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UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Lizette Grade(s): 4th grade School/Mentor Teacher (if applicable): Ms.
Moran Franco

Subject area(s): Writing Unit Topic/Theme: Lesson Title: Learning how to Respond to a
Written Responses text!!
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
4.18 Writing/Expository and 74.4(c)(4)(I) I.A. 2. Generate ideas and gather information
Procedural Texts. Students demonstrate English relevant to the topic and purpose, keeping careful
write expository and comprehension and records of outside sources
procedural or work-related expand reading skills by
texts to communicate ideas employing basic reading II.A. 2. Use text features and graphics to form an
and information to specific skills such as overview of informational texts and to determine
audiences for specific demonstrating where to locate information.
purposes. Students are understanding of
expected to: supporting ideas and III.B.2. Participate actively and effectively in
C. write responses to literary details in text and group discussions.
or expository texts and provide graphic sources,
evidence from the text to summarizing text, and IV.B. 3. Listen actively and effectively in group
demonstrate understanding. distinguishing main discussions.
ideas from details
commensurate with
content area needs.

74.4(c)(5)(G) Narrate,
describe, and explain
with increasing
specificity and detail to
fulfill content area
writing needs as more
English is acquired.

74.4(c)(3)(G) express
opinions, ideas, and
feelings ranging from
communicating single
words and short phrases
to participating in
extended discussions on
a variety of social and
grade-appropriate
academic topics.
Lesson Objective(s)/Performance Outcomes
The students will learn how to write a written response using evidence from the text to support their
comprehension of the text.
The students will be able to analyze the text to find evidence for their written responses to the text.
Assessment (Description/Criteria)
Diagnostic Assessment: Checking students prior knowledge by their discussions about what they wrote for the
written response of the text A Wake-up Call by Rebecca Katzman.
Informally assessment: Walking around and observing students written responses and the way they wrote
them in their paper.
Formal Assessment: The teacher will pick up the students written responses on Earths Cleaning Crew and
assess student to check if the students have all the information/parts they need for a written response.

Materials and Resources


Paper, pencil, A Wake-up Call by Rebecca Katzman article, Rise of the Octopus by Melanie Kletter article,
Earths Cleaning Crew by Heather Price-Wright article, and screen projector.

Management of the Instructional Environment

When working in groups, teacher will walk around to guide students through activity.

When working individually, teacher will walk around and observe the students.

Technology Integration
Screen Projector

Diversity and Equity (Accommodations, Modifications, Adaptations)


Dyslexic students will have the articles read to them if needed. Will be given 3-5 more minutes to finish their
written responses on Earths Cleaning Crew article. English Language Learners will be paired up with
Intermediate level students. Will have 3-5 more minutes to finish their written response to Earths Cleaning
Crew article. If needed students with low reading levels will have the articles read to them and will have 3-5
more minutes to finish their written response to Earths Cleaning Crew article.

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 students will start the class by reading a short expository text called A Wake-up call by Rebecca Katzman.
After the students have read the short text they will write a reading response on the text. They will show me
with how they write the reading response how much they know on responding to a text they read by using
evidence from the text to check their comprehension of the text.

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.):

After they have finished writing their response on the text the teacher will tell them Today were going to learn
how to write a response to an expository or literary text using evidence from the text to demonstrate how much
you comprehended of the text you have read.
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 then show an anchor chart on how to write a writing response to a text. The teacher will show
the student that they will first start with a question by restating the question or reword it to turn it into a
statement. Then they will answer the question by asking themselves what is being asked, and to answer all of
the part of the question. Next, they will cite the source by telling the reader where they found the examples and
details in the text. This could be done by starting with The text states. Or The author says In the end
they will explain their response. They will give evidence from the text to explain the answer they gave. They
will add their thoughts of the text by using for example, this shows, this means and I believe in their
explanation part.

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):

Next, I will I will ask students how did they write their written response to the text that they wrote. Telling them
that it is fine to do it wrong the first time. I will then write my own response to the expository text the students
have read using the anchor charts help to write my response to the writing, and also using the screen projector
to project what I am writing to the class. As I am doing my own response I will ask students to tell me to look at
the anchor chart and tell me what step is next to write in my response. This way I can have them interacting in
the lesson.

