7/30/2019 Lesson a - Literacy
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EDU 301/565 & 311/566
LITERACY LESSON PLAN
Lesson Title: The Boy Who Loved Words
Teacher __C. W.________________ Grade Level ____4______Number of
Students_18__
District Objective: OPS401 Writing - Students will use the
writing process (pre-write,write, re-vise/edit, rewrite, publish)
to communicate. OPS 411 Writing - Students will
produce a descriptive writing sample on demand. OPS 406 Use
resources to locate and
evaluate appropriate information (thesaurus).
State or National Standard: IRS/NCET - Students employ a wide
range of strategies as
they write and use different writing process elements
appropriately to communicate with
different audiences for a variety of purposes.
I. Critical experience/lesson objective:
A. Students will identify descriptive words.
B. Students will use descriptive words correctly.C. Students
will create a rough draft of a poem with appropriate
descriptive
words.
II. Materials needed:
A. Five paper bags with a different item in each.
B. The Boy Who Loved Words by Roni Schotter, illustrated by
Giselle Potter
C. Promethean BoardD. Writing paper
E. Final draft paper
G. Markers, colored pencils or crayonsH. Cinquain handout
III. Lesson
Anticipatory Set:
a. Students will come to the floor. Teacher will show the book,
The Boy Who
Loved Words, and have students talk about what they think the
book might be
about.b. The teacher will bring out five paper bags, each with a
different item in it.
c. The teacher will have each student reach into one of the
bags, without
looking and touch and hold the item. Each student will describe
what they
feel. After three or four on each bag, students will try to
identify what theythink is in the bag.
Instruction modeling, guided and independent practice:
a. Teacher will talk a little about those descriptive words, and
ask students to
listen as the book is read for descriptive words like those Mrs.
Lee was talking
about yesterday.b. After reading, the teacher will reread a
passage and ask for the descriptive
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words. The teacher will also discuss some of the tantalizing
words.
c. The teacher will model writing a cinquain, describing and
outlining the
process. After having written one, the teacher will ask the
class to help writeone. Students will brainstorm nouns for their
cinquain.
d. Students will return to their seats and be given their rough
draft paper with
instructions. The teacher will pass out a thesaurus to groups if
they need one.They will write their rough draft of their
cinquain.
e. The teacher will circulate while students are writing.
Closure:
a. The teacher will ask students to finish up.
b. The teacher will ask a student (or more) if they would like
to share.
IV. Evaluation:
A. Students will do a final copy with accompanying drawing.
B. Students will identify descriptive words in their cinquain
and those of their
classmates.
V. Possible follow-up activities or enrichment:
A. Students could begin a poetry book and have poetry readings
from their own
books, and readings from other published poets.
Title
___________________________
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___________________
__________________________ _____________________
_____________________ _________________ ___________________
________________ ______________ ________________
_________________
__________________
Cinquain
Line 1 ONE noun
Line 2 TWO descriptive words
Line 3 THREE -ing words
Line 4 FOUR word very phrase
Line 5 ONE synonym of noun
CAT
Cat
Furry, cuddly
Licking, chasing, meowing
Hates to get wet
