Learning through “Miss Alaineus” Vocabulary!

EDUC 409 – Methods and Materials for Language Arts

Unit Plan- 3rd Grade Lesson Format
Submitted to: Kristie Dionne
Submitted by: Mikkala Lindgren
Unit Title & Subject Area: Learning Through “Miss Alaineus” Vocabulary
Grade Level: 4th Grade
Standards:
Language Arts:
Text Types and Purposes
W.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear
event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that
unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
W.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.5- Develop and strengthen writing as needed by planning, revising, and editing.
Presentation of Knowledge and Ideas
Sl.4- Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant,
descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Conventions of Standard English
L.1.j- Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.1.k- Produce complex and compound-complex sentences
L.2.f- Spell grade-appropriate words correctly, consulting references as needed and/or using spelling patterns and generalizations
Knowledge of Language
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.3.a- Choose words and phrases to convey ideas precisely.
Vocabulary Acquisition and Use
L.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that
signal precise actions, emotions, or states of being

Unit Rationale:

This unit will provide the students with an opportunity to learn several ELA lessons regarding the importance of vocabulary
and the writing process through narrative and descriptive writing. The students will apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and
nonprint texts. Optimistically, the students will be successful in using spoken, written, and visual language to accomplish their own
personal purposes for learning.

Goals:
The focal point in this unit is to enhance student creativity in writing, while incorporating vocabulary and completing the
writing process throughout a ten-day time fragment.
Objectives:
Day One:
• Students will identify vocabulary words that will be present throughout their lessons.
Day Two:
• Students will recite their vocabulary words.
• Students will study the writing process.
Day Three:
• Students will name the steps in the writing process.
• Students will review descriptive words/adjectives.
• Students will participate on a group activity involving descriptive words.
Day Four:
• Students will construct a brainstorming activity.
• Students will choose a descriptive vocabulary word to be placed in their narrative piece.
Day Five:
• Students will arrange their writing plan based on their chosen brainstorming topic.
Day Six:
• Students will choose the form they will write their introduction in.
• Students will create and introduction to their narrative story.
Day Seven:
• Students will create the first draft to their descriptive/narrative story.
Day Eight:
• Students will design the conclusion for their descriptive/narrative story.
Day Nine:
• Students will refine their paper while utilizing peer editing.
• Students will review the vocabulary words in class while participating in a group activity.
Day Ten:
• Students will be assessed formatively through their vocabulary test and presentation of story.

List of Sources
Miss Alaineus: A Vocabulary Disaster by Debra Frasier

Rubistar- http://rubistar.4teachers.org/index.php?ts=1575946975

Read, Write, Think: http://www.readwritethink.org/classroom-resources/lesson-plans/learning-learn-with-miss-47.html?tab=4#tabs

Day Four: https://www.youtube.com/watch?v=AxInWagSaA0

Day Five: https://www.youtube.com/watch?v=nBQ8dU0KPtg

Day Six: https://www.youtube.com/watch?v=M2H29fRVqf8

Day Seven: https://www.youtube.com/watch?v=5Y_fxQ_52pk

Day Eight: https://www.youtube.com/watch?v=GJMQWNd1TT8

Day Nine: https://www.youtube.com/watch?v=HLcjb0t6SRI

 List of Materials:

Day One: Day Two: Day Three: Day Four: Day Five: Day Six: Day Seven: Day Eight: Day Nine: Day Ten:
Poster board Promethean White board Promethean Promethean Promethean Promethean Promethean Promethean Rubric
Board board board Board board board board
Markers Markers Highlighters
Miss Writing Pencils Pencils Pencils Preparation Preparation Revising
Alaineus process Promethean worksheet worksheet template Test
Book worksheet board Brainstorming Writing Writing
handout process process Pencils Pencils Pencils Pencils
Pencils Pencils Handout handout worksheet

