Mary Mallek

TLS 322 Lesson Plan

Part 1:

_________

1.Lessontitleortheme:ZombiemanonZombiemen
2.Grade: 4th
#ofstudents:1
3.Timeandexpectedduration:45minutes
4.MaterialsandBook(s)tobeused:
GraphicOrganizer:PowerWritingworksheet
WordWall
TryitoutBook
Computer
5.StateStandards(LanguageArtsforWriting)andCommonCoreStandardsforWriting:
CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context
and out of context.
6.Objectives:
LanguageObjectives.Studentwillbeabletowriteanorganized,opinionatedessayusingpower
wordsandphrases.
ContentObjectives(usingconcrete,behavioralterms).
ContentConcepts:Studentwillbeabletoconstructanessaywithfactsanddetailsusingpower
writingwordsandorganization.
Part2:
AnticipatorySet
MapofJapan
AtomBomb
WWII
QW:WhatdoweknowaboutJapanesetraditionthroughSadakosstoryandfamily?
BodyoftheLesson(PresentationStrategies,Interaction,feedback)Whatstepswillyouuseto
teachthematerial?Script.
Readtogetheruntilchapter4.
PracticeandApplication:Meaningfulactivities,interaction,practiceandapplication,feedback.

Mary Mallek
Readindependentlyuntilgettochapter6.
Closing:Reviewandassessment,ConnectiontoOtherExperiences.Extensions.
WhatmoredidwelearnaboutJapanesetraditionthroughSadakosstoryandfamily?

Evaluation:Howwillyouassesswhatstudentshavelearnedfromyourlesson?
Iwillcheckfor(1)topicsentence(2)threereasons(3)threedetails(4)andaterminalsentence.
Iwouldalsoliketocomparethisnewessaywithotheropinionatepieceshehaswrittentoseegrowth
oforganizationanduseofpowerwords,transitions,andphrases.
10.SecondLanguageStrategy(ies)Useofvisuals,guidancewithlanguage,previewoftopic,
languageobjectives,previousknowledge,peerdiscussion,etc.Theseshouldhavebeendescribed
andhighlightedintheProcedure.Justlabelthemhere.
3favoritescarycharacters:thistapsintoZombiemansfundsofknowledgeofinterestsinscary
movies,books,orvideogameandallowshimtobeanexpert.Thisgiveshimbothmotivationand
selfesteeminhiswriting.
PowerWritingresource:visualgraphicorganizer
scaffoldhim:teacherguidance

Mary Mallek
ReflectiononLesson interactions/whatdidyounotice?
Zombiemanwasalittledistractedatfirst.BecauseIhadusedhimasmymathcase
study,Ithinkheexpectedustodomath.HewassurprisedwhenItoldhimweweregoing
tobewritinganessay.Ithinkhewasalittlediscouragedatfirst.WhenIaskedhimabout
hisfavoritescarycharacters,hiswholedemeanorshifted.Hebecameveryengagedin
describingFreddyKrueger.Hewassoexcitedandhadsomanydetailsaboutthisone
character,Idecidedthatwedidnothavetolisttwoothers.
Iintroducedthepromptedandhewasalreadyreadytostartwriting.Istoppedhim
andintroducedthegraphicorganizer.Hewasalittleresistanttouseit,butIwasinsistent
uponitbeingthebestwaytoconvincepeopleofhisopinion.Irelatedittocomicbooks
andsaidthatthisturnsaregularpunch(essay)intoaKaPow(essay).
WeagreedthatthepurposeofhisessaywastosaythatFreddyKruegeristhe
scariestpersonwhoeverlived.Ithenhadhimlistssomereasonswhyaloud,makingsure
hehadaleastthreethathecouldgivesolidreasonsfor.Ipickedoneandusedthe
worksheettobeginwithpowerwordsforboththereasonandthedetail.Ihadhimpicka
secondreasonanddothesamething,helpinghimpickthepowerwordsthatsoundedbest.
Ithenhadhimdothethirdonecompletelyindependentlyandheshowedthathegrasped
theorganization.Ithentoldhimabouttheterminalsentence,describingitlikethe
Terminatorwhoputsanendtoallthings.Itoldhimthatwehadtoputanendtothis
essaybygoingbacktothefirstsentenceandrestatingit.
WereadthefinalproductaloudandIcelebratedhisgraspoftheneworganizerand
hisuseofdetails.Iaskedhimiftheresanythinghecanimproveandhesaidno,itsgood

Mary Mallek
thewayitis.Icircledsomemisspelledwordsforhimandaskedhimiftheresanywords
wecouldaddtomakesomeonereallyfeelliketheycanhear,see,orfeelwhatheistalking
about.Weaddedacoupleadjectivesandconcluded.Hewassoproudofhispaperheasked
totakeitwithhim.
TeachingPlanforGrowthandImprovement
Discussyourareasofstrengthandareasinneedofimprovementrelatedtoteaching,
planning,etc.Howwillyouaddresstheseareasinneedofimprovement?
Iwasoverallverypleasedwiththislesson.Ithinkitreallyopenedmyeyestothe
influenceteachershaveoverourstudentswriting.Ialsolearnedtheimportanceofgetting
toknowourstudentsinterestssothatwecanmakelessonplansbasedonwhattheylike.
ThewritingpromptwasperfectforZombiemansinterestsandfitwiththestandardof
writingopinion.IhaveobservedthatZombiemanisveryquickwithhiswritingandrushes
tofinishsohecandraw,buthereallytookhistimeinmakingsurethereasonsanddetails
wereperfect.Itsamazinghowmuchchildrencanstretchthemselvesinwritingwhenthey
areexcitedaboutsomething.Zombiemanwasmotivatedtowriteanduseaneworganizer
becausehesawpurposeinwriting.
OneimprovementIthinkIcouldmakeisgivingZombiemanmoreautonomy.I
thinkIwasalittlecontrolledandteachercenteredinmyapproach,andreallyhoveredover
him.Givinghimalittlemorespacetotakesomeriskswouldhaveallowedforamore
realisticassessmentonhisunderstandingofPowerWriting.

RecommendationsCaseStudy

Mary Mallek
IthinkitwouldbebeneficialforZombiemantotryoutanotherpromptcompletely
independentlywiththePowerWritingaidtoseeifhetrulyunderstoodthisobjective.
ThiswouldshowwhereZombiemanrealstrengthsandneedsforimprovementare.Only
afterthisevaluationwoulditbeeasiertorecommendaplanofactionforimproving
writing.