I. General Information

Name: Jamie SniderDate: 4/20/2009Curricular Area(s) Language ArtsGrade Level: 5th Grade Learning Support Group Size: 3 small groups of 1-3 students per groupSetting of Lesson: Learning Support Classroom-pull out servicesTime of Lesson: 10 minutes

II. Rationale:

This lesson will serve to strengthen skills in writing by generating a response to a teacher presented writing prompt.

III. Resources/Multimedia: Writing prompt Rubric 

IV. Objectives/Adaptations:

1. When presented with writing prompt STWBAT write a complete paragraph using a topic sentence. Give 3 supporting details with correct sentence structure, capitalization, punctuation and spelling. The paragraph will contain all the elements above with 80%accuracy.

V. P.A. Academic Standards:

1.5 Quality of Writing

VII. Lesson Body:

Procedure:

1. Students will be introduced to a weekly writing prompt. Today’s prompt is “Last week we went to Camp Fitch, tell me what your favorite thing about Camp Fitch.

2. The teacher will provide orally some examples of how she would respond. “I had so much fun at Camp Fitch. I wish I could have stayed overnight with the students. My favorite thing at Camp Fitch was sitting by the lake eating lunch with my friends. I also liked making butter and candles.”

3. The students will complete the writing prompt and turn it in first thing Wednesday morning for grading.

Adaptations:

This mini-lesson is designed to accommodate these students with their writing disability.

VII. Closure:

1. The teacher will reiterate that the assignment is due Wednesday morning. They are to bring to the teacher before homeroom.

2. The teacher will instruct the students to come see her if there are any concerns or questions.

VIII. Assessment:

1. Assessment will be done by the following rubric:

Topic Sentence /5 3 Supporting Details /5

Closing Sentence /5

Cap/Punc /5

Spelling /5

Grammar /5

Organization /4

Total /30

 

 

 

 

 

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 A. The quality of your lesson plan:

I feel that I was very organized and had prepared myself for teaching the lesson plan on the writing prompt. I also felt the lesson was time appropriate and had enough elements in it to keep the lesson flowing and on topic with a good central theme throughout. The lesson was a quick mini-lesson that reintroduced the students to the writing prompts. I used good examples that were relatable and easy to understand to help motivate the students to write.

B. The quality of my teaching:

I felt that I did very well teaching the lesson. I had no behavior management issues at all, most of the students were on task and followed along without much difficulty. The students wanted to share personal stories and it started to drag the momentum of the lesson down. I felt I interacted with the students in a positive supportive manner and was attentive to their needs and any struggles academically they encountered during this lesson.

C. The types and quality of teaching strategies, activities, assessments and materials you used:

I used a traditional method of instruction incorporating technology throughout as well as humor. The students responded to it very well. I made sure to use good modeling during the introduction of how I would construct my essay. I paid close attention to the rubric and detailed ways that each student could meet the goals.

D. Quality of student academic performance and social behavior:

The students remained on task but were reasonably motivated during this lesson. They completed the required work with enthusiasm. They interacted with me during the lesson and asked questions throughout. The questions were well thought out and valid investigation questions.

E. Knowledge/ Skills acquired by students in relation to your specified objectives:

This lesson introduced a writing prompt in response to a teacher generated question.