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UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Education Course: EDU


450
Ethan Gouin

Lesson Topic / Title: Spooky Story Narrative- Story map

Lesson Date: 10/10 Lesson Length:45 minutes Grade/Age: Grade 5

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards.

Learning Objective(s) Instructional Decisions /


Reasoning
Students will be able to:

Create a story map that clearly outlines their story.


Content Standard(s) Instructional Decisions /
Reasoning
CCSS.ELA-LITERACY.W.5.5

With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessment Instructional Decisions /


Reasoning
Students will be formally assessed while they complete their story
maps based on the questions they ask and what I can observe on
their paper.The teacher will be checking to make sure that their
events go in order, that there is a problem, that there is a main
event, a resolution to the problem, and that the students dont have
more than five characters in their story.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Materials, Resources, and/or Technology Instructional Decisions /


Reasoning
Plot diagram worksheet for every student

Power plan worksheet for every student


Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.

Teaching and Learning Sequence Instructional Decisions /


Reasoning
Part One: Launch (15 minutes)

(1)The teacher will introduce the narrative writing assignment on


spooky stories.(2) The teacher will then inform the students that
their goal for the class will be to create a plot diagram and power
plan for their spooky story.(3) The teacher will then show the
completed story map to provide students with an example.

Questions to ask students in part one: Who can name some of the
key elements of a narrative essay? (a main theme, characters, plot,
setting, rising action, falling action, climax, resolution) Can
someone repeat our goal for today? What do you notice about
this story map?

Part Two: Explore (30 minutes)

Students will be working on their story maps individually. Some


students may not have enough time to finish and will be given more
time the next day to finish it up.

Questions to ask during part two: How can you grab the readers
attention? What is something that might scare you that you could
use as motivation to write about?

Part three: Summary

Part three will be when the students begin writing their essays on
another day.
Meeting students needs (differentiation, extensions, Instructional Decisions /
modifications, accommodations) Reasoning

One student requires the teacher to wear a microphone so


they can hear.

One student will most likely need further instruction. For


this student going over the instructions together may be
needed.

Field Course Only Post lesson

Reflection

19 out of 22 of the students were able to, with guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
This was done with their story mapping. The students who had issues with their story map I
individually met with. With the suggestions made in the one on one meetings, all students are now
ready to start writing their narrative. If I were to do this lesson again I would have come up with a
better story for my story map. The ending I used as an example was that my main character realizes it
was all just a dream. After this lesson, I realized students should not use that as their ending because
it leaves the reader stranded. Next time, I will make sure that my examples are ones that follow the
exact same guidelines that the students will need to follow.
Teaching Standards and Rationale

Standard #1: Learner Development 1(b)- After having students write a narrative with no instruction
beforehand, I realized that my students struggled with organizing their stories. This lesson addresses
the learner development standard because it is the first step in developing a well written narrative. By
doing a story map it allows the students plan out their story and to advance to the next step in
learning how to write a narrative.

Standard #7: Planning for Instruction 7(b)- The first step to our overall goal, which is to strengthen
writing skills, starts with the planning process. Without students completing the story map their
organization in their story may have been negatively affected. A story map is a great strategy to
organize your thoughts before writing your actual story.

Standard #10: Collaboration 10(b)- By conversing with my mentor prior to this lesson, I was working
with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of
learners.

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