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Neumann University Education Division

LESSON PLAN
Course Description
DEPARTMENT: EDUCATION
TEACHER: Miss. Kazunas COURSE: WRITING
GRADE 3rd Grade TOTAL STUDENTS: 18 DATE: JANUARY 20, 2017
LEVEL:
TIME/PERIOD: 30 minutes
TOPICS: Session 7: Gathering All You Know about Your Opinion

PA Common Core Standards


Referenced from http://www.pdesas.org/ for PA State approved academic standards (Grade-specific Numbers & Descriptions)

CC.1.4.3.D: Create an organizational structure that includes information grouped and connected
logically with a concluding statement or section.

CC.1.4.3.G: Write opinion pieces on familiar topics or texts.

CC.1.4.3.I: Support an opinion with reasons.

CC.1.4.3.J: Create an organizational structure that includes reasons linked in a logical order with a
concluding statement or section.

Objectives
Objectives correspond with PA State Common Core Standards listed above (SWBAT)

SWBAT complete or work towards completing a graphic organizer referring to their topic
SWBAT prepare to create their own structure to eventually plan out how they want to write their essay
SWBAT explain the outline of a paragraph and work towards being able to construct their own over time

Lesson Introduction: (5 min)


(Activate background knowledge & set purpose)

I will build on what they remember from the previous classes; editing and goal setting. I will have the class on
the back rug in the classroom and explain how after reading over all of their work the day before that I noticed
large sum of students need additional help and understanding of the term, paragraph. I will have a chart of
Writing a Paragraph and explain the key parts and components of writing a persuasive essay is by making
sure each paragraph includes all of the parts. I will stop and ask questions about making sure each sentence is a
complete thought, and ensuring they know that every paragraph has multiple sentences and is never a long run-
on sentence. I will ask students to raise their hands and be honest of writing paragraphs was included on their
goal sheet or if they think they need to work towards it for the future.
Activities/Procedures: (10 min)
1
Neumann University Education Division

Lesson Plans are conducive to student achievement and focus on PA State CC standards and objectives

Once I believe the students can explain to me how to use a paragraph correctly I will move on explaining the
Persuasive Writing Graphic Organizer (See attachment) to help them map out their papers. It will give them
time to find out what information they know and what more information they need to know. I will ask students
about who is going to know more about the topic and what they can tell others in their stories. I will call on
some (about three or four) students and ask them to share their topics or call on them myself about their topics
to prove a point on what I and other students might not know. I can call on the student that shared theirs a few
days ago and how her opening paragraph encouraged students to want to go eat pizza. We want our readers to
want to do and think the same way as we, the writers do. Although we cant continue our writing until we take
the time to start our organizers and try for ourselves. After I hand every one an organizer while they are still
seated I will ask the class whether or not they can think of two reasons to support their thesis/topic sentence. If
students are having trouble I will ask them to stay seated or as a whole think of different ways and reasons to
help support their claims. Once everyone has at least two reasons they will return to their seats or writing stops
around the room.

Closing& Assessment: (20 min)


Once the students return to their seats or designated areas they will pull out their writing notebooks and open
them up and gather their ideas for complete or help fill in their graphic organizers. I will go around the room
and help assist students that may still be struggling or may need assistance with their writing along the way
before writing more in their writing notebooks or finishing the graphic organizer.

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Assessment Procedures: (check all that apply)
Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Notebook Check
Presentation
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios
Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Writing notebooks Other:
Graphic organizers for each student
Paragraph anchor chart

Accommodations
(IEP/Child specific)

Stay near some students when brainstorming ideas and


encourage staying focused to not have student get side
tracked.

Differentiated Instruction
(Easier/Support & Harder/Enrichment)

Stay near to help assist students with spelling errors.

Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful


The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:

INTASC 2: Child development and learning theory


The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Evidence/Reflection:

INTASC 3: Learning styles/diversity


The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Evidence/Reflection:

INTASC 4: Instructional strategies/problem solving


The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

INTASC 5: Motivation and behavior


The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction


The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

INTASC 9: Professional growth/reflection


The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Evidence/Reflection:

INTASC 10: Interpersonal relationships


The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students learning and well-being.
Evidence/Reflection: