LESSON PLAN OUTLINE

JMU Elementary Education Program
The following information should be included in the header of the lesson plan:
 Marissa Schade
 Mrs. Longacre at Waterman Elementary School
 2nd grade
 November 3rd at 1:45-3:30
 November 2nd
(Include the title of each of the following sections in your written plan.)
A. Duck for President or Farmer Brown for President?
B. CONTEXT OF LESSON
What pre-assessment did you do that tells you the students’ readiness, interests, and/or learning
preferences? Why is this an appropriate activity for these students at this time? How does this lesson
fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
Since this lesson is a part of a social studies lesson, the pre-assessment is related to Social
Studies. However, the students will be working on answering some discussion questions related to the
book. This shows me that students were listening during the read aloud and that they are ready to write
about what they heard. Through this pre-assessment, students will not only practice better
comprehension, but also writing skills. Students will also gain deeper insight before the Social Studies
portion of the lesson. During this whole group reading and writing instruction, my cooperating teacher
normally has students read and write about what is being taught in content (social studies and science),
so this type of writing and reading will allow students to better understand the content being taught
afterwards. This content ties into voting and elections, which is what will be discussed and taught
during social studies instruction. This ties into how children learn. Children normally better readers
and writers when language arts are incorporated into content.
C. LEARNING OBJECTIVES
Understand – what are the broad
Know – what are the facts, rules,
generalizations the students should
specific data the students will gain
begin to develop? (These are
through this lesson? (These “knows”
typically difficult to assess in one
must be assessed in your lesson.)
lesson.)

I understand that I need to
brainstorm some ideas before
writing.
I understand that my writing needs
to be organized.
I understand how to write and
include details.
I understand how to correct some
errors in writing.

I know how to come up with ideas
before writing.
I know how to write a paragraph
with a beginning, middle, and end.
I know how to write using
descriptive words.

Do – what are the specific thinking
behaviors students will be able to do
through this lesson? (These will also
be assessed in your lesson.)

I will understand key ideas from
the book.
I will brainstorm before writing;
decide whom I will write about
and why I am writing about this
character.
I will write using organization and
construct my introduction and
concluding sentence using feeling.
I will explain using descriptive
words why I am voting for Duck
or Farmer Brown.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember – every objective must be assessed for every student!

Students will be assessed through the writing they create on the political posters. Students will be
given blank sheets of paper to check for brainstorming abilities. Students will be checked for proper
spelling, grammar, and usage. Students will be able to use descriptive words when writing about duck
or Farmer Brown and should be able to explain using an introduction and concluding sentence.
E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)
Standards being addressed are highlighted.

The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and expository writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
The student will read and demonstrate comprehension of fictional texts.
a) Make and confirm predictions.
b) Relate previous experiences to the main idea.
c) Ask and answer questions about what is read.
d) Locate information to answer questions.
e) Describe characters, setting, and important events in fiction and poetry.
f) Identify the problem and solution.
g) Identify the main idea.
h) Summarize stories and events with beginning, middle, and end in the correct
sequence.
i) Draw conclusions based on the text.
j) Read and reread familiar stories, poems, and passages with fluency, accuracy,
and meaningful expression.
F. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
All will be provided by myself:


Cronin, D., Lewin, B., & Potash, D. (2004). Duck for President. New
York: Simon & Schuster Books for Young Readers.
20 copies of worksheets with the political poster template students will be working on

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)

Introduction: Hi class, so
today we are going to read
this book and discuss a little
bit about it. Read Duck for
President to students. Do you
all know what is coming up on
Tuesday? Why do you think I
would read this book?
Discuss the book with
students: Why did duck come
back to the farm? Was duck or
Farmer Brown a better leader
and why? Do you think
everyone should have been
allowed to vote? What does
voting allow every person to
have? Do you think that
having a voice in these
matters are important and
why?
Ask students to have a
seat back at their desk.

Students will be
gathered on the rug and
listening to the story. They
will begin understand that
candidates are elected by
people.

Students will think and
respond to the discussion
questions. They will need
to think about if voting is
a fair process.

Tell students that they will
use their persuasive writing
techniques in order to create
a political poster telling why
to vote for duck.
Conclusion: Now we will
come to the carpet to begin
content. Grab a pencil and a
clipboard and sit in your
assigned spot.

Students will go back
to their desk where they
will get further
instructions.
Students will begin to
work on their poster. They
will draw a picture of their
candidate and write a
couple of sentences
explaining why they
would vote for duck or
vote for Farmer Brown.
This will help them move
closer to making a
decision as to who to vote
for: Trump or Clinton.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
learning styles and abilities, English language proficiency, health, physical ability, etc. How will you
extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?
There are a variety of learners in the classroom. Some have a harder time listening with directions, there are
learners who can’t read, or become frustrated when reading and writing. In order to best help those who have a hard
time listening, I will work to create an engaging lesson they will want to listen to and participate in. These types of
students will also be allowed to sit in a chair during carpet time. This allows them to be further from the class and
gives them a little more freedom to fidget in their seats.
There are also learners in the class who become frustrated from reading and writing. In this case, they have the
option to write short phrases instead of a full paragraph. This may also help those students who are English Language
Learners.
I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation.

Child could have an outburst during my lesson: in this case there would be more time constraints on the lesson
as I or another teacher would have to step in to help this child. This may cause discussion time to get
shortened. Students could be distracted as they are working on an activity and may need more time to finish.

I may also make a mistake when reading or asking important questions about the book: In this case, I can use it
as a learning experience for the students. They can begin to better understand that even adults make mistakes
when they read.

