SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions
PA/Common
Core/Standards

Objectives

DETAILS
Maria Campbell
English Language Arts/Writing w/ ELL Accommodations
4th Grade
60 minutes
We can understand descriptive scenes in a story by
analyzing the context clues and adjectives.
Personal narratives can be used to express memories
and events from our past.
Why are detailed descriptions important?
Why are our memories important to us?
CC.1.4.4.M: Write narratives to develop real or
imagined experiences or events.

CC.1.4.4.O: Use dialogue and descriptions to develop

experiences and events or show the responses of
characters to situations; use concrete words and
phrases and sensory details to convey experiences and
events precisely.

CC.1.4.4.Q: Choose words and phrases to convey

ideas precisely.
Students will be able to recall the main elements of the
story, explain it in their own words, and depict the
events through artwork, while working in a group, with
100% accuracy.

Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)

Formative &
Summative
Assessment
Evidence

Students will be able to apply their knowledge of the

importance of descriptive words and literary elements
to their own writing of a personal narrative,
individually, with 100% accuracy.
The students will answer questions asked by the
teacher that promote participation and check for
understanding of story during a class discussion
Students will complete a graphic organizer/plan for
their collaborative work (making a poster)
Students will write an essay or personal narrative about
a positive memory they remember from their past
(teacher will check that the writing process was
followed and used effectively and for appropriate use of
grammar and punctuation) Review of writing process
and a visual representation will be shown on the board
for ELL students to reference
Students will be asked questions regarding the story on
the next Unit Test

For ELL Students- Two Developing Proficiency Levels:

CK

ISTE Standards
for Students
Framework for
21st Century
Learning

ISTE

Speaking: ELL students will engage in the group

artwork activity with members of their group by
communicating fluently and responding effectively;
students will be observed the teacher during the group
activity, will use a checklist; the student will have the
option, once they have organized their personal
narrative, to orally communicate their essay to the
teacher
Listening: ELL students will work with the group
members, practicing listening and speaking skills, and
will engage in conversation with a partner (partner will
help to guide ELL); ELL will communicate effectively
with partner and group members as a result of listening
Reading: the ELL student will work with a partner to
read the vocabulary words written on the board and will
refer to Spanish translation of the words, if necessary
Writing: the ELL student will write ideas for their
personal narrative using the graphic organizer; the ELL
students will also be provided with a story starter to
begin writing; will have the option to orally
communicate essay to teacher after planning
Culture: the ELL students will be asked to share about
the seasons in their home country; the class will discuss
the differences between Americas seasons and climate
and the ELL students countries
Senses: ELL will use descriptive words and imagery to
depict the senses within their personal narratives (will
be given choice to write or speak essay)
Family: ELL students will be asked to share the
characteristics of the seasons within the book with their
families and compare them to their home countries
seasons
Standards
Collaboration/Communication
Information Literacy

21st Century App- Grammar Jammers by Pearson Education,

Inc. (Reading Street Book Series)
https://itunes.apple.com/us/app/grammar-jammers-primaryedition/id386384446?mt=8

Accommodation
s, Modifications

The ELL students will use this app to practice their grammar
and learn descriptive vocabulary, or adjectives. The ELL
students will use this app while the other students are writing
their personal narratives, as the ELLs will most likely have
extra time if they orally present their ideas to the teacher.
A bulleted list of directions with steps will be written on
the board for students to reference during class

Students with special needs will be seated close to the

teacher during the reading of the story
Students will be given verbal and written directions for
the group work and the individual practice
Children will be provided with their own copies of book
to reference during their group work and collaboration
(or will be displayed on Smartboard for reference)
For child with Autism: provide step-by-step written
directions that outline both the routine of the lesson
and exactly what is expected of them throughout the
lesson

For ELL Students:

Will repeat (with the class) the daily objectives and Big
Ideas for the lesson that are posted on the board
Will follow along with the teachers gestures that are
used within the reading of the book and while reading
the objectives on the board
Will repeat each of the vocabulary words and
definitions to his/her buddy during the PreAssessment
Will practice BICS through the group work and the
conversation with buddy/group members
ELL student will be provided with a Word Bank with
frequently used words in conversations and feelingwords that will be used in the PreAssessment
SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step

Procedures
RATIONALE for
the Learning
Plan
Introduction

CK
Activating Prior Knowledge
Teacher will ask the students to look at, chorally read,
and review the previously learned vocabulary that is
written on the board
o Context clues
o Making inferences
o Predictions
o Descriptive words
o Literary Terms (alliteration, simile, metaphor,
imagery)
ELL will repeat (with the class) the words and definitions with
the help of his/her buddy

Explicit
Instructions

Hook/Lead-In/Anticipatory Set
Teacher will ask students to read the title of the book
My Mama Had a Dancing Heart that is written on the
board. Also ask them to look at the artwork that is on
the cover of the book.
The students will get with a preselected partner and
using Think, Pair, & Share, the class will discuss what
they predict the story will include. Students will be
provided with questions on the board that will guide
their discussion:
How does the artwork make you feel and why?
What season do you think it is and why?
Who do you think the two people are?
What do you think they are feeling?
ELL students will be engaged in a Think, Pair, and Share
Activity that will allow them to feel comfortable sharing with
their buddy, rather than the entire class, and will also provide
them with an opportunity to develop BICS
Big Idea Statement
Teacher will ask students to read each of the Big Idea
statements that are written on the board and review
their meanings as a class.
ELLs and all students will chorally read the Big Ideas, as the
teacher points to each word.
Essential Questions Statement
Teacher will ask the Essential Questions and will review
the meanings of each of the questions written on the
board.
Will ask the students to remember and think about these
questions while reading the story
ELLs and all students will chorally read the Essential
Questions, as the teacher points to each word.
Objective Statement
The students will be reading the story My Mama Had a
Dancing Heart and they should focus on the authors
description, paying special attention to the detail in the
text and the artwork. The teacher should explain that
this story is a personal narrative, meaning that this story
is based on a memory that the author has of her own
mother.
The ELL students will work with a buddy during the Guided
Practice.
Transition
The students will recite a vocabulary word and explain
its meaning in their own words as they find a spot on
the carpet for the reading of the story

