University of Utah, Department of Special Education: Lesson Plan

Content Area: Writing

rd

Grade level: 3 & 4

th

Instructor Name:

Lindsay Newton

Date: 10/9/2014

Core Standard:

Instructional Objective: SWBAT

Behavioral Objective:

Language Arts
rd
th
3 and 4 grade

Students will be able to identify parts in a story,

establish current practice, and set a goal for writing

Be apart of our group

Be an active listener

Writing Standard 3

stories with seven parts.

Respond on my signal

Write narratives to develop real or imagined

Keep a positive attitude

experiences or events using effective technique,

Show me your best work

descriptive details, and clear event sequences.

IEP Goal:
In 12 weeks when asked to write a narrative story, Lou

Content (concepts, information, skills, new vocab,

etc.):

Instructional Materials Needed:

Mnemonic chart, The Tigers Whiskers story, one

will use a graphic organizer to outline her ideas before

Identify 7 parts in a story (WWW, What=2, How =2).

previously written story by each student, graphic

writing 100% of the time on 3 out of 3 probes.

Set a goal for writing stories with 7 parts.

organizers, Story Rockets graph, paper, pencil, and

scratch paper, Cue Cards with or without pictures.

Procedures/Activities:

Teachers Role/What Im doing:

Students Role/What theyre doing:

1. 5 extra points for students who came down to class on their own.

1. Students who get to class on their own = 5 extra

1. Get students attention

2. Academic review /Gather
background knowledge
3. State instructional objectives

points.

4. Review behavior expectations

2. Review POW and WWW, What=2, How=2. Hand students scratch piece of

2. Students will write down the mnemonic device

5. Instruction

paper. Instruct students to out for POW and WWW, What=2, How=2 and with

and explain concepts for POW and WWW,

a.

Model

explanation.

What=2, How=2 on scratch piece of paper.

b.

Guided Practice

Ask students to explain what they wrote on scratch paper.

Explain what they wrote.

c.

Guided Group Practice

d.
e.

Independent practice
Error Correction

3. SWBAT: Students will be able to identify parts in a story, establish current

practice, and set a goal for writing stories with seven parts.

3. Students will be listening and keeping eye

Procedures

contact to let me know they are paying attention.

6. Wrap up
a.
b.
c.

Review key concepts/

4. Be apart of our group. Be an active listener. Respond on my signal. Keep a

4. Eyes on me as I review.

Check for understanding

positive attitude. Show me your best work.

Review objectives
Clean up

5.

5.

a. b. Read aloud (together with students) The Tigers Whiskers. Remind students

a. b. Students will follow along the story of The

beforehand to watch out and listen for WWW, What=2, How=2. Pass out graphic

Tigers Whiskers. Students will then write down on

organizer and instruct students to write down the 7 parts of the story (WWW,

graphic organizer the 7 parts of the story (WWW,

What=2, How=2.)

What=2, How=2.)

c.d. Pass out previously written narrative story that students wrote earlier that

c.d. Students will read their stories finding parts

week. Instruct students to look through and read their stories to find which parts

(WWW, What=2, How=2) of the story they have

they had and which ones are missing.

and the parts that they are missing.

Brainstorm ideas on how students could make their stories better. (more action,
more than one character, better use of words, interesting ending, etc.)

Students will give ideas on what they feel can

make their stories better.

Pass out Story Rocket graph and have students graph how many parts they have

Students will graph how many parts of a story they

in their own story. There are 7 total parts total. Reassure students that we are

have on Story Rocket graph.

learning how to write those seven parts (WWW, What=2, How=2) so it is ok if they
dont have all seven yet.
e. Spend extra time on any topic that isnt sinking in for student. I will know this by
verbal assessment and if student is able to complete any part of the lesson.
6.

6.

a. Ask students to verbally explain the meanings behind POW & WWW, What=2,

a. Students will explain POW & WWW, What=2,

How=2.

How=2.

b. Ask students to set a goal for writing stories with seven parts.

b. Students will set goal for writing stories with

c. Clean up

seven parts.
C. Clean up

Adaptations/Modifications/

Reinforcement Procedures:

Assessments:

Follow-up Activities:

Accommodations:

Token System

Pre: Have students write a

Next lesson includes:

Give prompts as needed for POW

Verbal Praise

narrative story earlier in the

Modeling POW

and WWW, What=2, How=2

week. Test to see if students

Modeling WWW, What=2, How=2

review.

remember POW and WWW,

Modeling writing a story

If students are struggling with

What=2, How=2.

Modeling graphing

memorizing mnemonic and

meaning, take time to practice.

During: Check to make sure

students are able to find

Use for WWW, What=2, How=2

WWW, What=2, How=2 in

cue cards until concepts becomes

Tiger Whisker and in their own

more comfortable.

story.

Give students highlighters to

Post: Have students write

highlight 7 parts of story instead of

identify POW & WWW, What=2,

writing it out on graphic organizer.

Use graphic organizers with

How=2 and explain what they

mean on paper.

picture cues on it.