Vocabulary Pencils
List
 Activity
Day One:
Introducing “Miss Alaineus” and the
Writing Process
15 minutes – Introduce Students to Miss
Alaineus: A Vocabulary Disaster.
15 minutes –. Brainstorming
15 minutes – Vocabulary Hunt
Procedure Notes Assessments
▪ The students will popcorn read ▪ Prepare by passing out Throughout the school
the selected text. the books before class. week, the students will be
▪ The students will get each assessed through various
a copy of the Miss forms:
Alaineus book. ▪ Group discussions
▪ Observation
▪ After reading the book, the ▪ Prepare by having a
students will have the large poster board ▪ Participation
opportunity to talk about their ready to write down
opinions on the book selected words for
▪ The students will use this time vocabulary list. ▪ Worksheets
brainstorming to collect a list of
words from the book that were
surprising, unusual, or different. ▪ Collaboration with
peers
▪ The students will be working in ▪ Print off vocabulary
pairs to find and define specific list. ▪ Visual
vocabulary words throughout ▪ Explain to the students representation
the book. that they will be
hunting throughout the
book for a list of ▪ Project Based
specific vocabulary Learning
words that they will be
using throughout the
next two-weeks.
 Day Two: ▪ The students will utilize their ▪ The teacher will be Throughout the school
Introduction of the Writing Process vocabulary worksheet and will sure to have clear week, the students will be
read the definitions out loud on expectations and will assessed through various
10 minutes- Discussion on Vocabulary random selection. draw sticks to have forms:
each student read a ▪ Group discussions
vocab word.
▪ Observation

20 minutes- Introduce the Writing Process ▪ The teacher will use this time to ▪ Prepare the writing
instruct the students about the process template on the ▪ Participation
new concept based on a promethean board
descriptive template that will be ▪ Students will be
utilized on the promethean prompted with open ▪ Worksheets
board. ended questions.

▪ Collaboration with
peers

15 minutes- Writing Process Worksheet ▪ The students will complete the ▪ Print off worksheet
writing process worksheet ▪ Assign classroom ▪ Visual
individually to remember each helper to pass out representation
stage of the writing process. worksheet.

▪ Project Based
Learning

Homework ▪ Remind students to review

vocabulary list. They will be
assessed on their vocabulary
and final paper.

Day Three:
Reintroducing of Descriptive Words
10 minutes- Discussion on Writing
Process
10 minutes- Introduce Descriptive Words
20 minutes- Descriptive Word Activity
5 minutes- Homework
Throughout the school
week, the students will be
▪ The students will utilize this ▪ Prepare blank writing assessed through various
time to review the writing process template on forms:
process. The students will be promethean board. ▪ Group discussions
assessed on their prior ▪ Ask open ended
knowledge with a blank Writing questions to assess ▪ Observation
Process Template. student’s prior
knowledge.
▪ Participation
▪ The students will transition into ▪ Prepare Descriptive
assessing prior knowledge on words document on
adjectives or descriptive words Promethean board. ▪ Worksheets
by reviewing the descriptive
words template.
▪ Collaboration with
peers
▪ The students will participate in ▪ Clean whiteboard.
a group activity that requires ▪ Prepare dry-erase
each student to stand by the markers. ▪ Visual
whiteboard. Their classmates representation
will write adjectives
surrounding each classmate that
describe them. ▪ Project Based
Learning
▪ Students will be expected to use ▪ Print off and hand out
the 5 adjectives within the the five adjectives
vocabulary list and write a listed.
sentence using each.
▪ Remind students to review
vocabulary list.
 ▪ Have a list of the
▪ The teacher will explain to the vocabulary words Throughout the school
students that they will be displayed on the week, the students will be
Day Four: writing a personal narrative promethean board. assessed through various
Narrative Writing: Brainstorming story with one selected forms:
vocabulary word from the Miss ▪ Prepare video on ▪ Group discussions
10 minutes- Introduction of Narrative Alaineus book. promethean board.
Writing Assignment ▪ Observation
▪ The students will watch a short
YouTube video that will
explain what narrative writing ▪ Participation
is and the beginning process to
writing a personal narrative
story. ▪ Worksheets

▪ Print off brainstorming

▪ The students will be assigned a sheet and blank ▪ Collaboration with
brainstorming sheet, like the vocabulary sheet. peers
30 minutes- Brainstorming Sheet example in the video, in order ▪ Ask classroom helper
Assignment to choose an idea for their to pass out the sheets of
narrative story. paper to their ▪ Visual
▪ The students will be reminded classmates. representation
that they are required to choose
ONE vocabulary word to put
into their story. ▪ Project Based
Learning
▪ If the students do not finish
their worksheet in class, they
5 minutes- Homework are responsible for finishing in
the evening.

