LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
 Student’s name
 Cooperating teacher and school
 Date and time lesson is to be presented
 Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewed—at least one day in advance.)
(Include the title of each of the following sections in your written plan.)

A. Roll a story/Small group

B. CONTEXT OF LESSON
To prepare for this lesson, I looked at writing samples from the students and grouped them based on
qualities I would need watch out for during this writing lesson. I grouped them based on who needed
to focus on punctuation and spelling, who needed more sentences and site words, who had good
handwriting but needed support on sentence form, and who needed more support overall in all aspects
especially handwriting. This lesson is appropriate for the students because it will allow them to focus
on writing words that are presented to them so they can put all of their focus on how they write and
less on how they are spelling. It also allows for the students to understand the elements of the story
through exploring each part individually as well as be presented with multiple representations of that
element. This is an appropriate time for this lesson because the students have been working on both
writing appropriately, using capital letters, correct sentence order, and punctuation, as well as story
elements.

C. LEARNING OBJECTIVES
Understand – what are the broad Know – what are the facts, rules, Do – what are the specific thinking
generalizations the students should specific data the students will gain behaviors students will be able to do
begin to develop? (These are through this lesson? (These “knows” through this lesson? (These will also
typically difficult to assess in one must be assessed in your lesson.) be assessed in your lesson.)
lesson.)
I understand story elements and I know every sentence begins with I will write a story with all
the correct sentence structure and a capital letter. elements, characters, setting, and
grammar. problem.
I know every sentence ends with I will identify each part as the
the correct punctuation mark. correct element.
I will use the correct grammar in
I know which part of the story is my story.
the character, setting, and
problem.

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 write a story using all three elements, character, setting, and problem. The final product
will be used to assess if the student can begin every sentence with a capital letter, use correct
punctuation, correct sentence structure, and can identify each part of the story. Student’s writing in the
final product will be assessed for grammar and students will have to underline in specific colors the
character, setting, and problem to asses that they know which part of the story is the correct element.

E. RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL STANDARDS if required)

1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
 f) Identify characters, setting, and important events

F. MATERIALS NEEDED
Roll a story worksheet
Dice
Pencils
Writing paper
Final product worksheet

G. PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
 To begin the lesson with each small group I will do a short review the story elements
o “The who or the what is the ….?”
o “The time of the place is the ….?”
o “What happens is the ….?”
 (I can use the song they have sung for the past week as a small review too if they
need more of a review)
 I will explain that they will be writing a story using every single element! Their story will consist
of three sentences written correctly AND they will have correct grammar. I use the chart paper on
my bulletin board to remind them of the correct way to do all of this by having examples and
highlighting the capital letters, punctuation, and sentence structure. This will stay up to serve as a
reminder and guide.
 I will give them their roll a story worksheet so they can see it to better understand, explain how it
works. They will roll their dice and they will use the setting that matches the side of the dice they
roll.
 After the students roll they will identify which setting option matches the side of the di they rolled
by circling it.
 The students will be given writing paper and will write their names on the top first. They will then
write their setting sentence. As they do this I will be watching to assist and give reminders about
their handwriting, capitalization, and punctuation, the
 Because the options on the paper are not complete sentences, the students will have to use their
prior knowledge about sentence structure and my examples as a guide to write them in correct
sentence form. I will help with spelling and give reminders to check the chart paper.
 This process will continue with character and setting.
 After each small group, I will collect the papers back and keep them so I can hand them back to
keep working the next day.
 Once a student has completed a roll and sentence for the character, setting, and problem, they will
be given the final product worksheet book to write and illustrate their story.
 Once they have finished, they will be asked to underline within their story, the characters in
purple, the setting in blue, and the problem in green.