UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):

rd
Cynthia Cantu 3 Chisolm Ridge Elementary / Mrs. Grice

Subject area(s): Unit Topic/Theme: Lesson Title:

English Language Arts
Relevant TEKS:
3(17) Writing/Writing Process.
Students use elements of the
writing process (planning,
drafting, revising, editing, and
publishing) to compose text.
Students are expected to:
(b) develop drafts by
categorizing ideas and
organizing them into
paragraphs
Writing Editing Paragraphs
Relevant ELPS: Relevant TX CCRS:
5(d) edit writing for A. Compose a variety of texts that demonstrate
standard grammar and clear focus, the logical development of
usage, including subject- ideas in well-organized paragraphs, and the
verb agreement, pronoun use of appropriate language that advances
agreement, and the authors purpose.
appropriate verb tenses 5. Edit writing for proper voice, tense, and syntax,
commensurate with assuring that it conforms to standard English,
grade-level expectations when appropriate.
as more English is
acquired

Lesson Objective(s)/Performance Outcomes

Students will be able to recall what a paragraph is after a think, pair, share.
Students will be able to demonstrate how to create a paragraph at the end of the lesson.
Students will be able to apply the new skill to future projects at the end of the lesson.

Assessment (Description/Criteria)
The teacher will informally assess the students understanding by asking comprehension questions; in addition,
the teacher will observe the students as they apply the new skill to their own work.

Materials and Resources

2 large visuals of papers to edit (teacher)
Markers for editing (teacher)
Colored pens for editing (students)

Management of the Instructional Environment

Students that are likely to talk to each other will not be seated together.

The teacher has previously established writers workshop expectations.

The teacher has previously established classroom behavioral expectations.

The door of classroom will be closed to minimize distracting outside noise.

 The students must be seated at their table throughout the lesson.

Soft music will be playing. Students will be asked to keep their conversation volume soft enough that
they can still hear the music.
Technology Integration
The teacher will play soft music from her computer.

Diversity and Equity (Accommodations, Modifications, Adaptations)

An activity instruction card will be given to each group, so that if they cannot remember or didnt
understand the verbal instructions that were given they have something to reference.
ELL students will be allotted a greater amount of time to complete the activity if necessary.

Activities/Procedures

Anticipatory Set (activate prior knowledge, (List specific statements or activities you will use to focus students
on the lesson for the day. This should activate student knowledge related to the objectives.):
The teacher will call the students to the carpet.
The teacher will recap what the students have been working on in class (editing papers).
The teacher will then ask What do you remember about paragraphs or what is a paragraph?
The students will do a think, pair, share on their responses.

Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the lesson
and why these objectives are important to accomplish.):
Students will be able to recall what a paragraph is after a think, pair, share.
*Students will be able to identify that a paragraph separates chunks of ideas
Students will be able to demonstrate how to create a paragraph at the end of the lesson.
*Students will be able to create paragraphs within their own work.
Students will be able to apply the new skill to future projects at the end of the lesson.
*Students will be able to use the skill as an editing tool for future papers.

Instructional Input (direct teach, (What information is essential for the student to know before beginning and
how will this skill be communicated to students?):
The teacher will explain when a writer will choose to start a new paragraph, what a paragraph consists
of, and how to edit your paper to create paragraphs.

Modeling (I do, (If you will be demonstrating the skill or competence, how will this be done? This is what the
TEACHER shows the STUDENTS):
The teacher will demonstrate the thought process when looking at a paper.
The teacher will demonstrate the thought process of choosing a section of the paper and creating a
paragraph based on the topics within the paper.

Checking for Understanding (Identify strategies to be used to determine if students have learned the
objectives.):
 The teacher will use comprehensive questions to assess the students on the process just demonstrated.

Guided Practice (We do, (List activities which will be used to guide student practice and provide a time frame
for completing this practice. This is what the TEACHER does WITH the STUDENTS.):
The teacher will use a new paper to use work through with the students.
The teacher will ask the students for volunteers to walk through the steps of what should be done to
create paragraphs.
The teacher will ask questions throughout this process.
Closure (What method of review and evaluation will be used to complete the lesson?):
Review: A recap of the steps and thought process of the steps.
Evaluation: An informal assessment with comprehensive questions.

Independent Practice (You do, (List homework/seatwork assignment to be given to students to ensure they have
mastered the skill without teacher guidance. This is what the STUDENT does ALONE to show the TEACHER
what s/he has learned.):
Students will go back to their desk to edit their own papers.
* the students will demonstrate the thought process.
* the students will create paragraphs within their own work.
* the students will make any last-minute edits to their papers and prepare for publishing.

Reflections and Documentation/Evidence of Lesson Effectiveness

Websites you may want to look at for help:

http://www.huntington.edu/education/lessonplanning/Hunter.html
http://www.humboldt.edu/~tha1/hunter-eei.html
http://template.aea267.iowapages.org/lessonplan/