Student Teacher: Sarah Forth

Lesson Date: November 17th, 2016

Grade Level: Third

Name of Lesson: Descriptive Setting

Common Core State Standard(s)

CCSS.ELA-LITERACY.W.3.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details,
and clear event sequences.

Student Learning Objective(s)

What is the intended learning outcome of this lesson? Be sure it is observable and includes clear
criteria.
Note: Explain below SLO if there are students who will require an accommodation or
modification to meet this lessons objective.

Students will be able to show rather than tell their setting through using descriptive words as well as their senses
Rationale for Objective: How does this lesson support previous and subsequent learning?

This lesson supports the previous lessons on key elements of a narrative. Students have been learning what the ke
elements are such as, interesting character, setting, problem, events and solutions. In the previous unit they have
also been given sentence starters when using the five senses to add description to their stories. This lesson will
support them with understanding how to use their senses to create a descriptive setting that their narrative takes
place in.

Assessment
State the specific strategy (ies) and tool(s) used to collect the data for each SLO (i.e., essays,
projects, quizzes, exit slip, worksheet, etc.). Are there students who will require an
accommodation or modification to this lessons assessment?
The assessment for this lesson is the writing piece the students will create in their writing
journals. After the lesson takes place, their job will be to use what they have learned to then
create or enhance a descriptive setting for their very own adventure narrative.

Classroom Learning Environment Focus

(i.e., standards of behavior, routines, procedures, group work, transitions, instructional
arrangement, etc.). Explain specific needs.

Students will be expected to follow preset expectations for transitioning outside, inside, to the carpet, and to their
writing spots. They are aware that exceptional role models have the potential to clip up and get eagle tickets. The
are also aware that if they do not follow the expectations they have the potential to clip down. As students work o
their graphic organizer they should do so independently so they can focus on their own senses. The Students as

they share their organizer they are expected to sit with their partner and listen to one another, rewards and
consequences continue throughout. Some students may need reminders for directions or behavior expectations as
well.

Instructional Model/Strategy
(i.e., concept formation, concept development, direct instruction, cooperative learning, inquiry,
discussion model). Explain how you will best facilitate student learning through a specific
model of instruction. Be sure to include a rationale for the chosen model(s). You may use more
than one:

The two instruction models being used in this lesson is cooperative learning and inquiry based learning. These ar
the two best models for this lesson because the lesson has the students go on their own to experience being in an
authentic setting and to discover their own ways to describe a setting. By doing this, it puts them in the best place
to reach the SLO. Also, by working and sharing together afterwards, it validates the students how they did with
their task.
Materials/Resources needed for this lesson
SMARTboard slides
Writing journals
Descriptive setting graphic organizer
Outdoor setting

Daily Formative Assessment

How will you check for understanding and student achievement during the lesson?

To check for understanding during this lesson the student teacher will use a graphic organizer. Students will use
this organizer to facilitate them through the activity. Once they pick their location outside, they will use the
organizer and go section at a time and describe their setting using their senses. The more descriptive the student i
about their setting in their organizer without directly saying where their setting was, the clearer it is that the
student is understanding the lesson.

Differentiating Instruction
How will you differentiate to meet the needs of your learners (i.e., what you teach, how you
teach, or how you will assess). Explain:

In order to ensure that the student teacher meets the needs of her learners, she will need to be sure that she assists
specific students throughout the activity. For a few students, she will need to scribe for them on their organizer as
well as their writing notebooks for the assessment. Others, will need to explicitly be told how to avoid blatantly
saying their setting such as, under a tree, on the monkey bars, etc.

Initiation
Cite how you will engage and motivate learners, activate prior learning and present the lessons
objective.
Explain: A) What they will be doing and learning in the lesson; B) How they will demonstrate
learning;
C) Why it is important to their everyday lives.

Today we are doing something very special for our writing lesson today. Before I tell you just what that is, lets
prepare our minds about the key element, setting. I want you to think about the best setting you have ever read
about, what made it so great? ... The best setting is always so descriptive that you can see it in your own mind! I
makes you feel like you could be there right at that moment as youre reading. Well, today we are going to work o
how to create a descriptive setting. Instead of doing this using the four walls around us, lets use a much better
place to describe a setting, outside!

Lesson Development
Cite how you will provide opportunities for the students to construct meaning. List the
steps/process you will follow. Be sure to identify how you will check for understanding and
collect formative data. Differentiate for students who will require an accommodation or
modification in order to be active participants in this lesson and state these strategies in the
differentiation section above.
See initiation
Students will sit in a grassy spot outside as the student teacher passes out a graphic organizer for them to
use.
She will explain their task, pick a place on the playground, black top, or any safe space within our limits t
pick as their setting.
They will then be instructed to describe their setting using their senses and write down what they see, fee
hear, and smell WITHOUT saying exactly where they are located.
The students will fill in their graphic organizers independently.
The student teacher will then line the students back up and bring them back to the classroom.
She will instruct the students to sit back on the carpet next to their partner and turn and share their
organizer. Their goal here is to share and have their partner guess what their setting is based off of their
descriptions.
Once the students finish sharing, she will ask, thumbs up if you were able to guess your partners setting
the students will follow.
She will then acknowledge the fact that by using their senses to help them describe it made the setting
sound much more interesting and assisted their partner in being able to visualize where they were sitting a
they were writing.
The student teacher will then have the students use these strategies to apply to their own adventure story
being sure to create a setting that is easy for readers to imagine in their minds.

Closure
How will you question students in order to evaluate if the objective(s) was met? How will you
question students to connect this lesson to previous and subsequent lessons as well as connect to

their own lives? How will you question students to see the relevancy of the lesson by
understanding the purpose/importance of the learning?

As the students close to complete their assessment, the student teacher will ask what they have learned about
creating a setting. She will ask them if descriptive settings are only relative in adventure narratives or if they thin
they will be able to use these strategies for future writing units as well.
The student teacher will then collect and photocopy the students writing to check their descriptive setting they
created for their own adventure story.

Typical:

Typical:

Differentiated:

Differentiated: