KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

LESSON PLAN FORMAT

Teacher Candidate: Brieana Wise Date: 10-16-17

Cooperating Teacher: Coop. Initials

Group Size: 24 Allotted Time 52 days- 50 minutes each Grade Level 3rd

Subject or Topic: Writing- Section 934

STANDARD:

1. Standard - CC.1.4.3.F

a. Demonstrate a grade-appropriate command of the conventions of

standard English grammar, usage, capitalization, punctuation, and

spelling.

2. Standard - CC.1.4.3.N

a. Establish a situation and introduce a narrator and/or characters.

I. Performance Objectives (Learning Outcomes):

Learners will write a story about thanksgiving that has characters, setting,

problem, solution, and conversation throughout that is in logical order with 5 out

of the 5 previously mentioned elements.

II. Instructional Materials

A. 24 Roll-a-story thanksgiving paper

B. 24 story elements

C. 24 story maps

D. 24 final copies

E. anchor chart

F. Amelia Bedlia’s First Apple Pie.

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea)

A. Prerequisite Skills

 Able to write a basic logical story

B. Key Vocabulary

 Conversation

 Characters- people or animals who are important to the story.

 Setting- time and location the story takes place.

 Problem- main issue that the main characters are up against.

 Solution- Way the characters solve the problems.

C. Big Idea
  Students will be able to write stories that include characters,

setting, problem, solution, and conversation that is in a logical

order.

IV. Implementation- 5 minutes

A. Introduction

 Begin Smart Exchange activity, have students go to the

smartboard to answer.

 Introduce the anchor chart. Explain each puzzle piece. Tell

students that they will be writing a story today and while they are

writing, they should focus on the elements of it. They will also be

making sure to add conversation between characters throughout

the story.

B. Development- 2 days- 45 minutes

 Introduce the book Amelia Bedlia’s First Apple Pie.

 Before reading tell the students that throughout the book the

author, Herman Parish, has the characters engage in conversation

a lot. Explain that when they are writing their stories after this

book is read, they will have to use conversation throughout their

 story so while I am reading this book, they should listen for how

the author added conversation.

1. Read the book, stop where the sticky notes are to discuss

how the author used conversation.

 At the end of the book have students answer

1. “who are the characters”

2. “what was the setting”

3. “what was the problem”

4. “what was the solution”

 Hand out “roll-a-story” paper and a die to each student

1. Instruct students to roll the die one time, circle the

character that corresponds to the with the number on the

die.

2. Model how to do this by having the paper displayed on the

smartboard.

3. Wait until the students are done and instruct the students to

roll again. Do this step by step until the paper is complete.

a. Keep the completed paper displayed on the smart

board to reference throughout the lesson.

 Hand out story elements paper.

  Model how to complete it by drawing a large box with four

sections in it and label them how they are on the paper

(Characters, Setting, Problem, and Solution)

1. Correctly write what is circled on the smartboard example in

the corresponding section of the story elements.

2. Make sure to explain to the students that they will most

likely need to have more than one character in their story.

Also, explain to students that they will need to take what

they rolled as their conflict/problem and create their own

problem based off of what the thanksgiving roll-a-story

states.

3. Also, explain that they will have to create their own solution

to that problem.

4. Reference the Story Elements anchor chart while modeling.

 Model how to create your problem and solution.

Day-2

C. Introduction:

 Have students turn and talk to their tablemates about what they

did yesterday.

1. Hold discussion about what they came up with.

2. Teacher should reference anchor chart.

D. Development:
 Hand out story map papers to each student

1. Tell the students that they are now going to create a rough

draft for their story. Using the story map paper they will

write what will happen in the beginning, middle, and end of

the story in their respective sections.

2. Explain that they will use the story elements paper to write

their story. Remind them that they must have conversation

throughout their story.

 Teacher will quickly create a rough draft.

 Tell students that when they are done writing they should get it

checked with the teacher. Once the story map is checked with

they teacher, they will be handed final copy paper and they will

copy their rough draft (story map) onto the final draft. Tell the

students it is now time to begin writing their own stories.

1. Teacher will walk around while they are writing

2. When students complete their rough draft, teacher should

check it.

3. When the rough draft is checked, teacher should hand the

students final copy paper.

4. Reference the Story Elements anchor chart.

 Allow students time to complete this. Teacher should observe the

students.
E. Closure- 5 minutes

 Have students assemble their finished product (Cut and Glue the

turkey pieces onto the final paper).

 Then ask the students to share their finished product if they

would like.

 Tell students writing is over and it is now time to listen to Mrs.

Barr

F. Accommodations/Differentiation

 Follow all students IEP’s.

 Allow students extra time to complete.

G. Assessment/Evaluation Plan

1. Formative

a. Finished product- 3 if they have all story elements

(Characters, setting, problem, and solution),

conversation, and the story is written in logical order.

 i. 2 if they are missing one of the stated above

elements.

ii. 1 if they are missing two of the stated above

elements.

iii. 0 if they have none of the stated above

elements.

b. Observation- check mark if they understand and a

minus if they do not.

2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of Stated Objectives (after

lesson is taught)

 95% of all the students completed all five elements of the story

that were stated in the objective. The 5% that did not have all five

elements, forgot to add conversation throughout the story.

Remediation Plan
  The remediation. plan is to work in a small group with the

students who did not use conversation throughout their text. I

would look at more mentor texts with the students that used

conversation. I would also work on small writing pieces that

involved conversation.

B. Personal Reflection

 If I had the opportunity to teach the lesson again to the same group

of students, would I do anything differently? What? Why?

1. If I had the opportunity to teach the lesson again I would

have my students complete the writing process in small

groups. It is overwhelming to have to answer all 24 students’

questions while trying to edit students writing so they can

go on to the next step quickly. Another thing that I would

change is that make my story map paper have more space

for their writing. The story map paper was cute and festive

but it was not very practical because the students write very

large.

 Were the students productively engaged? How do I know?

1. The students were productively engaged for the most part. I

know this because I was walking around while they were

writing and they were mostly quiet or in a discussion about a

 character with their neighbor. I also know this because while

I was reading the mentor text, all of the students eyes and

ears were on the books looking for conversation and trying

to figure out what would happen next. At one point, I was

about to turn the page and a kid stated how much the

author used a lot of conversation on that page. Another way

that I know the students were engaged is because during my

smartboard activity all of the students wanted a turn,

 Did I alter my instructional plan as I taught the lesson? Why?

1. No I did not alter my instructional plan. However, my lesson

did take longer than expected. But the length can also be

attributed to the fact that on Friday we didn’t have much

time so I had to do it during intervention time in small

groups.

VI. Resources

A. Teachers pay teachers (Eugenia’s)- story elements, story maps

B. Teachers pay teachers (RJ Young)- Roll A Story, and Final paper

C. Anchor chart-

http://www.teachingwithamountainview.com/2015/09/teaching-story-

elements-wonder-freebie.html