Lesson Plan Form

Date:

Class Period: History

Title: Famous Alabamians

Lesson Objectives: The student will be able to conduct research about a famous
Alabamian, write a paragraph about their assigned person, and create a Morfo
project to present what they have learned about their assigned person.

*This lesson will take several days to complete.

Materials: Kidrex.org, paper, pencil, Morfo app, iPad
Evaluation: Student participation & Student Work
In-Class Assignments: S will conduct research about a famous Alabamian. S will
write a paragraph about their research. S will create a Morfo project to present
what they have learned to the class.
Homework Assignments: N/A
Review/Intro: T will introduce project. T will remind students how to use Kidrex
and take notes during research. T will also review how to use the Morfo app.
New Content: T will assign each student a famous Alabamian to research. T will
show students an example from another class. T will set expectations of the
project.
Guided Practice: S will begin researching their famous Alabamian using their iPads
and the Kidrex website. T will meet with students to assist as needed. T will guide
students through the research process.
Independent Practice: S will work independently to complete their paragraph. T
will conference with S to check paragraphs. S should write paragraphs in the first
person. S will then begin working on their Morfo projects. S will find a picture of
their assigned person and they bring them to life using the Morfo app. S will then
read their paragraph as if they are the famous Alabamian. S will email their
finalized Morfo project.
Closure/Feedback: T & S will come back together in a whole group setting. T will
display Morfo projects on the Smartboard. S will ask and answer questions after
their presentations. T & S will review the importance of each Alabamian discussed.

Lesson Plan Form

Date:

Class Period: L.Arts

Title: Comic Quotations

Lesson Objectives: The student will be able to use quotations in dialogue. The
student will create a comic strip using dialogue and quotations correctly.
Materials: Language Arts Interactive Notebooks, Read Write Think Comic Strip
Maker: http://www.readwritethink.org/files/resources/interactives/comic/, iPad
or computer, printer
Evaluation: Student participation & Student Work
In-Class Assignments: S will create a comic strip based on the dialogue they write
in their LA interactive notebook. S will print their comic strips.
Homework Assignments: N/A
Review/Intro: T will review using quotations in dialogue (Previous lessons already
taught).
New Content: T will model how to use the website to create a comic strip. T will
explain the partner work they will do together.
Guided Practice: S will work with a partner to write dialogue between two
characters. S will use quotation marks correctly. T will meet with groups
individually to assist with writing dialogue.
Independent Practice: After S have written their dialogue, they will then work on
the Read, Write, Think website and they will design a comic strip with characters
and props. They will insert their dialogue being sure to add quotations where they
are needed. When S are finished with their comic strip, they will print the comic
strip and share with the class.
Closure/Feedback: T will review using quotations in dialogue. S will share their
comic strips with the class. S will display their comic strips around the room.
*This lesson will take a few days to complete. It will take time to write the
dialogue and create the comic strip.

Lesson Plan Form

Date:

Class Period: Reading

Title: Character Trading Cards

Lesson Objectives: The student will be able to identify character traits and create
a character trading card.
Materials: Library books, Passage: Lilly, Reading Response Journal, Website for character
trading cards:
http://www.readwritethink.org/files/resources/interactives/trading_cards_2/, iPad or
computer, printer
Evaluation: Student participation & Student Work
In-Class Assignments: S will create a character trading card for their main character in
their library book. This will be completed in an independent reading center.
Homework Assignments: N/A
Review/Intro: T & S will discuss what a character trait is and why they are important
when you read. T & S will create a character trait list of possible character traits.
New Content: T & S will closely the passage Lilly. T will then create a character web for
the character in the passage, Lilly. S will add character traits on a sticky note and add it
to the anchor chart. T & S will discuss the character traits brainstormed for the main
character.
Guided Practice: S will use the main character in their library book to create a character
web in the reading response journal. S will list character traits that describe their
character. T will assist as needed in small groups.
Independent Practice: After S have created their character trait web in their RRJ, the
teacher will check their work. They will then work on their iPad/Computer to create a
character trading card for their character. They will list character traits and other
important information about the character. They will work on their during their technology
center/reading center for the week.
Closure/Feedback: T will review character traits. T will continue to work with character
traits in small group for the week. S will share and trade their character trading cards
with each other.
*S will work on the independent work during literacy work stations for the week.
Lesson Plan Form
Date:

Class Period: Reading

Title: Social Studies Travel Brochure

Lesson Objectives: The student will be able to create travel brochure for a specific
landform.
Materials: Social Studies notebook with research notes and handouts, Microsoft word,
computer, internet
Evaluation: Student participation & Student Work

In-Class Assignments: After researching their assigned landforms, students will create a
travel brochure to share with the class. The travel brochure will include facts about the
landform and persuade others to want to visit.
Homework Assignments: N/A
Review/Intro: T will review the types of landforms discussed in Social Studies. S will
refer to notes and research that has already been completed.
New Content: T will explain how to use Microsoft Word to create a travel brochure. S will
work through the design process and then put together their travel brochure to share
with the class.
Guided Practice: S will work together to brainstorm ideas of things they may want to
include in a travel brochure. S will work in groups to fill out the design template provided
by the teacher. Groups will assign jobs to each member. Students will complete layout for
their brochure.
Independent Practice: Once students have a layout ready and their research complete,
they will begin working in Microsoft Word to create their brochure. Brochures should be
three pages and should include a description of the landform, where the landform can be
found, a map of the landform locations, and interesting facts about the landform.
Closure/Feedback: T & S will have a brochure viewing party. S will present their brochures
to the class. T will pop popcorn and students will enjoy a snack as they watch the
presentations. S will complete a rubric on each group that presents. The will be a
culminating activity for the unit on landforms and mapskills.
*This lesson will take several days to complete.
Lesson Plan Form
Date:

Class Period: Math Title: Math Padlet: Fractions in Real-Life

Lesson Objectives: The student will be able to find, label, and explain a fraction in a reallife situation. S will then respond on a Padlet forum and relate the fraction to a real life
situation.
Materials: iPads, internet, www.padlet.com , notes on fractions
Evaluation: Student participation & Student Work
In-Class Assignments: Students will find a picture of a real-life fraction and they will
respond on the Padlet page created by the teacher.
Homework Assignments: N/A
Review/Intro: T will review fractions lesson with the S. S will refer to math journal for
notes and other information. T will explain the focus of the lesson for today. T will explain

to students that they will understand why fractions are important in real life and the
situations you may need to use fractions on a daily basis.
New Content: T will pull up the Padlet about fractions that she created. T will explain how
to sign on to the Padlet and how to respond on the Padlet. T will do the first response as
an example.
Guided Practice: T & S will create an anchor chart together about the ways fractions can
be used in a real life situation.
Independent Practice: Students will then google images on their iPads of fractions in a
real life situation. S will then log into the Padlet and they will insert their picture. They
will then write a sentence about their picture and how it relates to a real life situation.
Closure/Feedback: T will pull the Padlet up on the smart board. T & S will discuss the
responses. S will comment on the responses. T & S will compare the anchor chart to the
pictures. T & S will discuss the importance of fractions in real-life.