▪ Remind students to review

vocabulary list.
 Day Five:
Narrative Story: Planning and
Prewriting
5 minutes- Sharing their Ideas
▪ The students will share their
selected story idea from their
Brainstorming Sheet with their
classmates. The students will
also share which vocabulary
word they chose to place in
their story.
Throughout the school
▪ Select the students who week, the students will be
volunteer to share their assessed through various
story. forms:
▪ Group discussions
▪ Observation

10 minutes- Introduction to Planning and
Pre-Writing Stage
▪ Participation
▪ The students will be reminded ▪ Prepare writing process
that the next step in the writing template on
process is planning and pre- promethean board. ▪ Worksheets
writing their story. ▪ Prepare YouTube video
▪ The students will watch a short on promethean board.
YouTube video that describes ▪ Collaboration with
the next steps in the narrative peers
writing process.

▪ The students will be expected to ▪ Print planning ▪ Visual

plan and pre-write their story worksheet out. representation
according the instructions given ▪ Ask classroom helper
in the video and on their to pass out the
25 minutes- Planning and Pre-Writing assigned planning worksheet. worksheet. ▪ Project Based
Their Narrative Story Learning
▪ The students will be responsible
for finishing their planning
process over the weekend if not
finished in class.
5 minutes- Homework
▪ Remind students to review
vocabulary list.

Day Six:
Narrative Story: Writing an
Introduction
10 minutes- Refresh the Students Memory
5 minutes- Learning How to Write an
Introduction
30 minutes- Writing their Introduction
*Homework
Throughout the school
week, the students will be
assessed through various
▪ The students will be asked the ▪ Prepare the empty forms:
stages of the writing process writing process ▪ Group discussions
that they’ve already completed, template.
and what the next stage is. ▪ Observation
▪ The students will be reminded ▪ Prepare the YouTube
that the first stage in drafting video on the ▪ Participation
their paper is to write an promethean board.
introduction.
▪ The students will watch a short ▪ Worksheets
video about how to write an
introduction.
▪ Collaboration with
▪ The students will use a ▪ Prepare empty peers
provided worksheet to decide Introduction worksheet
how they want to write their on the promethean
introduction and which hook board to give the ▪ Visual
form they will choose. students a clear representation
example of how to find
different ideas.
▪ The students will be responsible ▪ Print worksheet. ▪ Project Based
for finishing their introduction ▪ Ask classroom helper Learning
as homework if not finished in to pass out worksheet.
class.
▪ Remind students to review
vocabulary list.

Day Seven:
Narrative Story: Writing a Draft
10 minutes- Sharing their Introduction
5 minutes- Learning How to Write a Draft
30 minutes- Writing the Draft
*Homework
▪ The students will be led into
discussion about the importance
of the introduction into their
story.
▪ The students who want to share
their introduction to their story
will have to opportunity at this
time.
▪ During this time, the students
will be instructed on the next
stage in the writing process:
drafting.
▪ The students will watch a
YouTube video that describes
how to write the first draft for
their paper.
▪ The students will be responsible
for writing their first draft for
their paper based on a
preparation sheet that you
provide.
▪ Remind students to review
vocabulary list.
▪ The students will be expected to
finish their draft at home if not
in the classroom.
▪ Pull up introduction
worksheet on Throughout the school
promethean board from week, the students will be
the day before. assessed through various
forms:
▪ Group discussions
▪ Observation
▪ Prepare YouTube video
on promethean board. ▪ Participation
▪ Worksheets
▪ Collaboration with
peers
▪ Have preparation sheet
on promethean board to ▪ Visual
give the students clear representation
expectations.
▪ Print off Preparation
sheet. ▪ Project Based
▪ Ask classroom helper Learning
to pass out worksheet.
 Day Eight:
Narrative Story: Writing a Conclusion Throughout the school
week, the students will be
▪ Prepare empty assessed through various
10 minutes- Reviewing the Students Drafts ▪ The students will review their worksheet on forms:
draft and any students who are promethean board of ▪ Group discussions
comfortable with sharing can the writing
share at this point expectations. ▪ Observation

