RUNNING HEAD: Applying Mental Representations Lesson Plan

Applying Mental Representations Lesson Plan

Bridget Sandoval

EDU 510

Dr. Mary Mills

Post University

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RUNNING HEAD: Applying Mental Representations Lesson Plan

Lesson Plan or
Training Module
Title Write Me Story
Audience First Grade Whole Class
Subject Writing
Grade level 1
Time duration 30 minutes
Overview Students will work on memory and transition words and strong endings.
Objective Students will be able to recognize and use transition words.
Students will be able to write strong endings to their narratives.
Materials Class set of the After School Story worksheet.
Class set of the Trace the Transitions worksheet.
Class set of the Strong Endings worksheet.
Pencils.
Paper.
Vocabulary: Transition words Conclusion
Activities and Initiation Ask students to tell you about what has happened since they
procedures entered the classroom (depending on the time of the lesson, this could
be since they entered the classroom in the morning, after recess, or after
lunch). As they tell you each step, write their responses on the board.
Prompt them to use transition words like, first, next, then, after, and

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RUNNING HEAD: Applying Mental Representations Lesson Plan

finally.
Lesson Tell students that transition words help stories make sense by
telling you the order in which events happen. Explain that you are going
to write a story about what happened to you after school yesterday. In
addition to using transition words, share that you are going to try to
make your story have a strong ending. Tell students that sometimes
stories end with “The End,” but that isn’t a very interesting ending.
Share that you are going to try and make the ending of your story as
interesting as possible. Give an example of an interesting ending to the
story that was written in the introduction. Review transition words and
write them on the board or chart paper for reference.
Closure Write a quick story on the board, detailing what happened to
you after school yesterday. Use at least two transition words and end
with a statement like, “I can’t wait to see what happens to me
tomorrow!”
Assessment Assess students’ understanding by noticing how they are using transition
words and writing strong endings to their stories.

Additional Information you may wish to include:

Modifications: LESSON PLAN (CHS 298 & above) Some of the main characteristics include, but are not
limited to: The students that have a hard time writing a story I will work one on one with them to help
them come up with a story Modifications will include: Quite table Student and Teacher

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RUNNING HEAD: Applying Mental Representations Lesson Plan

Lesson Details & Focus:

Utilize this area to identify and explain the mental representation(s) you
incorporated into your lesson. **

Mental Representation Examples) appropriate to List up to two ways or

and Description
According to Piaget,
children who are near
7 years old are near
the stage of leaving
symbolic though and
entering logical
thought (Mcleod,
2023).
the cited mental strategies employed in
representation the lesson
Children will Children show interest
remember and talk in what they want to
about what they feel is talk about and
importaint enough to educators teach them
remember. As adults, to polish it up so they
many can understand can make sure their
how much they point gets across.
remember from Children will talk
childhood and what about what they want
they remember. Most to, this give educators
of this is about a chance to get to
building habits in know who they are
writing and speaking teaching and were
that will not be they are at.
remembered but build

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RUNNING HEAD: Applying Mental Representations Lesson Plan

the foundation of
communication for
years to come.
Smart phones are
becoming common,
apps that help
students speak to text
can help with young
writers. Text can then
be copied to paper to
help with writing and
creating that repetition
process that helps
memory (Stevenson,
2015)

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RUNNING HEAD: Applying Mental Representations Lesson Plan

*Add as many rows to the table as necessary. Minimum 5 terms and matching definitions.
** Support your work with at least one scholarly resource.

Summary:
In the space that follows respond to the following Questions:
1) Provide any additional details required to define the content of the of your lesson plan.
The lesson is an introduction into writing and breaking downs words for spelling. Children will write
about what interests them during the day and we will then work on spelling, form, and strong endings.
This will be an early year assessment into interests memory writing and language skills.

2) Summary of your understanding of the application of the ideas in teaching and learning.
Many children love to share about something or another. Telling a story involves thinking about
chronological order and importance to what is part of the story and just their opinions of the story. While
other activities can be built by others, this one is about each child. Some may need to hear a story or two
before they feel confident to share theirs but
3) Appropriate connections are made between your work, unit content, and class discussions.
Getting children to connect with their work by talking about what they want to talk about and then
helping them polish it up. Learning about the young learners and making connections with them is
important early on and evaluating and assessing them so that teaching can be personalized as needed.
4) Based on your work what changes do you envision for education, teaching and learning?
Education will keep the trend of catering to the individual learner. Schools will be using Khan Academy
AI and others like it's to give each learner control of their own learning. Educators will be there for hands-

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RUNNING HEAD: Applying Mental Representations Lesson Plan

on real-time questions from an instructor for those that learn best like that, while AI, video, and charts and
graphs will be there to help those that learn in those styles.
5) How does this lesson plan inform your understanding of the future of education in your
professional setting?
Communicating what happened in an order with a strong ending will help with building mental pathways
in language and memory involving a chronological order.

References

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ALL RIGHTS RESERVED
RUNNING HEAD: Applying Mental Representations Lesson Plan

Mcleod, S. (2023, July 27). Jean Piaget and his theory & stages of cognitive development.

Simply Psychology. https://www.simplypsychology.org/piaget.html

Stevenson, M., Hedberg, J., Hightberg, K.. Diao, M. (2015). Visualizing Solutions: Apps as

Cognitive Stepping-Stones in the Learning Process. Electronic Journal of e-Learning. Volume 13

Issue 5 2015 13(5), 366-380.

Wikipedia, with help from B. P. (n.d.). Cognitive Science & Artificial Intelligence. Information

People and Technology. https://psu.pb.unizin.org/ist110/chapter/5-3-emotional-design/

Willingham, D. (2020). Asking the cognitive scientist: How can educators teach critical thinking?. American

Federation of Teachers

© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED
RUNNING HEAD: Applying Mental Representations Lesson Plan

© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED