Washington State University Sample Lesson Plan Template

Teacher Candidate: Ruth Lopez-Castro Date: March 5, 2021

Grade/Subject: 4th Grade/Writing Estimated Time for Lesson: 70 minutes

Lesson Title/Focus: Organization with Transition Words!

Materials, Resources, and Technology used in this Lesson:

Materials/Resource Paper, Pencil, List of Transition Words
s Worksheet #1

Worksheet #2

Rubric for Short Story

3 = Meeting Requirements 2 = Often Meets 1 = Not Yet Meeting
Requirements Requirements
• Includes more than 4 • Includes at least 2 • Uses less than 2
sentences sentences sentences

*WSU Pullman working lesson plan template (updated 1/03/2020)

 • Includes more than 4 • Includes at least 2 • Uses less than 2
different transition different transition different transition
words words words
• Follows a specific • Often follows a • Includes more than
topic specific topic 1 specific topic
• Transition words are • Transition words • Transition words
identified correctly are often are unidentified
(underlined) identified correctly (not underlined)
• Appropriately uses (underlined) • Transition words
transition words to • Often are identified
connect the story appropriately uses incorrectly
transition words to
connect the story
Technology Whiteboard, Projector

Central Focus of Learning Segment (Summary statement of the overarching learning outcomes associated with
learning standards and learning objectives).

State Learning Standard(s): (Please select 1 or 2 Learning Standards from content areas)
CCSS.ELA-LITERACY.W.4.3.C
Use a variety of transitional words and phrases to manage the sequence of events.

Learning Targets (Objectives) and Assessments:

Learning Targets: Write the objectives in student
friendly language.
SWBAT show their use and understanding of
transition words.
SWBAT to identify transition words.
SWBAT write a short story focusing on transition
words and phrases.
SWBAT communicate effectively with one
another.
*WSU Pullman working lesson plan template (updated 1/03/2020)
Assessments: Describe the assessment(s) that will be used to
measure the learning targets. Include rubrics if applicable.
• Students will generate a list of transition words to
demonstrate their knowledge of what they currently
understand.
• Students will fill in the blank with the appropriate
transition words. This will ensure students understand
when it is best to use certain transition words.
• Students will correctly include different transition
words in their writing.
• Students will underline transition words in the
sentence with their peers. This will demonstrate they
understand which words are transition words. This
will be used as a short review.
• Students will write a short story focusing on a topic of
their choice but staying on the same topic.
• Students will write a short story with sequence of
events.
• Students will use a variety of transition words to show
their understanding of multiple transition words.
• Students will be graded based on the rubric in the
materials section.
• Students will be kind and patient with one another
as they work.
• Students will use academic language to
communicate with one another.
 • Students will actively listen to their peers.
Examine your learning targets. How will you provide opportunities for language development for students?
Include: Academic vocabulary, Language function, Discourse, & Syntax
Students will be able to utilize opportunities for language development during several points of the
lesson. During Group Work, students will communicate with one another in order to identify the
transition words used throughout the worksheet. In doing so, students will use academic vocabulary
to communicate with one another. Content based vocabulary such as transition words, narrative, and
story are words that might be used in this circumstance. Additionally, students will engage in
productive discourse with their teachers and peers. They will use both written language and oral
language when communicating. Students will respond to questions posed during the lesson orally and
communicate with their peers. They will also communicate through written language through their
worksheets, short story, and exit ticket. The discourse used during this time period will be productive
because students will show that they are actively learning and practicing their use of transition words.
Additionally, student discussions will be productive since students will communicate with one
another about how they identified the transition words they were presented with. Syntax will not have
an explicit use during this lesson, but students will still use it to produce responses to questions
during communication moments.

Students’ Prior Knowledge or Experiences with the content of this lesson:

Students will be expected to have an understanding of transition words and are able to identify them. They
would have already learned the words and the meanings. Students would also have an understanding of
sentences and how to write a short story. Students are able to write a narrative. Students are also expected
to be able to recall on personal events.

Sequence of Learning Activities: (beginning, middle and end - include revisiting the learning target)
• Include short descriptions of what the students will be doing (application), placed alongside corresponding
teacher actions & minutes. Include major statements (such as definitions or directions, as needed). Include
major questions the teacher will ask. Include a motivational intro & strong conclusion.

Sequence of Learning Activities:

Minutes What will the teacher be doing? What will the student be doing?
5 Introduction
- State the learning objectives Students will be listening to the introduction.
- Explain what the lesson will look like
(what they will be doing first, second,
and last).
7 Review
- Ask questions based on the vocabulary Students will actively participate in class
and write the responses on the board. discussion.
- Questions:
Can someone give me an example of a Students will answer the questions.
transition word? Teacher will give first
example. Students will be respectful and wait for their
Shout out some transition words or peers to finish their sentences before shouting
phrases and I will write them on the out their ideas.
board, but please wait until the last
person has finished speaking and I am
done writing their idea.
7 Guided Practice

*WSU Pullman working lesson plan template (updated 1/03/2020)

 - I will write sentences on the board with Students will participate by raising their hands
fill in the blank spots and ask students and offering suggestions for the fill in the
which transition word would best fit this blanks.
sentence. This will be done for four
sentences.
- I will tell the students that there can be
more than one answer that would work
well with the sentences.
1. I lost my pencil, therefore, I had
to borrow one.
2. First, I went to the park, then, I
ate lunch.
3. At last, it was time for the
football game.
4. Finally, I am 10.
10 Group Work
- I will assign students to work in groups Students will be respectful and kind while
of 2 to solve a worksheet. working with their peers.
- I will walk around the room to ensure
everyone is on task and offer help. Students will work together to complete the
- Worksheet #1 will be used here; it is worksheet.
shown in the materials section.
5 Sharing
- Worksheet #1 has 10 questions; Students will be willing to share their answers.
therefore, I will ask for 10 students to
share, one for each answer.
25 Independent Practice/Writers Workshop
- Before students begin their writer’s Students will share ideas/topics that they may
workshop, I will create another list on choose to write about.
the board based on topics.
- I will then ask students to raise their Students will choose the topic of their choice to
hands and share topics that they may write about.
choose to write about.
- First, I would give an example of the Students will put their heads down until
topic to be about their weekend or their instructed to raise their heads and begin writing.
last birthday using the transition words.
- I will tell students to focus on using the Students will be working independently and
transition words and writing at least 4 quiet to complete their narrative with transition
sentences. words.
- I will tell students they must also write a
minimum of 4 different transition Students will write at least 4 sentences.
words.
- I will ask students to decide on their Students will include at least 4 different
topic and to put their head down once transition words.
they have decided. This will ensure
students all have had time to think
about their topic and if someone is
having a hard time choosing, I will be
able to identify them and provide
support.

*WSU Pullman working lesson plan template (updated 1/03/2020)

 - While students write a paragraph, I will
be walking around the classroom to help
students who get “stuck”
- I will play soothing music.
- I will give all students a copy of the
rubric.
7 Sharing
- I will tell my students they have the Students will either share their story with their
opportunity to share their story with the peers or continue writing their story
peers around then.
- I will tell my students that if they do not
wish to share it is perfectly okay and
they may choose to continue writing
instead of sharing.
5 Review of the day
- Review the learning objectives used Students will listen to the review.
today.
- Ask students how comfortable they are Students will rate with their thumbs up.
with using transition words by signing
thumbs up for very comfortable and Students will put their head down while they do
understand, thumb sideways for so to ensure everyone feels safe and
needing some more practice, and comfortable to show an honest rating.
thumbs down for not understanding and
needing a lot more help. Students will either turn in their finished paper
- I will tell students if they feel they are or take it home to work on as homework.
not finished with their short story they
may have 2 days to work on it at home
as homework. If they feel they are done
and have included at least 4 sentences
and at least 4 different transition words
they put it in the turn in box.
- I will ask students to write on the back
of their rubric one thing they enjoyed
and one thing they are unclear about or
don’t understand.
3 Next Time… Students will listen and say farewell.
- State what topic they will learn about
next.

Answer the Questions:

• How will you differentiate instruction and outcomes to meet needs of students?
Include as appropriate:
o Universal design, grouping, learning styles/intelligences, ELL, special ed, interests, culturally
responsive supports, etc.

To ensure students understand the transition words they may use and focus on, I will keep the list on
the board for all students to see and use as they complete their writing. To better assist students
who may not be able to view the board easily, I will provide printed out copies of the transition
words discussed in class and pass them out to all students.

*WSU Pullman working lesson plan template (updated 1/03/2020)

 For students who are struggling, I will provide them with the opportunity to sit with me either at the
group tables for extra support. I will ask them what events they would like to mention in their story
and in what order. The students will write a few sentences and number them in the order of their
occurrence. We will then together choose transition words to use and they will rewrite their
sentences independently.
In order to support students who are struggling with writing and feel that they cannot complete the
task and need any accommodations I will give students the option to come sit with me and verbally
tell me their story while focusing on using transition words.
During independent practice I will stress to students that the main important part is focusing on the
transition words not the length, grammar, or spelling. This may help students who are a bit behind in
their writing skills.
For students who are advanced and complete their work faster than others, I will provide them with
worksheet #2 shown in the materials section.

• What are your supporting theories/principles? (Why are you doing what you are doing?)

I have included many review opportunities to ensure my students are getting the refresher they
need. I have also chosen to include group work because I believe students learn best while they are
socializing and through their peers. But I have also included independent work to allow for
differentiating instruction, because some students may work better independently rather than with
peers. This shows that I strive to have an environment where everyone can succeed and offer a
variety of activities to keep my students engaged.

• How will you provide opportunities for student voice? (Student self-assessment/metacognition related to the
learning target)
Include as appropriate:
o Journal entries, rubrics, reflections, exit cards, etc.

In order to include opportunities for student voice I have allowed for peer sharing and class sharing.
Additionally, I also included the use of self-reflection/evaluation based on how well they understand
transition words. Students will do this by showing with their thumbs (as described in the “review of
the day” section). I will also have students write on the back of their rubrics one thing they enjoyed
and one thing they do not understand, or I could have done differently. This will be a short exit ticket.

• Reflection/ How did the lesson go? (Complete after the lesson is taught)

*WSU Pullman working lesson plan template (updated 1/03/2020)