Pang Lesson3

UNLV/Department of Teaching & Learning
Elementary Lesson Plan Template
UNLV Student: Caitlin Pang PSMT Name: Mrs. O’Brien

Lesson Plan Observations Lesson Plan Topic: Writing/Science
Title:
Date: August 29, 2018 Estimated Time: 45 minutes
Grade Level: 4 School Site: Hummel Elementary
School
1. State Standard(s):
W.4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and
expressing their own clearly.
SL.4.4 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.
SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance
the development of main ideas or themes.
L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
(There are no fourth grade science standards for this lesson. The primary purpose was to teach
students how to observe and take observation notes.)
2. Teaching Model(s): Modeling, Academic Vocabulary and Language, Activating Prior

Knowledge, and Cooperative Learning
3. Objective(s):
SWBAT identify the important procedures of observing (Bloom - Remember/Understand).
SWBAT write a paragraph about their observations (Bloom - Create).
SWBAT draw and label their objects for observations (Bloom - Remember/Understand ).
SWBAT understand that they can observe anything anywhere (Bloom - Apply).
Lemov Strategy:
Technique #24 - Circulate
I liked using this strategy throughout the lesson because it allowed me to observe how
each group was doing throughout the lesson.
4. Materials and Technology Resources

● White Board
● Expo Pen
● Double-sided Observation Template
● Pencil
● Elmo
● 5 leaves for observation (one for each table group)
● 5 pine cones for observation (one for each table group)
● Coloring tools (markers, color pencils, crayons...etc.)
● Google Slides - Pictures of Nature Samples
https://docs.google.com/presentation/d/19gQXQbKne0O_71dJB1sg6yzUfgUF4ULl3kw1
kNL3acc/edit?usp=sharing
5. Instructional Procedures:
a. Motivation/Engagement:
● TW review over anchor chart for observations. (Bloom -
Remember/Understand)
● TW ask students, “What is something that we can observe?” (Bloom -
Analyze/Apply)
b .Developmental Activities or Learning Experiences:
NEPF 3/4 Teacher structures the classroom environment to enable collaboration,
participation, and a positive affective experience for all students.
NEPF 2/2 Tasks place appropriate demands on each student.
● TW instruct students that they will be working in their table groups and each
group will receive a pine cone.
● TW do the observation of the pine cone with the students.
○ TW go over how to title their observation and why having a title is
important.
○ TW go over drawing their pine cone and have the student label it.
○ TW ask students to write a paragraph about what they observed. TW state
that students can use their five senses to help them write notes for this
section.
● TW then swap the pine cone and give the students a leaf.
● SW be given 10 minutes to work on their leaf observations.
c. Closure:
NEPF 2/4 Teacher operates with a deep belief that all children can achieve regardless of
race, perceived ability and socioeconomic status.
● SW pick a sentence from their leaf observation notes and share it with the class.
● TW ask students something else that they can observe (i.e. people, animals, rocks)
and assign the task of observing something on their way home.
d. Extension:
● Use Google Slides and show the students where the pine cones/leaves came from.
6. Accommodations, Modifications and Differentiations for Diverse Learners: For Ryan in my

second class, I will have other leaves that he can observe, since he can breeze through
assignments quickly. I will also show him that he can create an image of his leaves by placing it
underneath a paper and rubbing a pencil on top.
7. Assessment and Evaluation of Learning:

a. Formative: TW assess how well the students follow the pine cone example of taking
observation notes and TW also assess the students’ observation notes with their assigned leaves.
b. Summative: No summative assessment will be given for this lesson.
8. Homework Assignment: On the walk/ride home from school, pick something to observe and
take some notes about it to share with the next day.
9. Reflection:
a. Strengths: Student engagement for both classes were high because it was a hands-on
lesson. They were extremely shocked that the leaves and the pine cones that I
brought for them to observe were real. Overall, this lesson showed me that
students like having hands-on lessons, and I will try my best to incorporate it a lot
more in my future lessons.
b. Concerns: Classroom management was a little tricky since I had the students working in
groups. I had to call for their attention quite a bit since they were getting carried away with their
observations. Even though it was a slight struggle for me to get their attention, at least I was
momentarily pulling them away from their explorations.
c. Insights: Lessons that are group activities with hands-on objects will be a little trickier
to manage, but I feel that the lesson as a whole left a bigger resonance in their
minds, since it was something beyond a paper-pencil lesson.

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UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Caitlin Pang PSMT Name: Mrs. O’Brien

2. Teaching Model(s): Modeling, Academic Vocabulary and Language, Activating Prior

4. Materials and Technology Resources

6. Accommodations, Modifications and Differentiations for Diverse Learners: For Ryan in my

7. Assessment and Evaluation of Learning:

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