Lesson
Procedure
Must include
adaptations &
accommodation
s for students
with special
needs

Key Vocabulary
Context clues
Making inferences
Predictions
Descriptive words
Personal Narrative
Literary Elements (alliteration, simile, metaphor,
imagery)
ELL students will refer to the translations of the words in
Spanish that will be provided on a notecard that is on their
desks.
PreAssessment of Students
Review already learned concepts by asking questions
about what was learned in reading class previously in
the unit (What are context clues? Can anyone give me
some examples of descriptive words?)
Ask the students to compare the books artwork cover to
previously read stories illustrations
Modeling of the Concept
The students will listen as the teacher reads the story
My Mama Had A Dancing Heart twice
The first time, the teacher will read the story without
stopping to ask questions.
The second time, the students will answer the teachers
questions when she pauses throughout the story:
o What are they doing in this picture?
o What descriptive words are on this page?
o Look at the artwork. What is it depicting?
o What does the narrator become in the end?
ELL students will be given their own copy of the book to follow
along with while the teacher is reading. ELL students will be
assisted by their buddies to stay on the same page as the
teacher.
Guiding the Practice
The students will now be split into groups and will be
assigned a season.
The students will split the poster into 2 halves- one that
illustrates how the author interprets and remembers the
season and the other as to how they characterize the
season. The students must work together to incorporate
one idea from each group member.
Each group member will be provided with a graphic
organizer and will plan their poster with the images
before using the poster board.
The students will explain their ideas/plan for the picture
to the teacher as she walks around. They will explain
how they will depict their ideas and the books text

through artwork
The students will then share their posters with the class
and develop their speaking skills! The students will be
informally evaluated based on how they explain the
ideas depicted on their posters and compare them to the
story.
ELL students will reference their Word Banks throughout this
activity to see frequently used words and develop their
vocabulary/BICS.
Providing the Independent Practice
Each student will be provided with 3 pieces of lined
paper and a prompt:
o Some may consider My Mama Had a Dancing
Heart to be a personal narrative that the author
uses to describe her own relationship with her
mother. Choose an event or special memory that is
important to you that includes a friend or relative
and write a personal narrative about it. Be sure to
use at least 10 descriptive words or adjectives!
The students will complete a 4-square graphic organizer
on one of the sheets of paper. Students will review with
the teacher that this is a part of the writing process
(previously learned material) and that they should
organize their ideas before they begin writing.
The students will be given enough time to work on their
narratives (may need extra time the following day to
complete)
If the students do not have enough time, they will plan
their narratives during this lesson and write it during the
next lesson.
ELL students will complete the 4-square graphic organizer,
writing ideas or drawing pictures to show what they will write
about in their personal narratives. The students (depending on
their proficiency level) will then have the option to orally
explain their personal narrative, with descriptive words, to the
teacher individually.
Transition
The children will be given a 5-minute warning as to when
they should begin finishing up their poster and prepare
to present their posters
Adaptations/Accommodations for Students with Special
Needs
The student with Autism will receive extra time with the
teacher during the group work, ensuring that he/she
understands the story and is reaching the objectives for
this lesson
Student with Autism will sit nearest the teacher while

reading the story

The students will be provided with a story starter, or a
beginning of the first sentence. This will help he/she to
begin writing and to develop ideas
See previous section in first part of lesson plan for more
accommodations
Read red within lesson plan for ELL accommodations
Evaluation of
Formal Evaluation
the
The childrens personal narratives and graphic
Learning/Master
organizers will be checked to determine whether if they
y of the
used at least 10 adjectives/descriptive words, proper
Concept
grammar, and punctuation.
ELL students will be given the opportunity to orally
communicate their essay to the teacher.
At the end of the unit, questions from this story will be
included in a formal evaluation, such as a test. Students
will answer multiple choice/ short answer questions to
be sure that they all understood that the girl became a
ballerina and often thought of her mother.

Closure

Reading
Materials
Technology
Equipment
Supplies
Teacher
Self-reflection

Informal Evaluation
As the teacher walks around the room during group
work, the students will answer questions about the
planning process of their poster and about the details
explained within the story.
Students will be observed during their explanations of
the season, the drawings they used to depict the
season, and their own memory that they describe to
class.
Summary & Review of the Learning
The students will reflect on both the group project and
the writing of their personal narrative
o How did the artwork make them feel?
o What did they learn?
o Did they enjoy the book?
Homework/Assignments
o Students will be asked to go home and discuss the parts
of the story with their families- the seasons mentioned
and the descriptions by the author, what the author
became in the end, and what they wrote about in their
own personal narratives.
o My Mama Had a Dancing Heart by Libba Moore Gray
o Individual copies of the book that students can reference
during group work
o Graphic organizers
o Poster, markers, crayons, etc.
o Paper and pencils (personal narrative writing)
o