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UMF Unit-Wide Lesson Plan Template

Name: Program: Course:


Ethan Gouin Elementary EDU
Education 450

Lesson Topic / Title: Editing spooky story

Lesson Date: 11/5 Lesson Grade/Age:


Length: Grade 5
40
minutes

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 /
Use spell check, listen to their story using google read and write, Reasoning
have a peer review it.
Correct punctuation, capitalization, complete sentences, and comma
misuse in their stories.
Content Standard(s) Instructional
Production and Distribution of writing Decisions /
Develop and strengthen writing as needed by planning, revising, editing, Reasoning
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
Students will be formally assessed through observation while they are Decisions /
working on their worksheets. Students will be formally assessed while Reasoning
sharing answers. Students will be formally assessed again when the teacher
reads their 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
Worksheet Decisions /
Computers Reasoning
Microphone

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 (10 minutes) Decisions /
1. The teacher will share with the class that they are going to be working Reasoning
on editing their stories.
2. The teacher will review the editing checklist.
3. The teacher will tell the class that all of the highlighting needs to be
taken off of their papers when they are done and their font needs to
be size 12. When someone is speaking in their story that should be a
new paragraph. The teacher should also say that there needs to be
multiple paragraphs, not just one big one (a paragraph should also
chain when moving on to another idea).
4. The teacher will ask if there are any questions.

Questions/ comments for part one:


Today we are going to be working on editing our spooky stories. You need
to make sure that you have someone else read your story, have used spell
check, and have used google read and write. There shouldnt be any
spelling mistakes or capitalization errors in your stories if you have done the
editing process correctly.

Part Two: Explore (30 minutes)


1. Students will work in pairs to complete the worksheet.
2. The teacher will end work time after 20 minutes so that the class can
go through each problem together and correct them.
Part Three:
Students will be working on their stories in part three.
Meeting students needs (differentiation, extensions, modifications, Instructional
accommodations) Decisions /
One student needs the teacher to wear a microphone. Reasoning

Field Course Only Post lesson


Reflection
After reading students stories I found that 16-22 students applied the effective editing tools
and skills. For the remaining students, comments were given on their stories for what still
needed some editing. Students also received a checklist that required them to use google
read and write to read their stories to the, spellcheck, and peer revision. Following these
additional opportunities of editing, all students were able to effectively develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach.

Teaching Standards and Rationale

Standard #3: Learning Environments 3(m)- Students were instructed to use several
different technology tools to edit their stories. Students using their Google Chromebooks to
write their stories and receive feedback is also why this standard is addressed in this
lesson.
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 if their were any editing left to do following
students completion of the checklist. This process helped students develop their writing
skills. Students also used several technology tools to edit their stories.
Editing Checklist
I have used spell check.

I have used google read and write.

Someone else has read my paper.

I have checked for punctuation errors.

All of my sentences start with a capital

letter.
I have quotation marks around dialogue

and thoughts.
I have no comma mistakes.

I have no spelling mistakes.