UMF Unit-Wide Lesson Plan Template

Name: Program: Course:

Ethan Gouin Elementary EDU
Education 450

Lesson Topic / Title: Endings

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

10/30 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

Students will be able to: Decisions /
Provide a conclusion that follows from the narrated experiences or events. Reasoning
Content Standard(s) Instructional
W.5.3 Decisions /
Write narratives to develop real or imagined experiences or events using effective Reasoning
technique, descriptive details, and clear event sequences.

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

Assessment Instructional
Students will be formally assessed on their understanding of good ending Decisions /
techniques while sharing answers from worksheets. Students will be formally Reasoning
assessed again when the teacher reads the students answers after they are
handed in. Students are to be assessed again when the teacher is reading the
students essays.

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
Five handouts: Their ending menu, analyzing ending worksheets, Decisions /
extending the ending worksheets. Reasoning
Laptops for every student
Colored pencils

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

Part One: Launch (20minutes) Decisions /
1. The teacher will share with the class that the lesson objective will be to Reasoning
make a good ending to their spooky stories.
2. The teacher will provide every student with a good ending menu (after
asking/stating before going over menu questions/comments) and review it
with the class.

Questions/comments to ask/say during part one:

Before going over menu
Your ending should reveal what the story was about and how the main character
has grown or changed. How is the main character better, wiser, or smarter? If
you have an it was only just a dream ending, you must change it. There needs to
be a clear resolution without ripping the towel out from underneath your reader.
Saying THE END is not needed. If you make a strong ending your story will
naturally end.
After going over menu
Who already has a few of these in their conclusion? You need to include all of
these in your ending. In your ending, every sentence needs to end with an (m)
for memory, (f) for feelings (w/h) for wish or hope, (d) for decision, or (da) for
deciding action so that I can see that youve used them...
Part Two: Explore (25 minutes)
1. Students will complete an Analyze this Ending worksheet and an Extend
this Ending worksheet in pairs.
2. Following the activity, have a few students share what they have written.
3. Have answer sheets ready to guide or provide examples.
Questions/comments for part two: How did using these ingredients or
techniques make the ending better? How did the ending change from where it
was before to what it is now? Did any of you think of any changes you need to
make in your stories?
Part three:
This will be time for students to work on their essay.

Meeting students needs (differentiation, extensions, modifications, Instructional

accommodations) Decisions /
Having a handout, going over the handout with them, having them work on Reasoning
the worksheets to practice, and sharing the answers offers multiple
opportunities for students to learn effective story ending techniques.
One student will need the teacher to wear a microphone.

Field Course Only Post lesson

Reflection
While reading through students stories after the lesson to see that they had an ending that follows
from the narrated experiences or events and used the ingredients for a good ending, I found that
16 out of 22 students had effectively applied the strategies. Many of the students had used the
strategies but did so in a list. For these students, I commented on their stories and requested that
they provide more details such as how their character grew from the experience or to provide more
information so that someone could only read their ending and figure out what the whole story was
about. There were still three students who need more instruction. For these students I will continue
to comment on their stories with more suggestions.

Teaching Standards and Rationale

Standard #2: Learning Differences 2(a)- I decided that rather than give a presentation covering
good ending strategies I would create a menu that included examples and go through each
ingredient with the class. This allowed students to ask clarifying questions. The two worksheets
that students completed gave them an opportunity to demonstrate their learning and so did their
stories.
Standard #4: Content knowledge 4(a) - By providing students with a good ending menu, giving
feedback on their worksheets, and giving suggestions on students stories is why this standard is
addressed in this lesson.
Standard #6: Assessment 6(d)- Because the menu had examples of each ending technique and
so did the worksheets, students looked at several examples of what a quality ending looks like.
Following the in class instruction, I gave students direct feedback on their stories.
Standard #11: ISTE standard 11.2 (a)- By using my own computer to create the lesson and give
feedback and students using their Google Chromebooks, I was able to evaluate the effectiveness of
this lesson based on the student's story endings. This process helped students develop their writing
skills.
Name______________
Good Ending Menu
Ingredient Example
A Memory Ill always remember that November day when a man chased us
What did you through the Oak Dale Cemetery. His tall, crooked stature will forever be
remember most? imprinted in my mind. As we sprinted as fast as we could to get away I
remember thinking that we had no chance of getting away.

Feelings I got home that night thankful that the psychotic man had tripped
How did you feel as he got within arms reach of Danny. If he hadnt, Danny may not have
about what made it out. That night was the most terrified that I have ever been.
happened?

Wish or Hope I hope people can learn from our experience and know to never
What you wish or cut through a cemetery late at night.
hope?

Decision I have come to an unalterable conclusion that cutting a few

What did you minutes off of your walk home by going through a cemetery is not worth
decide? the dangers you may encounter. You never know who could be lurking
around in a dark cemetery. I

Defining This is why I vow to raise awareness on why kids should not be
allowed out alone late at night.
Action
What did you do?