LESSON PLAN TEMPLATE FOR Early Childhood Education STUDENTS

Lesson Title: Description Detectives

State Standard: 2.W.MCC.1 :Write arguments to support claims with clear reasons and relevant evidence.
Indicator: 1.2 Plan, revise, and edit, focusing on a topic while building on personal ideas and the ideas of others to
strengthen writing.
Learning Objective: The students will write and come up with three descriptive character traits, building on their writing.
Essential Question: Why do we use descriptive words in our writing?
Materials: What resources and materials will be needed during the lesson? A summary should be provided for any book
(title/author/summary) or website used. A link to a website should also be included.

Stand Tall, Molly Lou Melon by Patty Lovell a book about character traits of a little girl, to teach/give examples
of character traits
Character Trait List
All About My Family Writing Prompt Page
Pencils
Extra Writing Paper
White Board
Dry Erase Markers

Activities/Procedures (Describe each step in a bulleted list format):

How will you establish the behavioral expectations for students? (The teacher will The student will)

The teacher will call the students by table number to put their things away and walk quietly to the carpet in front
of the white board.
The teacher will remind students of their Fab Five carpet rules: 1. Eyes on me (the teacher) 2. Listening ears 3.
Lips closed. 4. Hands in lap 5. Sit like a pretzel.

What is the hook? How will you link it to the standard? (This is your opening).

The teacher will say, Guess what? In less than a week, it will be Thanksgiving! How exciting is that? That
excites me a lot! One thing that I am always thankful for is my family. Are you thankful for your family? Well,
today, were going to all talk about our families! Were going to use descriptive words and describe a family
member.

How will you activate prior knowledge of the students about this topic?

The teacher will say, I know you have all talked about descriptive words before, but today we are going to apply
them specifically to people. You can call these Character Traits.

What content will you teach/explain?

Skill-Guided practice, independent practice

Cooperative Group: All work together in a group: product, assign roles;
share limited materials
Content: No practice; direct instruction

What will you and the students do during this lesson? What will you say?

The teacher will call the students by table number to put their things away and walk quietly to the carpet in front
of the white board.
The teacher will remind students of their Fab Five carpet rules: 1. Eyes on me (the teacher) 2. Listening ears 3.
Lips closed. 4. Hands in lap 5. Sit like a pretzel.
The teacher will say, Guess what? In less than a week, it will be Thanksgiving! How exciting is that? That
excites me a lot! One thing that I am always thankful for is my family. Are you thankful for your family? Well,
today, were going to all talk about our families! Were going to use descriptive words and describe a family
member.
The teacher will say, I know you have all talked about descriptive words before, but today we are going to apply
them specifically to people. You can call these Character Traits. Does anyone know why we use character traits?
The students will answer something like, So we can write better. Or Because otherwise our writing will be
boring.
The teacher will ask, What might happen to our writing if we didnt use description words? (Creating)
The teacher will say, Lets read a book that has a lot of character traits in it so we can get an idea of what were
looking for.
The teacher will read Stand Tall, Molly Lou Melon.
When she is done with the book, the teacher will stand up beside the whiteboard with a dry erase marker.
The teacher will say, Now that we have read the book and heard lots of descriptions, I want you to raise your
hand and name a descriptive word for a person! For example, Im going to say, cheerful because my mom is
always cheerful. Anyone else?
The students will raise their hands and call out descriptive words.
The teacher will call on the students with raised hands, and a few who dont raise their hands, and write the words
they say on the board.
While the students are calling out words, when a student says two words like, happy and cheerful the teacher
will ask, How are these two words similar? How are they different? (Analyzing) And, when a word such as
good or awesome How descriptive is this word? Is it really descriptive and specific, or could it be done
better? (Evaluating)
When there is a long list of words on the board, the teacher will say, Okay. Now, Im going to pass out these All
About my family member writing pages. We are going to pick one family member we are thankful for, and write
about them using at least three sentences, and at least three of these words on the board.
The teacher will say, Okay, so when I say go, I want you to walk quietly, come get the paper from me, walk
quietly back to your seat, and start writing. And I want you to show me a sense of what?
The students will answer, Urgency!
The teacher will say, Thats right! Ready? Come get the paper.
The students will walk to the teacher and then go back to their desks and write.
When they are finished, the teacher will collect their papers.

Questioning: Develop and use questions based on at least three higher levels of Blooms Taxonomy of Educational
Objectives during the lesson (as they are asked in the Activities/Procedures section. Beside each question, identify the
level that corresponds to it.
1. When a student says two words like, happy and cheerful the teacher will ask, How are these two words similar?
How are they different? - Analyzing
2. When a word such as good or awesome How descriptive is this word? Is it really descriptive and specific, or could
it be done better?- Evaluating

3. What might happen to our writing if we didnt use description words? Creating
Assessment: How will you know that the students met the learning objectives of the lesson? How will the assessments
accommodate the differences in the students? (Attach a copy of your assessment with each lesson turned in). Keep in
mind that assessment has three parts: the student activity, how the activity is recorded and how you will re-teach those
students who have not mastered the concept.
Students will be assessed with a rubric on the paper they write. They will be expected to have at least three sentences,
three descriptive words, and write about a family member.
Students who do not meet the goal will be retaught by getting one-on-one writing assistance during center time later that
day.
Closure: Ask a variety of questions as they relate to the EQ; and, evaluate student responses. (Let students tell you
what they learnedexample: think, pair, share; ticket out the door; graphic organizers/anchor
charts/KWHL/thinking maps)
Students will be asked to tell one other person at their table why we use description words.
List the ways you will take into consideration, or accommodate for, the individual differences among students in rates of
learning, styles of learning, interests, and special needs, as in the following list:
Visual learners
Auditory learners
Kinesthetic learners
ESL
Gifted
Physical disabilities
Cognitive disabilities
Integrated Curriculum: In what ways are other subjects integrated into this lesson?
For visual learners, I showed examples from the book, and wrote on the board. For auditory learners, I spoke and told
them everything they needed to know. For Kinesthetic learners, they could write themselves when they got the sheet.
I integrated social studies through talking about family and holidays.
Rubric to Assess the All About my Family Writing Sheet.
L.O. - The students will write and come up with three descriptive character traits, building on their writing.
3 points

2 points

One point

Sentences

The student includes three

or more sentences in his
writing sheet.

The student includes only

two sentences in his writing
sheet.

The student includes only

one sentence in his writing
sheet.

Character Traits

The student includes three

or more character traits in
his writing sheet.

The student includes only

two character traits in his
writing sheet.

The student includes only

one character trait in his
writing sheet.

Family Member

The student writes about

one family member.

The student writes about

more than one family
member.

The student does not write

about a family member.

Score: 9/9

3 points

2 points

One point

Sentences

The student includes three

or more sentences in his
writing sheet.

The student includes only

two sentences in his writing
sheet.

The student includes only

one sentence in his writing
sheet.

Character Traits

The student includes three

or more character traits in
his writing sheet.

The student includes only

two character traits in his
writing sheet.

The student includes only

one character trait in his
writing sheet.

Family Member

The student writes about

one family member.

The student writes about

more than one family
member.

The student does not write

about a family member.

Score: 5/9

3 points

2 points

One point

Sentences

The student includes three

or more sentences in his
writing sheet.

The student includes only

two sentences in his writing
sheet.

The student includes only

one sentence in his writing
sheet.

Character Traits

The student includes three

or more character traits in
his writing sheet.

The student includes only

two character traits in his
writing sheet.

The student includes only

one character trait in his
writing sheet.

Family Member

The student writes about

one family member.

The student writes about

more than one family
member.

The student does not write

about a family member.