Checking for Understanding(Identify strategies to be used to determine if students have learned the
objectives.):

Then, the students will work in a group of three and each student will be given a piece of paper where they will
add all of the steps they have in the anchor chart after they read Rise of the Octopus by Melanie Kletter. The
group will work together to find a question for the article and from there they will use the anchor chart to guide
them to write a written response. I will be going around the room to guide any student that seems lost and also
help those students that might need help in reading the expository text. As I am going around the room I will
informally assess students understanding by how they are writing their written responses to Rise of the Octopus
by Melanie Kletter.

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.):

After the students are finished doing their writing response for Rise of the Octopus by Melanie Kletter the
whole class will do a written response to the Rise of the Octopus together using the screen projector so
everyone can see what I am writing. I will ask for volunteers to help me write a written response and reminding
the students to look at the anchor chart for help if they dont know what the paper needs next. As the students
are telling me what to write I will be adding it in the paper.

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.):
When the students and I have finished writing the response of Rise of the Octopus the students will have time to
write their own written response to the expository text called Earths Cleaning Crew by Heather Price-Wright.
The students will be given a white piece of paper where they will first read the expository text then write their
written responses on their own. I will be going around and helping those students that need help with reading
the text and also informally assessing the students as I am walking around to see if they are using the anchor
chart to help them write the written response.

Closure (What method of review and evaluation will be used to complete the lesson?):

In the end, when the students are finished I will ask for volunteers that will be happy to read their written
response to the expository text Earths Cleaning Crew. After some students have volunteered to read their
written response the teacher will ask students what have they learned today when it comes to writing responses.
As the students are discussing what they have learned I will ask one student to help me pick up the written
responses to Earths Cleaning Crew, Rise of the Octopus, and to A Wake-up Call for me to formally assess every
student in the classroom.

Reflections and Documentation/Evidence of Lesson Effectiveness

When it came to the Madeline Hunter lesson plan, I think I did okay. I was not expecting my mentor teacher to
give me all three rotations of 66 students, so it was overwhelming knowing that I have to teach that many
students. For the first class I did not get to finish my entire lesson, because time was going too fast, and I had
just finished the group part of the lesson and was just about to go to the lesson where they write on their own,
but in the end we couldnt do it. When I first asked students if they knew what a written response was, many
students in my first class thought it was a summary of the text they have just read. The first paper many of my
students wrote to me were summaries of the text. After I showed them with my anchor chart what was a written
response and the format of a written response many students started to understand it. When they worked in a
group the students gave me great papers that had everything that I wanted them to have. When we were about
to do the last thing of the lesson, the students had to switch classes so we didnt get to finish. In all the students
behaved well, and all of them listen except some that had a talking problem, but my mentor teacher helped me
keep them in line. My mentor teacher and I saw that if we do the same thing we did for the first class them we
will not be able to finish the whole lesson.

For the second class we skipped the part where we talked about text features in the expiatory articles, which my
teacher does usually when the students are going to read expository writing, but for the sake of time we cut that
out of the lesson so the students can go straight ahead into reading. It did help the class get further than the first
class, but we still didnt get to finish the whole lesson. With this class the students did the same thing as the first
class students did, which was write a summary for the first paper, but then write a well written response for the
second paper, and I was not able to see if the students could do it on their own for the third paper. In all, these
classes seemed to have gotten what a written response was. I was getting better at checking the clock to see
how much more time the class had, and my mentor teacher was helping me as well when it came to going
around and checking if the students are on task.

For the third class, my mentor teacher and I discussed again what we can do and we thought about having the
whole class read the expository text together and then work with the student next to them to write their written
response to the second expository text. For the first page on the third class, I just had to do a guided reading
because we have dyslexic students on this classroom. Reading with the students for all three texts helped me
save more time, which helped me finish the entire lesson. Thanks to my teacher I learned how you have to be
lenient when it comes to what you have written down on your lesson plan and how everything should be done,
because in reality it is much harder to keep everything going smoothly with so many interferences of recess,
block time, and switching classes. I was really glad that the students that I have respect me enough to listen
when I am talking, and when asked to do something they do it. My mentor teacher said I did really well as I
kept doing the lesson over again that in the third lesson I was doing an awesome job. For my students, they
seemed to have gotten what a written response for an expository text was when we did one in class together.
After the first paper, most of all the students had two examples, were restating the question, they answered the
question, and explained their reasoning for believing that was the answer in their own words. This will help me
a lot when I become a teacher so that I will be flexible with my lessons, and remind myself that sometimes a
lesson cannot be taught fully with all the interruptions that students have. Also, being consistent with the
students really help when it comes to students being on task, and having a connection with the students also
helps in getting the respect with the student so they will listen to you when you are teaching.

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/