▪ Prepare video on ▪ Participation

▪ The students will watch a video promethean board.
5 minutes- Learning How to Write the that explains how to write the ▪ Print out handout; ask
Conclusion conclusion of their paper. classroom helper to ▪ Worksheets
▪ The students will be given a pass the handout out
handout that has tips on how to around the class.
finish their paper ▪ Collaboration with
peers

30 minutes- Writing their conclusion.
*Homework
▪ The students will utilize this
time to write the conclusion or
closing statement of their story.
▪ Remind students to review
vocabulary list
▪ Visual
▪ Assist the students with representation
any questions they may
have and be sure that
they are using ▪ Project Based
descriptive words. Learning
▪ Be sure the students
have a vocabulary word
within their story as
well.
 Day Nine: ▪ The students will utilize this
Narrative Story: Revision Process time to review the conclusion
that they had finished the day
before with a partner.
5 minutes- Reviewing of Conclusion
▪ The students will watch a
YouTube video describing the
process of revising their final
draft.
5 minutes- Learning to Revise
Throughout the school
▪ Walk around the week, the students will be
classroom and assist assessed through various
any students who may forms:
have a question on their ▪ Group discussions
conclusion.
▪ Observation
▪ Prepare the YouTube
video
▪ Participation

▪ Worksheets

▪ Pair students according

▪ The students will use the to random stick ▪ Collaboration with
remaining time of the class drawing. peers
period to revise their paper ▪ Remind the students to
25 minutes- Finish Final Draft
based on the examples from the be descriptive in the
video. way they write. ▪ Visual
▪ Pull up descriptive representation
word template from
Day Three.
▪ Ask classroom helper ▪ Project Based
to hand out the revising Learning
10 minutes- Review Vocabulary List template.
▪ If there is enough time, the
students can utilize the last ten
minutes of class to play a game ▪ Directions for
of SPARKLE to review their SPARKLE game will
vocab words. be attached.
 Day 10:
Narrative Story Due/ Vocabulary TEST
5 minutes- Review Vocabulary Words
20 minutes- Vocabulary Test
20 minutes- Share Stories
▪ The students will utilize this
time to review their vocabulary
words with a partner.
▪ The students will be assessed
during this time based on their
vocabulary list they have been
reviewing throughout the past
two weeks.
▪ The students will use the
remaining time of the class
period to share their
descriptive/narrative stories.
Throughout the school
week, the students will be
assessed through various
forms:
▪ Group discussions
▪ Draw student’s names
randomly to be paired. ▪ Observation
▪ Participation
▪ Print off test and ask
the classroom helper to
pass the test out to the ▪ Worksheets
class.
▪ Ask students to prepare
their highlighters. ▪ Collaboration with
peers
▪ Formative
▪ The students will be Assessment
assessed based on a
rubric that is attached.
▪ Rubric
Day One:

Name: ___________________

Miss Alaineus Vocabulary List!

1. Forest- 11. Impossible-

2. Star- 12. Knew-

3. Page- 13. Astonishment-

4. Grinned- 14. Category-

5. Miscellaneous- 15. Humbled-

6. Ancestor- 16. Devastated-

7. Museum- 17. Ruined-

8. Dinosaur- 18. Finished-

9. Gold- 19. Wildly

10. Mistake-
Day Two:
Day Three:
Day Three Cont:

Name: ______________

Miss Alaineus Adjective List!

Directions: Students, you are assigned to write 5 sentences using each adjective listed. Be sure to be very DESCRIPTIVE!

