Colleen Major

Oak Elementary School with Ms. Robin Ingstrup
Date of Lesson: Monday, October 26th, 2015
Subject/grade level: 4th grade science
Unit of Study: Literary nonfiction Writing
Day’s Lesson Concept: Completing a Writing Layout
Umbrella Question: How can we turn our research and facts into a literary nonfiction story?
Learner Characteristics:
Number of students: 22 (10 boys and 12 girls)
Ages: 9-10 years of age
Special Needs: 2 students with Learning Disabilities or ADHD
Behavior Problems: 0 students
Content Objectives: Today, the students will be able to assemble a story in order, document factual
information about their pollinators, and demonstrate the use of nonfiction text features.
The new material will be linked to prior learning through their already taught nonfiction features and
previously researched facts about their pollinator and plants.
Process of Learning:
The students will watch me model the writing of a story about a pollinator, and then they will
individually assemble their story in a graphic organizer document using their research.
I will model for 15 to 20 minutes and will have the students work by themselves for 10 to 15 minutes.
The students will all be completing the graphic organizer based on the same concepts; however, the
assignment will slightly differ based on the pollinator they research and the story they create.
Post Assessment:
I will know if the students understand the content objectives when I conference with each student as
they write to ensure the student is on the correct path, and with their final product that I will be reviewing and
helping to grade.
The conferencing will occur throughout the last 10 to 15 minutes of the lesson and continued on the
next days of work time. The final product will be due the first week of November.

Instructional Strategies:
I will get the students’ attention by doing the school silencers- “One, two three, eyes on me. One, two,
eyes on you,” or the call and response clapping silencer.
The strategies I will be using are teacher talking and modeling, questioning about the nonfiction
features, student interactions, individual seat work that will be monitored by me, and conferencing with the
individual students as the assignment continues on.
I am going to be teaching this lesson with the style of a gradual release. This means the lesson will
follow the structure of an “I do, we do, you do” and thus, will start with me modeling, continues by involving
the students with asking the steps and finishes by sending the students onto their own to fill our their graphic
organizer while I monitor them.
I will summarize and check for understanding by asking questions such as “What is the first step?”,
share with your neighbor the answer to “What is the next step?” and so forth while writing the steps down on
the board before releasing the students to work on their own.
Instructional Materials:
iPad, projector/document camera, and layout form sent to each student’s iPad so that they can access
and type into it on the day off.
Steps of Teaching:
1. Open up the lesson by asking what the features of reference nonfiction writing are. (headings, pictures
and diagrams, glossary, index, table of contents, bold words) What is the difference between literary
nonfiction and reference nonfiction? What are the similarities? (literary nonfiction tells a story using
facts and research. Can have pictures and diagrams)
2. Set up my iPad to show the document graphic organizer with the filled out copy on table next to me or
3. Briefly go over what facts I had found about my pollinator when I was doing my research.
4. Show structure of beginning, middle and end in graphic organizer. Tell them it is organized just like
their narratives they just wrote but now we just have pages numbered so you can divide up the
5. Type the story into the graphic organizer, stating how I am integrating the facts into a story now.
6. Point out the different nonfiction features I plan to use when I make the final copy of my book.
7. When finished writing, stand up and move to the front of the room instead of sitting behind the
projector. Ask the class what the first step is. Write in on the dry erase board.
8. Tell them to turn and talk to their partner about what the next step would be.
9. Bring the class back together with a clap silencer. Wait for them to be all silent. Ask a student what
the next step is.
10. Write the rest of the steps on the board. (Steps: 1. Words for story on each page 2. Notes of what kind
of pictures/diagrams and where to put them 3. Revising their literary nonfiction story with a revision
checklist worksheet)
11. Send the students off to complete their own graphic organizer with facts from their research.
12. Monitor their progress around the room and answer any questions the individuals might have or
clarify if they do not understand.