SETON HILL UNIVERSITY

Lesson Plan Template

Name Mackenzie Kilduff

Subject Homeroom

Grade Level 4th grade

Date/Duration 8/29/18: 20-30 minutes

RATIONALE Standards (SAS and PA Keys):

CC.1.4.4.F: Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.4.1: Provide reasons that are supported by facts and details.
CC.1.4.4.K: Choose words and phrases to convey ideas precisely.
CC.1.4.4.M: Write narratives to develop real or imagined experiences ore events.

Big Idea Statement:

Goals make a difference in our lives when we achieve our result.

Essential Question Statement:

What are your goals for this upcoming school year?

Objective Statement (Audience, Behavior, Condition, Degree):

In whole group instruction, the 4th grade students will identify, write, and draw about three
goals for their fourth grade year.

Vocabulary:
Goals
Achieving/Achieve

LESSON PROCEDURE Pre-Assessment of Students:

The teacher will ask the students if they know what a goal is.
A goal is something that you want to achieve by a certain time or date.

The teacher will then ask the students to name types of goals they have had in the past.

The teacher will talk about how it is important to set goals, because it makes you a better
student and person.

Activating Prior Knowledge:

The teacher will ask the students if they have set any goals for the year. If they already have
goals, ask them to name what they are.
 Hook/Lead-In/Anticipatory Set:
The students will complete the “Shooting for my Goals” handout. The students will brainstorm
about what their goals will be for this upcoming year. Their goals can be academic or extra-
curricular. They can be anything that they want to accomplish by the end of fourth grade.

Ask the students to come up with 3-4 very solid goals for the year.

Modeling the Concept:

The teacher will display and discuss the handouts on the projector. First, the teacher will
display the “Shooting for My Goals” handout on the projector. She will go through two of her
goals with the students and explain why she picked them. After the students work, the tehacer
will display her copy of the “reach for the Stars” handout. The teacher will explain that the
students will write a paragraph using 3 or 4 of their goals. After they have completed their
paragraph, they will draw a picture of what it looks like for them to achieve their goals and
shoot for the stars.

Guiding the Practice

 Questions to ask the students:
o What do you want to do in fourth grade?
o What do you want to do when you are not at school?
o What is a goal that you have that you have never accomplished?
 “Look Fors”:
o Are the students picking achievable goals?
o Are the students working on what they need to be doing?
o Are the students doing their work to the best of their ability?

Providing Independent Practice:

1. What are the students doing?
o After the students have completed the “Shooting for my Goals” handout, bring
them back to your attention.
o The students will look at their paper and star 3 or 4 of their favorite goals.
o The students will then write a paragraph about their goals and how they think
that they can reach them.
o After the students have completed their paragraph, they will draw what they
look like achieving their goals for the year.

Closure/Summary/Review of Learning:
When the students have completed their “Reach for the Stars” Handout, ask them to turn it in in
the inbox with their name on it.
Ask the students if they remember what a goal is. Tell them if they complete their goal, they will
have a chance to earn a “I Reached for the Stars” Brag Tag. Brag tags are a large part of our
classroom and the students love earning the tags.

TRANSITIONS Before transitioning into the second handout, ask three students for what they think are really
good goals that they would like to share.

READING MATERIALS, -projector/screen

TECHNOLOGY, AND Materials:
SUPPLIES  Crayons, markers, colored pencils
EVALUATION OF THE Formative Evaluation: “Reach for the Stars” handout: The teacher will be able to assess
LEARNING/MASTERY students based on their handouts that they completed before the finished their final copies.
OF THE CONCEPT

Summative Evaluation
n/a

INDIVIDUALIZED Accommodations
STUDENT SUPPORTS  Students will receive feedback and aid on their writing.
 Students will be able to work with a partner to assist them in thinking of their goals.
 Students will be given extra time to complete this activity. (Enrichment period)

Modifications
 Learning Support:
o Students will only have to provide one or two goals that they have for the year.

Enrichment

REFLECTION Upon reflection of the lesson, I was able to allow the students more than one class period to complete this
activity. I reflected on the lesson and gave the students much more feedback than I originally intended. The
students needed more assistance on where to begin and what they should be writing about.