1. Humbled-

2. Devastated-

3. Ruined-

4. Finished-

5. Wildly-
Day Four:

Narrative Writing Brainstorming Sheet

Directions: You will be expected to draw/write SIX ideas on the brainstorming sheet. After finding six ideas, you must choose ONE
idea for your narrative story.
 Day Five: Name: _________________
Directions: You should plan and pre-write your story using this page. Write your story in the order that it happened. You may draw
pictures as well if it helps.

First: Then: Next: Last:

Day Six: Name: ______________________________

Directions: You will be responsible for choosing a way you want to hook the reader! You can write your different ideas before
choosing one you’d like. Remember: think of DESCRIPTIVE words.

Sound: Talking: Question: Setting:

Example: Boom! A loud crash came Example: “Stop running!” I told my Example: Were you ever so happy, Example: It was a cold dark night in
from the kitchen. sister. that you begin to cry? the forest.
Day Seven: Name: __________________

What is a Draft? Parts of Your Draft: Transition Words: Details:

▪ The first version of your ▪ Important Events ▪ Tell order ▪ DESCRIPTIVE words
story. - What important ▪ Connect ideas: and sentences.
▪ The most important things happened? Examples: First, Next, Then, After,
events. Later, Finally.
FIRST NEXT AFTER FINALLY
Day Eight: Name:______________________

What is a Closing?

▪ End or Conclusion

▪ Wrap Up Your Story

Ways to End Your Story

▪ Rephrase Your Opening

- Remind the reader of your main idea!!

- Say it in a New Way!

Feelings

- Example: I love my new toy so much! I can’t wait to play with it even more!

Lesson Learned

- Example: Next time it snows, I will definitely be on the lookout for slippery ice!
Day Nine
Day Nine Cont:

SPARKLE is a fun group game that my students ALWAYS want to play! Before our Friday test, we spend about ten minutes playing
several rounds of SPARKLE.

1. The class forms a circle.

2. The teacher says a list word.

3. The first student says the first letter of the word.

4. The next in line says the second letter.

5. The student next in line says the third letter. This continues until all letters of the list word have been spoken.

6. The student in line AFTER the last letter, then says the list word.

7. The next student in line says "SPARKLE" and is OUT, and returns to his seat.

8. Anytime a student says the wrong letter, he is out and returns to his seat.

9. I usually give the winner a cap eraser, pencil grip, or something like that.

This is an easy game to review words; and because it is so quick, all students are active and multiple games can be played in a short
time space.
Day 10: Name:___________________________
Miss Alaineus Vocabulary Test
Directions: You must fill in the blank of each sentence with the correct answer. For 5 bonus points, circle the descriptive
words.

Forest Star Page Grinned

Miscellaneous Museum Dinosaur Ancestor
Gold Mistake Impossible Knew
Astonishment Category Humbled Devastated
Ruined Finished Wildly

1. A thicket of trees is a ____________________.

2. Luminous celestial object seen as a point of light in the sky is called a ___________________.

3. A _______________ is a single side of a printed sheet of paper usually found bound in a book.

4. An ________________ is an ancient relative long dead.

5. A building for exhibiting objects about art, history, or science is called a ____________________.

6. A ___________________ is a prehistoric, extinct reptile who is often huge.

7. When you’ve ________________, you draw back the lips and bare the teeth; in a very wide smile.
8. A collection of unrelated objects is ________________________.

9. Being aware of your short comings; modest, meek is when you are _____________________.

10. When you are _______________, you are wasted or ravaged.

11. ____________________ is the same as destroyed.

12. When something is ____________________ it is brought to an end.

13. It is not capable of happening when it is _____________________.

14. When you ___________________ something, you apprehend with certainty.

15. To act ____________________ is to act in a manner lacking all restraint.

16. __________________ is great shock and amazement.

17. A bright yellow precious metal of great value is called _________________.

18. Something done, said, or thought in the wrong way is called a ________________________.

19. A bunch of things that are alike is called a _______________________.