Lesson
Plan: Writing & Spelling 5th Grade
Tamara
Stotler
ESE
697: Characteristics of Students with Mild & Moderate
Disabilities
& Evidence-based Strategies
Julie
Treadwell
September
21, 2014
Lesson
Plan: Writing & Spelling 5th Grade
Teachers
need to create all kinds of lesson plans throughout their educational career.
Understanding how to incorporate all levels of abilities and readiness in the lesson
plan can be challenging especially if the teacher is unprepared. Teachers need
to understand there are many different ways to incorporate teaching and
learning strategies in the classroom to help students in each area of mastery:
reading, writing, spelling, and math. Creating a lesson plan for writing and
spelling can be difficult if a teacher does not pay attention to the needs of
their students. Teachers need to assess and monitor their teaching style to
make sure that their students are being successful in the concepts being
learned.
The Classroom
This
fictional classroom consists of 15 fifth graders that range in likes, dislikes,
strengths, weaknesses, readiness, and abilities. There are two students in the classroom
on an IEP with varying disabilities. One student has autism and struggles with
writing, while the other student has a mild hearing impairment (HI) and a
visual impairment (VI). The classroom is set-up in five pods or groups of three
desks/students. The student with the visual impairment and hearing impairment
is placed in a group closer to the front of the class so they can hear and see
the board. This will also allow the teacher to interact with the student if
further assistance is needed.
The Lesson Plan: Super Hero Book
The
teacher will present a lesson plan that incorporates previous knowledge gained
from vocabulary words, writing journal, and previous discussions about creating
a story and what makes up a super hero. The classroom has discussed real-life super
powers of heroes and how those qualities are used to help save people. For this
final activity the teacher will dress up as a super hero and encourage their
students to be engaged with their own super hero creation. There are several
teaching styles that the teacher can use to teach the lesson plan. Using vocabulary
organizers, writing journals, and even brainstorming techniques will give
students the opportunity to complete the assignment while differentiating
between tools. Each student learns differently and offering a technique such as
a six-step writing program: choose a topic, brainstorm, organize ideas, reflect
and edit, create a draft, and finalize (Graham, Harris, & MacArthur, 2006).
The teacher will be able to instruct the class by using modeling and scaffolding
to help students succeed and a way to assess the students’ success is when they
turn in their final projects for review based on the grading rubric originally
given to them at the beginning of the lesson unit.
Lesson Overview
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Lesson Title
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Super Hero Book
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Grade Level
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5th Grade
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Subject
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Language Arts/ Writing & Spelling
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Summary
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Students will take information from their writing journals
and apply them to a blank hard back book, to create their own super hero
story. They will set a scene, create a plot, and tell the story with a proper
conclusion. The book will include illustrations to show readers the different
scenes and action of the story. Students will use their vocabulary words that
they are working on and pay close attention to proper use of punctuation and
capitalization of letters. Each comic book page will have at least two
sentences to move the story along.
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Classroom Scenario
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The classroom consists of 15 5th graders and it
is set up in pods (pods= groups of three desks). Students are stationed
around the room to give access for all students to move freely while being
close enough to offer each other support. The classroom is set-up as an
inclusive room that allows the teacher to differentiate with small and large
grouping. The student with a visual and hearing disability is placed towards
the front of the classroom to have less distractions and closer to the
teacher and front board.
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Students with
Disabilities in the Classroom
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There are two students in the classroom: one student has
autism and struggles with writing, and the other student who has a visual
impairment (VI) and mild hearing impairment (HI) with the use of a hearing
aid.
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PRETEACHING
TASKS/PLANNING
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Common Core State
Standards
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CCSS.ELA-Literacy.W.5.3
“Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences,” (Common Core State Standards Initiative, 2014).
CCSS.ELA-Literacy.W.5.3.a
“Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally,” (Common Core State Standards Initiative, 2014).
CCSS.ELA-Literacy.W.5.3.e
“Provide a conclusion that follows from the narrated experiences or events,” (Common Core State Standards Initiative, 2014). |
Lesson Objective
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Students will create a story/comic book based on their
fictional super hero, using detailed vocabulary words from the word list (example:
challenge, bungle, suspend, reliable, retain, guardian, gigantic, intercept,
luxurious, miniature, mischief, and more). They will have a beginning,
middle, and end of the story paying attention to plot, scene, and storyline
to tell a story using illustrations.
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Assessment (Describe
the assessment task and the levels of achievement based on what you expect
from students on this task).
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Students will put together their story/comic books that
they have started and created from their rough draft. They would have already
checked their rough draft for errors (spelling, capitalization, and
punctuation). The teacher can assess the final project and review each
student’s book. The grading rubric that was sent home with each student
stated, at least two sentences needed to be on each page along with illustrations
to tell the story of their super hero with a beginning, middle, and end while
using vocabulary words to help describe in detail the story.