Lesson Implementation Reflection
As soon as possible after teaching your lesson, think about the experience. Use the questions/prompts below to
guide your thinking. Be thorough in your reflection and use specific examples to support your insights.
I. How did your actual teaching of the lesson differ from your plans? Describe the changes and explain
why you made them.
During the read aloud, I pulled out important vocabulary words that students may or may not
understand prior to listening to this book. I chose words such as espresso beans and explained that
espresso beans are used to make coffee. I wish I had created these prior to the lesson. I made this
change as I was reading because I realized that many students might not know certain words that may
be important to know for their writing piece.
I also spent longer than planned asking questions before, during, and after the story. I asked students
after Duck ran for governor what they think he will do next. This allowed students to better
comprehend the text before writing. We made some predictions and I asked students to attempt to
explain some of the vocabulary words that I pulled from the story.
II. Based on the assessment you created, what can you conclude about your impact on student learning?
Did they learn? Who learned? What did they learn? What evidence can you offer that your conclusions
are valid?
I feel that students learned a little bit about the election process, which helped to set them up for the
Social Studies portion of the lesson. This was through the examples in the book: how Duck is elected
head of the farm, elected to be governor, and then elected as president. They also learned how
important it is to include details when explaining to someone why to vote for Duck. I think all of them
learned why it is important to brainstorm their writing for better organization and how to pull ideas
from the text before writing this particular piece.
I can see examples of this through the poster they created as many of them drew a brainstorming web
and used exact examples from the book. For example some students mention kissing babies in diners.
Students mention that they think Duck could “take them places” that another leader may not. This kind
of writing really adds imagery for the reader.
III. Describe at least one way you could incorporate developmentally appropriate practice in a better or more
thorough way if you were to teach this lesson again.
If I were to teach this lesson again, I would incorporate vocabulary cards to review prior to reading the
book, Duck for President. I think this would help students better comprehend the book before jumping
in. I would try to focus on these words and their meanings: espresso beans, registering, protested,
recount, campaign, ballots, help-wanted ads, and autobiography. I would also maybe even incorporate
it into word study so students could look at the words in a different context. I could even provide
pictures for students to better understand the meanings of the words.
IV. Based on the assessment data you collected, what would you do/teach next if you were the classroom
teacher?

If I was the classroom teacher, I think I would have allowed students to spend more time
brainstorming this particular piece in order to have longer and more descriptive writing samples.
I would have spent a day for brainstorming, a day for constructing a rough draft, and a day to
conference and construct a final draft. I think this would also help the flow of students’ writing. I
would then have students build other pieces based on the book. Maybe even allow the students to write
a letter to Duck from Farmer Brown convincing Duck to return to the farm.
V. As a result of planning and teaching this lesson, what have you learned or had reinforced about young
children as learners?
I think young children need more time to better comprehend, discuss, and write. This will help me in
future lessons as I work on not rushing children in their processes. I also learned that if students enjoy
reading or listening to a particular book, then they will be eager and excited to write down their own
ideas of the text. In this case, the whole class was very excited to start writing because they enjoyed
listening to the book. However, I felt like this caused many students to want to jump in to creating the
actual piece without brainstorming. I feel that having a whole period for just brainstorming will
prevent this. I will try to construct lessons in this way in the future as it causes children to be engaged
with the writing.
VI. As a result of planning and teaching this lesson, what have you learned or had reinforced about
teaching?
Through teaching this lesson, I learned that anything is possible. During the lesson, there was
a power outage and it was kind of surprising and nerve wracking to me. However, I urged the students
to keep writing and after a minute they were all focused on their work again. They were a little
distracted because the lights suddenly went out and after a brief minute the projector started loudly
humming, but I feel that because they were interested in what they were writing about this didn’t make
them completely lose focus.
I also realized through planning this lesson that if it is planned out well in advanced then
things tend to go really smoothly. I had the general idea of what I wanted to do for this lesson over a
month before I was taught. I knew that I wanted to do this read aloud and then have them create a
writing piece about what was read. Due to this, I felt like I was able to further engage with students
more and be able to focus on their behaviors instead of worrying about where I needed to take the
lesson next.
VII. As a result of planning and teaching this lesson, what have you learned or had reinforced about yourself?
I tend to rush over things when I get nervous or excited, so I have to remind myself in the future that I
need to take a deep breath and have the students stop what they are doing if things get out of hand. This
happened mostly when giving directions before the writing activity. If I better explain activities, then
students will better understand what I am teaching.
I also learned that when I run a discussion most students are super excited to speak, but I need to learn
at what point to rein them in back to the topic. I feel like everyone wanted to share multiple ideas
about the book, which should be encouraged. However, some students tend to ramble on about how
Farmer Brown wasn’t a good leader because the Duck had to do more chores than the other animals or
they would get confused with the book, Click Clack Moo. However, discussion is a great technique to
use though because it gives me a break from talking and lets me take a breath, while at the same time
informally showing me what the students know.
VIII. Please share an APA citation (if available) that includes a link if applicable that refers to an inspiration
for your lesson plan. What is something that you saw in a practicum experience, or something that you
remember from your schooling? If you found an activity online, please give a direct link in your citation.
Annotate with a short explanation of your reasons for using this idea. It’s okay if you refer to a peer,
another teacher, or even if you conceived of the idea yourself.
Through the help of Dr. Bodle and Mrs. Longacre, I was able to create this lesson. Dr. Bodle gave me
the advice to incorporate the Duck for President book into my lesson. I also observed Mrs. Longacre
during all of her writing instruction to see what direction to take the writing instruction in. Since 2 nd

grade is still working on some of the basic writing skills I wanted to allow the writing to be creative so
students could have fun with it, while working on their writing skills such as organization and using
descriptive words. I wanted students to have a piece that was finished by the end of the lesson which is
why I made it into a worksheet and I urged students to write more, but didn’t expect them to write more
than a paragraph.