LESSON PLAN

PSU Student: Rachel Gibson Grade Level: 3rd

Content Area: Shared Reading/ Writing Lesson Title: Bat Loves the Night

ALIGNMENT TO COLLEGE AND CAREER READINESS STANDARDS

STRAND: WRITING
 BOX SUB HEADING: Production and Distribution of Writing

STANDARD: W.3.4 With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.

STANDARD: W.3.5 With guidance and support from adults and peers, develop and strengthen
writing as needed by planning, revising, and editing.

STANDARD: W.3.8 Recall information from experiences or gather information from print and digital
sources; take brief notes on sources and sort evidence into provided categories.

STRAND: SCIENCE

 BOX SUB HEADING:

STANDARD: 3-LS3-1 Different organisms vary in how they look and function because they
have different inherited information.

STANDARD: 3-LS3-2 the environment also affects the traits that an organism develops.

OBJECTIVE AND EVALUATION OF OBJECTIVES

LESSON PERFORMANCE OBJECTIVE/EVALUATION

 Students will know the importance of word choice and organization on their writing and
be able to write a response using these pieces of the 6 traits of writing with 75%
accuracy.

MATERIALS: (1 point)
 Peanut butter
 Crackers
 Utensils
  Paper
 Pencil
 6 Trait Hamburger Model anchor Chart


ANTICIPATORY SET:

Raise your hand if you think you can tell me the best way on how, to put peanut butter on a
cracker.

LESSON INTRODUCTION:

 For Today’s Lesson we are going to learn why it is important to choose the words and
order that you put them in when you are writing.

TEACHER INSTRUCTION:
 In writing we have talked about how you want to pretend that the person you are
having read your writing is an alien from outer space.
 Today we are going to practice.
 I am going to call on you and each person will give me one direction on how to put
peanut butter on a cracker.
 *Call on students for instructions”
 *Continue until peanut butter is on the cracker*
 Discuss together on why it was important to choose our words carefully and give details
in order.
 Students will say “It was important because you didn’t do what we thought you were
going to” or “It was important because you didn’t know what we meant.”
 Discuss how this is the same when writing because you don’t know what you reader
may know or not know about the topic.
 Show an anchor chart of The Hamburger Model for writing and an example of writing,
using the model.
 Explain how the anchor chart puts the information into a specific order for our readers
to understand clearly.
 Break the writing example apart and discuss how it follows the model.

CHECK FOR UNDERSTANDING:

 Provide the students with a graphic organizer to organize their information previously
found within the reading of “Bat Loves the Night” and found through butterfly science
investigation, into the hamburger model.

APPLICATION/GUIDED PRACTICE/INDEPENDENT PRACTICE:

Application- Students will apply this structure by participating in the peanut butter and cracker
demonstration.
Guided Practice- Students will practice by using the graphic organizer to organize their
information into the model before writing. I will walk around and provide guidance while they
are organizing their information.

Independent Practice- Students will put their information together in a well organizer paper
with good word choice and explanations by using the model.

CLOSURE:
Today we learned the importance of the words we choice to use in our writing and how we
organize the information. We worked together to put peanut butter on a cracker, looked at an
example of writing and began our own writing. In the future this will help us write better
responses and get our points across to our readers.

DIFFERENTIATED INSTRUCTION:
Students who need one-on-one help with come to the carpet to do the graphic organizer
together with my guidance and instruction.

PRESENTATION/SAMPLE/DELIVERY:

Anchor Chart

Example Writing

Peanut Butter/ Cracker Demonstration