USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Writing

1st

Group
Size:
Whole
Class

Name: Cait Snider

Date of Lesson: October 29,
2015

Lesson Content
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)

Objectives- What are you

teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

LA.4.4.1.2 The student will write a variety of expressive forms (e.g. short story, poetry,
skit, song lyrics) that employ figurative language (e.g. simile, metaphor, onomatopoeia,
personification).
LAFS. 1. W. 1. 3 Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal words
to signal event order, and provide some sense of closure.

During this lesson the teacher will read out-loud to the students The Runaway Pumpkin
by Kevin Lewis illustrated by S. D. Schindler. Then the students and teacher will have a
class discussion on onomatopoeias. By the end of this lesson students should be able to
apply onomatopoeias to a sentence.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Writing
1st

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the

Group
Size:
Whole
Class

Name: Cait Snider

Date of Lesson: October 29,
2015

I will know the students have mastered the objects above by:
Formative- Students will complete their three sentences using an onomatopoeia in each
sentence.
Summative- The end of the lesson paragraph of a story the students write using
onomatopoeias.

Time

Lesson Implementation
Who is
Each content area may require a different step-by-step format. Use
responsibl whichever plan is appropriate for the content taught in this lesson.
e (Teacher For example, in science, you would detail the 5 Es here
or
(Engage/Encountering the Idea; Exploring the Idea;
Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Materials Needed
*The Runaway Pumpkin by Kevin Lewis illustrated by S. D. Schindler
*Paper
*Pencils
1. Set the tone by dropping a book on the ground.
2. Ask the students what sound did the book just make?
3. Introduce the word onomatopoeia and what it means.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Writing
1st

teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

Group
Size:
Whole
Class

Name: Cait Snider

Date of Lesson: October 29,
2015

4.
5.
6.
7.

Have the class move to the reading rug.

Read the book The Runaway Pumpkin.
Ask when reading if the students see any onomatopoeias.
Ask the students what sound a haunted house door would
make.
8. Ask the students what sound a zombie would make.
9. Ask the students what sound a black cat makes when its
scared.
10.Ask the students what sound a crow makes.
11.Have the students move back to their desk and pull up
sentences on the overhead.
12.Have the students fill in the blanks with onomatopoeias as a
class.
13.Instruct the students to write their own three sentences using
onomatopoeias.
14.Close the lesson with how great of a job the students did.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson touches upon varies Halloween onomatopoeias which connect to cultural
backgrounds. Halloween is something celebrated by most cultures across the world.
Halloween celebrates the dead that have past on. In todays society we now celebrate
Halloween by dressing up in various costumes and trick or treating.

Differentiationbased on
the needs of your students
how will you take

I will take into account the different reading groups. There four groups in my classroom
and based on these groups is how many sentences they can write. I will go around the
classroom along with my CT and encourage the lower level students to write. I will also

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Writing
1st

Group
Size:
Whole
Class

Name: Cait Snider

Date of Lesson: October 29,
2015

individual and group

learning differences into
account.

give the students hints as to what they can write.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson

A relevant psychological theory would be the scaffolding theory. The students will first
learn what an onomatopoeia is and then read about it. Then the students will work
together as a class using onomatopoeias. After this the students will break off and write
their own stories using onomatopoeias. This is an example of scaffolding, because the
students are taking steps that build up to writing sentences using onomatopoeias on
their own.

USF Elementary Education Lesson Plan Template (S 2014)

Grade Level Being Taught: Subject/Content: Writing
1st

What
What
What
What

sound
sound
sound
sound

does
does
does
does

a
a
a
a

haunted house door make? _________

zombie make? _________
black cat makes when its scared? _______
crow make? _______

Group
Size:
Whole
Class

Name: Cait Snider

Date of Lesson: October 29,
2015