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Materials
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Accommodations/Modifications
to be provided
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TEACHING PROCEDURES
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Opening/Activating Prior
Knowledge
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Students would recall previous talks about how to create
stories and they are used to writing ideas about their super hero in their
writing journals. The teacher will be dressed in a super hero costume to
catch their attention. “Ta DA! Guess what today is?” They would offer a few
moments to let student’s guess and then they will say: “Today we will copy
our super hero stories into our books with print and pictures or
illustrations! Exciting times!” The teacher will have a student/teacher
helper hand out books to each of the tables, and tell students to get our
their writing journal, vocabulary organizer, crayons, markers, pens, and their
rough draft that has been edited/corrected for mistakes by using the
six-steps of writing technique.
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I DO: Teacher Input and Modeling
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The teacher will grab a blank book and bring up previous
writing journal prompts from previous writing sessions, along with their
rough draft of the story that they started and show students the pieces of
information that they would need.
Opening to the first page the teacher will show students
how to copy information over from the rough draft to the blank book. Showing
tips such as using a straight edge (like a ruler) to get it lined perfectly
if the book. These lines can already be placed in the book to distinguish
sections for writing and illustrations.
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Checks for Understanding
(How will you know if students are grasping the concepts? What formative
assessments will you use to check for understanding?)
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Students will be following along and watching the teacher
and offering input as they ask questions. What do you think will go here? How
many sentences need to be on each page? What do you put in the blank box
(illustrations)? The teacher will be able to tell if students are struggling
and offer them further assistance during independent time or offer quick
feedback to get students on board.
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WE DO: Guided Practice
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The teacher will have students open their books and write
down the first sentence together. There may be variations to the sentence,
but for the most part the teacher will write down on their book that is
projected on the SMART board: It seemed like a normal day at Twin Lakes Elementary,
but of course that changed in an instant when the sun went out! The teachers
and students were shocked and scared! The teacher will then draw a picture of
a school and a black sun. They will take time and show the different
illustrations and then flip the page to start the next page because there were
two sentences on this page.
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Checks for
Understanding (How will you know if students are grasping the concepts? What
formative assessments will you use to check for understanding?)
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The teacher will call on students to ask what they think
would help illustrate the sun being dark, and what kind of picture should be
on the opening page. Gaining insight from the students will help them decide
what they will do for their own stories and how it will open up.
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YOU DO: Independent
Practice
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Students will work on their books working quietly amongst
their pods. They will be able to work on their books independently and
talking with their neighbors if they need help.
The teacher will walk around and offer assistance for
students who may be struggling with copying their paper over into the book or
pasting the information to the book.
Ample time will be given to students to complete their
projects, allowing students to gain help if they need it and to take their
time to follow the guidelines of the rubric.
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Lesson Closure
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The teacher will have students share their projects with
the class at the end and talk about what it is to be a super hero. They will
remind students about the real life super heroes and have students recall
who/what they are (parents, firefighters, police, doctors, vets, etc.). The
students will turn in their projects and grade the students projects based on
the grading rubric/checklist that was handed out at the beginning of the
unit.
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Reflection
Assessment for
Learning: How will you use assessment results to assess student performance
on the lesson objective?
What steps will be taken if objectives not
met by all students?
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Using different levels of instruction: modeling,
simplifying tasks into smaller steps, providing reviews, and offering further
guidance will help students who may be struggling understand the writing
process further (Vaughn & Bos, 2012). Differentiating the instruction
will allow the teacher to adjust the teaching styles to fit the needs of
students in their classroom. Offering small pods or groupings will also allow
the teacher to go to each group during independent time and offer assistance
and further instruction.
The teacher can offer further instruction or more time for
students who may be struggling based on the circumstances. The location of
the task can be changed or even offer peer assistance (Vaughn & Bos,
2012). By offering alternative ways for a student to have their papers written
will help students who are struggling in writing not feel overwhelmed with
the requirement. Assistive technology can help students in the classroom gain
further skills that are required for adulthood.
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Conclusion
Using
multiple teaching and learning strategies in the classroom will help students
succeed learning new and mastering current skills. The teacher can incorporate assistive
technology in the classroom for students who may be struggling. Teachers can
adapt and modify the assignment for students who need it, giving students’ the
opportunity to display conceptual understanding without overwhelming them. Quality
over quantity will still show skill mastery and understanding without making
the student loose interest (Vaughn & Bos, 2012). Teachers can create lesson
plans that incorporate multiple teaching styles into their classroom when they
use universal design for learning and differentiated instruction. Using these
techniques in the classroom will allow teachers to assess and monitor students’
areas of need or determine which areas have already been mastered.
References
Common Core State Standards Initiative. (2014). English language arts standards. Writing grade 5. Retrieved from http://www.corestandards.org/ELA-Literacy/W/5/.
Graham, S., Harris, K. R., & MacArthur, C. (2006). Explicitly
teaching struggling writers: Strategies for mastering the writing process. Intervention in School and Clinic, 41(5),
290-294. Retrieved from http://search.proquest.com/docview/211714139?accountid=32521.
Vaughn, S. & Bos, C. (2012). Strategies for
teaching students with learning and behavior problems (8th ed.).
Boston: Pearson.
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