KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Emery Elton Date: 10/21/2022 & 10/24/2022

Cooperating Teacher: Ms. Roseman Coop. Initials

Group Size: 24 Allotted Time 20 Minutes Grade Level 4

Subject or Topic: Animal Essay- Writing Section 015

Animal Essay Day 4 & 5

STANDARD: (PA/Common Core):
Standard - CC.1.4.4.A

Write informative/ explanatory texts to examine a topic and convey ideas and
information clearly.

Standard - CC.1.4.4.B

Identify and introduce the topic clearly.

I. Performance Objectives (Learning Outcomes)

● The student will be able to write an informative text to examine a topic and convey
information clearly by writing an animal research paper.
● The student will be able to identify and introduce the topic clearly by writing an
introduction to their animal research paper.
E. Assessment/Evaluation plan
1. Formative
● Assessment:
○ The teacher will confer and take anecdotal notes during independent writing.
● Documentation Tool/ Scale:
○ Note sheet
■ The teacher will take notes about the students during the roving
conferences and guided writing.
2. Summative
● Assessment:
○ Informative research paper on animals
● Documentation Tool/Scale:
○ Rubric
 ○ Modified rubric for students with IEP
III. Instructional Materials (includes amount)
● Graphic Organizer (24)
● Computer
● ELMO
● Examples of informative essay
● Story
● Google classroom
● Google site

IV. Subject Matter/ Content (prerequisite skills, key vocabulary, new content)

A. Prerequisite Skills
○ Knowledge of how to collect research.
○ Knowledge of how to navigate a computer.
○ Knowledge of proper English grammar.
○ Knowledge of how to write a complete sentence.
A. Key Vocabulary
● Adaptation: A characteristic of a living thing that helps it survive in its
environment.
● Habitat: a home environment for plants and animals or other organisms.
A. New Content
● Writing:
○ Informative text.
○ Compose a cohesive essay that informs the readers about the habitat, diet,
and adaptations of particular animals.
○ How to write an introduction paragraph
● Science:
○ Animal adaptations
■ Why that animal has a certain adaptation
○ Animal habitats
■ Different habitats are required for different animals to survive

V. Implementation- Day 3

A. Introduction –
● Preparation:
○ The teacher will gather the students attention and begin to transition the students
from Reading to Writing.
 ■ “Put away all of your reading materials except your red folder, computer,
and a pencil.”
● Hook: Begin reading a boring story with no context
○ Ex.
● Ask students what is missing
○ I.e. an introduction
● Ask students ways that I could start the story that would get them interested.
B. Development –
● The teacher will project their sample essay on the board and read their introduction
paragraph to the class.
○ Stopping to model how to write a hook.
■ Quote
■ Sound
■ Fact
■ Question
● Model this by having the students help create a fun hook for your
example essay.
○ Explain to the students that it is important that they include what they are going to
be talking about in their essay while writing their introduction.
■ Model an example of why this is important.
● Give the students some potential sentence starters or ideas for the hook on the board.
● Have the students begin writing their introduction on their graphic organizer.
○ Once the students have written out their draft of the introduction paragraph, have
them check it with the teacher.
○ Once the teacher has approved, they may begin to type their introduction
paragraph.
● Pull a small group of students to the side table in order to help them write their
introduction paragraph.
○ These should be students with an IEP or ELL students who will struggle writing
independently.
○ The group will stay the same each day.
■ SG
■ DJ
■ FH
■ GF
■ ATM
○ This group will all have the same animal to write about.
● Work together with these students to have them write their introduction paragraph with
the help of a teacher.
C. Closure –
 ● Teacher will call all of the students back together in order to transition into their next
class.
○ The teacher will have the students place all of their writing materials in their
writing folder so that they have it for the next day.
○ Teacher will have the students transition to science.
A. Introduction – Day 3
● Preparation:
○ The teacher will gather the students attention and begin to transition the students
from Reading to Writing.
■ “Put away all of your reading materials except your red folder, computer,
and a pencil.”
● Hook: Using your blank google document, play a brief round of “If you are reading this”
○ Begin to type out a direction on the board
■ Ex. “if you are reading this put your hand on your head”
○ Once some students seem to notice and follow along, give them another direction.
■ Ex. “if you are reading this stand up”
■ Ex. “if you are reading this, spin once”
■ Ex. “if you are reading this, clap twice”
○ Continue until the whole class is playing along.
B. Development –
● The teacher will begin the lesson with a blank google document on the board.
● Have the students open up a blank google doc on their computer.
○ Walk the students through the steps of adding a title to the document.
■ Allow for students to do so
○ Walk the students through adding “By: First Name Last Name”
■ Allow students time to do so.
○ Have the students indent the first paragraph.
● If the students have had their introduction paragraph approved by the teacher, they may
begin to type their introduction paragraph.
● Pull a small group of students to the side table in order to help them type their
introduction paragraph on the computer.
○ These should be students with an IEP or ELL students who will struggle writing
independently.
○ The group will stay the same each day.
■ SG
■ DJ
■ FH
■ GF
■ ATM
○ This group will all have the same animal to work with.
● Work together with these students to have them create their graphic organizer together.
C. Closure –
● Teacher will call all of the students back together in order to transition into their next
class.
○ The teacher will have the students place all of their writing materials in their
writing folder so that they have it for the next day.
○ Teacher will have the students transition to science.

D. Accommodations
○ Student GF has an IEP that allows them to
■ Access to a handwriting self checklist
■ Clear concise directions
■ Consistent positive reinforcement
■ Graphic organizers or other organizational aids
■ Modified rubrics
■ Read questions to the student

○ Student DJ has an IEP that allows them to

■ Allowance for short, concise responses on written expression assignments
■ Clear concise language when giving directions
■ Constant positive reinforcement
■ Prompts and cues, reminders to participate.
■ Extended response time for processing
○ Student SG has an IEP that allows them to
■ Allowance for short concise responses on written expression assignments
■ Clear concise language when giving directions
■ Consistent positive reinforcement
■ Modified rubric
■ Read questions to the student
■ Rephrasing and repetition of directions/questions
■ Student verification of comprehension of oral directions
○ Student JR is identified as gifted and has an IEP that allows them to
■ Be provided with enrichment material related to broad-based issues,
themes, or problems while integrating multiple disciplines into the area of
study
■ Access to gifted support/seminar classroom for enrichment.
■ Be provided with above grade level reading materials to further develop
and stretch his understanding of the presented skill or topic.

Differentiations:
 ● Students KS and AT are English Language Learners.
○ Give them extended time to write.
○ Clear concise language when giving directions.
○ Consistent positive reinforcement.
Early Finisher:

VI. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after lesson is taught, includes remediation for students
who failed to meet acceptable level of achievement)

B. Personal Reflection(Question written before lesson is taught.)(Reflective answers to

questions recorded after the lesson is taught.)
1. Was the lesson time efficient?

2. Were the students engaged for the entirety of the lesson?

3. Could I have assessed the student performance in a better way?