UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Course: EDU 450

Ethan Gouin Education

Lesson Topic / Title: Spooky Story Narrative- The Main Event

Lesson Date: 10/25 Lesson Length:45-60 minutes Grade/Age: Grade 5

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.

Learning Objective(s) Instructional Decisions /

Students will be able to: Reasoning
Describe the main event using actions, descriptions,
thoughts/feelings, and dialogue.
Stretch the main event using elaborative description.
Content Standard(s) Instructional Decisions /
CCSS.ELA-LITERACY.W.5.3 Reasoning
Write narratives to develop real or imagined experiences or
events using effective technique, descriptive details, and clear
event sequences.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and
determines best supports for continued learner growth.

Assessment Instructional Decisions /

Students will be formally assessed while highlighting the action, Reasoning
description, thoughts/feelings, and dialogue on Comparing Summaries
and Fully Elaborated Main Events worksheet. Students will be formally
assessed again when the teacher reads students stories on their google
doc.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instructional Decisions /
Smartboard Reasoning
Comparing Summaries and Fully Elaborated Main Events
worksheet
Students will need laptops
Slideshow introducing main event criteria
Checklists for students

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by
using a variety of instructional approaches, strategies, and technologies that make learning accessible to all
learners and support learners in reaching rigorous curriculum goals.

Teaching and Learning Sequence Instructional Decisions /

Part One: Launch (15 minutes) Reasoning
1. The teacher will introduce the lesson objective.
2. The teacher will introduce criteria of the main event using
previously made slideshow.

Questions to ask students in part one: We have worked on good

beginnings, elaboration on the setting, and elaboration on the
characters. What do you think we will work on today? When does
the main event take place? In comparison with the rest of your
story, how much space should your main event use? What is the
main event in Night Of the Twisters?

Part Two: Explore (20 minutes)

1. The teacher will handout the Comparing Summaries and Fully
Elaborated Main Events worksheet to every student.
2. Students will highlight action, description, thoughts/feelings, and
dialogue.
Questions to ask during part two: What did you do? What did you
see, hear, feel, and smell? What did you say? What did you think or
feel, wonder or worry? What did you notice on this handout after you
were done highlighting? Did the author use a list or a quick summary?
Did the author use all of the good writing tools?

Part three: Summary (20 minutes)

Part three will be time for the students to work on their stories. Students
will be asked to highlight components in their main event so that the
teacher can see that they are included.
Meeting students needs (differentiation, extensions, modifications, Instructional Decisions /
accommodations) Reasoning
One student requires the teacher to wear a microphone so they
can hear.
One student will most likely need further instruction. For this
student going over the slideshow independently will be needed.
This student may also need guidance while writing the story.
Using a slideshow, worksheet, and checklist will provide students
with multiple resources while writing their stories.

Field Course Only Post lesson

Reflection
After reading their stories following the lesson, I found that eight students nailed the main event, eight
students needed just a little more guidance, and five students needed quite a bit of work. For the eight
students who needed just a little more, I provided suggestions on their stories and that was all that
was needed. Out of the five students that needed a lot of work, three had missed the lesson on the
main event because of band. For these students I went through the lesson again in a small group. The
three students who missed because of band were then able to apply and balance the techniques for
the main event. For the remaining two students I will continue to offer feedback and work with them
one on one.
Teaching Standards and Rationale
Standard #2: Learning Differences 2(a)- Giving a presentation, providing a checklist, and having
students complete two worksheets offered multiple ways for students to learn how to write a strong
main event. The two worksheets and the students stories provided them with multiple ways to
demonstrate their learning.
Standard #3: Learning Environments 3(q)- By giving students respectful feedback on their stories
and on their worksheets, this standard is addressed.
Standard #4: Content knowledge 4 (a)- For representation and explanation I used a presentation,
worksheets, a checklist that we discussed as a class, and suggestions on their stories. Students
received multiple representations and explanations that captured the key ideas in writing a good
narrative and that is why this standard is addressed.
Standard #11: ISTE standard 11.2 (a)- By using my own computer to create the lesson and give
feedback and students using their Google Chromebooks, I was able to evaluate the effectiveness of
this lesson based on the student's main events. This process helped students develop their writing
skills.

My Main event has checklist

 Actions
(What did your main character(s) do?)
Sentences using dialogue

(What did your main character(s) say?)

Thoughts/feelings

(What did your main character(s) think or

feel)
Detail sentences

(What did you see, hear, feel, and smell?)

Remember, these should be balanced in
your main event.