Created by Stacie McElroy DAILY LESSON PLAN TEMPLATE (CORE)

6/11/15

Date developed

Preliminary Information
LESSON

Date of Lesson: June 15, 2015

Grade: Sixth

Course/Subject: English Language Arts

Number of Students: 18
Unit/Theme: The Hatchet

Period/Time: 12-12:50
Estimated Duration: May take 2-3 periods to complete

Where in the unit does this lesson occur?

Beginning of the unit

Structure(s) or grouping for the lesson (underline any

that apply):

Middle of the unit

End of the unit

Whole class
Small group
One-to-one
Other (specify)

1. GOALS: What are your goals for student learning, and why are
they appropriate for these students at this time?
Big Idea or Concept Being Taught
Writing imagined narratives or poems based on the five senses that would be sensed being
stranded on a deserted island and posting them online to share with peers and give each other
feedback.

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to
students.)

1. Students will write narratives or poems based on senses of being stranded on a deserted island.
2. Students will give feedback to other students on their writing pieces using a technology tool.

Standards
(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)

ISTE Standards
1b. Create original works as a means of personal or group expression
2a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media
CCSS
W.6.3 Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences
W.6.6 Use technology, including the internet, to produce and publish writing, as well as to interact
and collaborate with others, demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single setting.

2. ASSESSMENT: How will you know and document the extent to

which students make progress towards or meet your goals?
Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or
how will you assess the extent to which they have met your goal[s]?)

5 Senses Planning sheet and writing piece

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?)

Once the students read up to chapter 5 in The Hatchet, I will tell my students that they will
imagine themselves what it is like to be stranded on a deserted island. I will pass out a 5 Senses
Planning sheet that will have two charts on them. One chart will be labeled Fantasy Island and
the other will be labeled Nightmare Island. The students will have to imagine two experiences:
one as a fantasy island that would be a dream come true, and another as a nightmare island (such
as the one in The Hatchet.) They will write down things that they may see, hear, feel, taste, and
smell. Before the students begin brainstorming, I will model on the board a three-word phrase
that would be applicable to being on a fantasy island. For example, I may write luscious, tropical
fruit as a phrase. I will tell my students to write at least 4 three-word phrases along with other
single adjectives and nouns for each chart. After they fulfill a chart, students will get together with
a partner and share each others descriptions. Each pair will decide which three-word phrase they
would like to share with the class and will write it on the board. They will meet again for the other
experience, and this time the other partner will come up to the board and write their phrase.

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you
ask; how will you promote question generation/discussion; how will you address the academic
language demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson.)

Once the planning sheet for both experiences is filled out, I will tell my students that they will pick
one experience to write about. I will have them highlight or circle their favorite phrases or
descriptive words that they will include in their writing piece. They will have the choice to write a
narrative or a poem to write their descriptions. I will be sure to clarify that in their narratives or
poems their purpose will be to write descriptions of their senses rather than telling a story, such as
I feel..., I taste, etc. The students will be typing their writing pieces on the computer on
GoogleDocs. The students will be given a sufficient amount of time to write their narratives or
poems. Once they feel that they are done, they will upload it to Kaizena.com. I will divide the
class into 5 groups of four, and each student will read their group members writing piece and
comment on it. They may comment on its structure, word choices, grammar, cohesion, and/or

believability.

Closure
(How will you bring closure to the lesson?)

I will ask the students why it is important to include descriptive language in writing pieces that
includes the five senses. The students will think-pair-share and then I will call a few students to
share out. Examples of answers I will be looking for are: to feel like you are really there, to get a
sense of the authors vision, to picture it in your mind, to make it more interesting, etc.

Differentiation/Extension
(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural
background, and English language proficiency?)

For students who have difficulty writing, I (or another support teacher) may sit down with the
student and scribe for them to help put their ideas down on paper. For students who need help
writing descriptive phrases or adjectives, I may have a thesaurus with me and guide them at
finding stronger words to use in their writing.
As an extension, students will revise their pieces based on their peers suggestions. This
extension will fulfill standard W.6.5 which involves students strengthening their writing pieces from
guidance and support of their peers.

Resources and Materials

The Hatchet by Gary Paulsen

Computers
Fantasy Island and Nightmare Island planning page
Whiteboard
Dictionaries and Thesauruses