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Student Teaching: Elementary Lesson Plan #1

UNLV Student

Heatherann Skelly

PSMT Name:

Lesson Plan Title

Up, Up, & Away

Lesson Plan Topic:

Date
Grade Level:

6/6/16- 6/17/16
4th

Estimated Time:
School Site:

Mrs. Olson/Mr.
Harvey
Narrative/Informator
y Writing
60 minutes
Treem

1. State Standard:
W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.
W.4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
W.4.7 - Conduct short research projects that build knowledge through investigation of different aspects of
a topic.
SL.4.2 - Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
W.4.8 - Recall relevant information from experiences or gather relevant information from print and digital
sources; take notes and categorize information, and provide a list of sources.
2. Teaching Model(s):
Student-Centered
3. Objective(s):
SWBAT conduct research on a country selected at random and record information from information
gained on a given graphic organizer.
SWBAT I can sequence narrative events, including a character, through the sequence of imagined events
by using a graphic organizer.
SWBAT use dialogue and description to develop the story in narrative writing.
I can determine how to effectively conclude a topic.
I can develop an appropriate conclusion to a story.

With guidance and support from peers and adults, SWBAT to compose a piece of
writing by going through the writing process of prewriting (planning), writing, revising, and
editing.

SWBAT to create an illustration that enhances comprehension of their text, and

use it as the title of their story.

SWBAT present final writing project to the class, by reading their final story.

SWBAT listen to presentations and take notes during country presentation, that
includes 3 facts and one question.
4. Materials and
Resources:
Computer

iPad
Story Outline Graphic Organizer
Paper for rough and final draft

Elementary Lesson Plan 1: 1/18/16

Pencil and pen

5. Instructional Procedures:

A. Motivation/Engagement:
TW ask students if they have seen the movie Up. TW tell the students that they are
going to go on a trip via a house with thousands of balloons, just like the movie. The
only difference is that they will not be traveling to Paradise Falls, but rather a
country.
B. Activities:
1. TW make a list of 30+ countries and select students at random, whether using
classroom dojo or name sticks to give each student to each student.
2. TW explain the assignment
This project is expected to last for two weeks.
Each student is expected to conduct research on their given country.
TW reserve computer lab
Website: culturegrams.com/kids
Once gathered all the information, SW organize their information from their research
paper onto a story outline.
One the students have organized their story outline, SW begin writing their story
using a graphic organizer.
Once the students have followed all of the expectations from the story graphic
organizer, SW write their rough draft.
Once the students have finished their rough draft, SW have peers and teacher edit
and revise the paper.
Once several peers and the teacher has edited the paper, SW write their final draft.
After the final draft is written, SW decorate the cover of their book
Once entire story is finished, SW staple all of their work ALL together.
Order: Cover, Final draft, rough draft, graphic organizer, story outline, and research
paper
Finally, SW present their story in front of the classroom.
While each student presents to the entire class, students will pay attention because
they will be expected to take notes.
Must include: Presenters name, presenters country, 3 facts from the country, and
one question
After student presents, SW select 3 students to ask their questions and answer the
best of their ability.
SW turn in their finished project once presented, and once all students have
presented SW turn in notes to receive their speaking and listening grade
TW be giving grades in writing, research, and speaking and listening.
C. Accommodation, modifications, and differentiations for diverse learners
a. I will provide extra time for students who need more time in completing every step
of the writing process
b. I will work with students who need closer assistances at the small group table
D. Closure:
a. TW will explain the big idea to the students.
E. Extension and Contingency Plans:

Elementary Lesson Plan 1: 1/18/16

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a. After any instruction, and assignments are completed, students can work on any

F.
A.

B.
G.
A.

H.

a.

step that they are at during the writing process, during the two weeks so that the
students will not fall behind.
Assessment and Evaluation of Learning:
Formative: TW will be assessing students every step of the process. Before
students can go on to the next step of the writing project, TW review the students
work to make sure that the students have followed the expectations. If expectations
are not met, TW address and SW adjust and then student can advance to next step.
Summative: TW be assessing the students final draft and speaking, research, and
speaking and listening skills.
Homework assignment:
SW not have this assignment as HW, because if students leave their work at home,
then the students will fall behind, and have nothing to do during the day, since we
are working on the writing project every day.
Reflection:
Strengths:
I believe this was a very successful lesson. In fact, I was able to teach this 2 week lesson
twice. Once with my main mentor teachers class, and then secondly with my other mentor
teacher while my main mentor teacher was on track. Like I mentioned, this was a very
successful lesson. My students were engaged and learned the content that was presented to
them. First, my students were very excited to conduct research on their country. During the
research process they were very excited, and

b. Weaknesses
Surprisingly enough, there were not as many weaknesses as there were strengths. One of
the biggest weakness, was that during the first time I taught this lesson, there was a lot
going on during the week. First, the class had Monday off because it was Memorial
weekend. Secondly, Thursday was Field day. Thirdly, Friday was a staff development day.
Lastly, the school was doing their annual testing, so the computer labs werent as available
for reserving as they usually are. Unfortunately, these were the circumstances that we had
to endure. I would have loved to do it sooner, but I wasnt teaching full time, and these
were the last two weeks before my class went on track break, so I had to utilize what
pathetic time we had left. Now, with regards to the process, what could have been done in
45-60 minutes in one day, we had to spend three days conducting rushed research in a 20
minute time slot. Nearly every day it took 5 minutes to just assist the students on their
website, and the only time slot in the day the students were more hyper than usual, so it
was particularly difficult having them focus. The second time around, there was no testing,
and regular school schedule, so thankfully, the one hiccup we endured the first time around,
did not happen the second time around.
c. Insights: There are not many things that I would do differently. Thankfully, I was

allowed two chances to teach this lesson. I repeated everything exactly as I had
taught the first time around, and it went just as successfully the second time
around. The students were very excited about every step of the process. I did not
need to hold the students hands. They new exactly their expectations and focused
until each step of the process was completed. In the end, their final writing

Elementary Lesson Plan 1: 1/18/16

assignments were creative and engaging for the audience. The students learned
about a country they never knew about and created a story that allowed them to
travel there without actually having to go there. I am very proud of both classes
determination and hard work, because their final projects were amazing. This
experience definitely made me proud and accomplished as a teacher.

Elementary Lesson Plan 1: 1/18/16