descriptive words.
How will you differentiate instruction for students who need additional challenge during this lesson?
After students are finished, they can pair up together and have students work in pairs to revise and edit
Eachothers writing.
What are the various ways
that you will group students
during this lesson and why
have you chosen each
grouping method?

What students need specific List individual students of significance who continue to need special support to be successful during instruction. Then list the specific
John Dominguez
Professor Frier
LAE 4311
June 7, 2014
Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
accommodations in this
lesson?
accommodations you are planning to use for each of these unique learners. Remember, accommodations are not the same as differentiating
instruction, although the two can overlap.
Students initials Accommodation

N/A








4. Methods
What teaching method(s) will
you use for this lesson?
Modeling narrative writing
Why have you chosen this
method or these methods?
Because students need to be able to see what a writers process is while writing. It is important for me as
A writer to show the students the type of questions I ask myself while I am writing.
What specific co-teaching
method are you
incorporating?
N/A
5. Activities: What are the specific teaching behaviors that will occur during each portion of the lesson? Remember, if you have different groups doing different
activities, each groups activity sequence must be clearly explained in separate sections. This is often the longest section of your lesson plan and will need to
be written exhaustively. Please also include the timing each activity will take, your plan for transitions between activities, and strategies to support time
management and classroom management.
What activities have you
planned for each phase of
your teaching method?
What is the role of the
teacher? What is the role
of the student? What
student data will be
collected during each
phase?
1. I will begin the lesson by discussing with the students about what is voice, and word choice. I would go
Into a class discussion on the importance of voice, and why is it important for an author to incorporate voice into
Their writing.

1. After the discussion, I will begin by reading aloud the story Click, Clack, Moo Cows That Type. I will stop
At key moments of the book where the author uses good word choice, and where the author has a strong voice
Through the book, making sure that the students understand how to add voice.

John Dominguez
Professor Frier
LAE 4311
June 7, 2014
Adapted from University of Florida Pathwise Instruction Plan: Pre-internship
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2. After the read aloud, I will have a hat filled with different pieces of paper that has famous persons on them.
Each student will get a piece of paper and they will have to act out the person on the paper.
3. After this quick skit, I will model for the students how to add in voice to their writing through model
Writing. I will then show the students the process an author takes to write using a think aloud.

Students will then write their own narrative on a topic of their choice.
4. Students will share their work with the class, and we will discuss the author voice and how they showed it.

6. Materials: List the primary materials and resources will you use to support each students success in meeting the learning goals (this can include people, as
well!)
What instructional materials
will you use, if any?
Click, Clack, Moo Cows That Type
Elmo
Why have you chosen these
materials?
N/A
7. Evaluation Plan: A comprehensive data collection plan is needed that demonstrates how you intend to provide multiple kinds of evidence to
document student learning in an ongoing manner.
How do you plan to evaluate
student learning on the
content of this lesson? List
the combination of
evaluation/assessment data
you plan to collect before,
during, and after the lesson
(Examples: responses to
test/quiz questions and/or
scores, student work
products or performances,
teachers journal,
observations and field notes,
photographs/video,
surveys).
I will start the lesson with a discussion to evaluate what the students prior knowledge is on Voice and word choice.

I will circulate the room during the lesson to make sure the students are staying on track, and that they are where
They need to be for the lesson.


8. Resources Click, Clack, Moo Cows That Type by: Doreen Cronin