GENERIC LESSON PLAN (Educational Studies Level)

INSTRUCTIONAL UNIT:
TEACHER

COURSE: Education
325

Ms. Rachel Klodell

DAY: May 20, 2016

GRADE: 6th
SUBJECT: Language
Arts

LESSON TITLE
Mayor for a Day
LENGTH OF LESSON
45 Min.

CAMPUS: University
of La Verne

CONTENT STANDARDS AND CONTENT OBJECTIVES

SUBJECT STANDARD:
3.0 Writing Standards: Text
Types and Purposes
Students will write narratives to
develop real or imagined
experiences or events using
effective technique, relevant
describe details, and well
structured event sequences
3a. Engage and orient the reader
by establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally
and logically
3b. Use narrative techniques such
as dialogue, pacing, and
description to develop
experiences, events, and/or
characters.
3d. Use precise words and
phrases, relevant description
details, and sensory language to
convey experiences and events.
3e. Provide a conclusion that
follows from the narrated
experiences or events.

Goal of Unit:
The goal of the unit is for
students to learn about their
surrounding hometown and any
laws or rules the town may
have.
Objective:
After exploring the website
based upon the book, Because
of Winn Dixie, students will be
able create a story board filled
with pictures of what their town
looks like, and create a story line
about three new laws they would
implement if they were mayor of
their town/city.

MULTIPLE INTELLIGENCE
ADDRESSED
Visual-Spatial intelligence:
students will be learning through
the visual aid of the website as
well as creating their own
storyboard.

ASSESSMENT

STRATEGY FOR ASSESSMENT:

Students will be able to explore the town from the book Because of
Winn Dixie, through the given website and learn more about not only
the book, but the author as well.
While exploring the virtual town, students will note any similarities or
differences between the virtual town and their own and explore the
rules/laws of the virtual town and their own.
The teacher will walk around while the students are creating their
storyboard to make sure they understand what is being asked of
them.

LEARNING ENVIRONMENT

STRATEGIES TO MEET DIVERSIFIED LEARNERS:

Visuals from the website along with a hands on activity where
students will draw and write.
MATERIALS, EQUIPMENT, and TECHNOLOGY NEEDED
Materials: White printer paper, colored pencils
Technology: Computers/i-pads with internet access

STEPS THROUGH THE LESSON

INTO (Orientation)
The lesson will begin with
students exploring the
virtual town from the book

Students will be asked to

note any similarities the
virtual town has to the town
in the book, and even their
own town/city.

THROUGH (Presentation,
Structured Practice, Guided
Practice)

After exploring the website,

given the above materials of
printer paper and colored
pencils, students will create
their own story board what
laws/rules they would have
if they were mayor of their
town.
Students will draw pictures
of the town, along with
writing a story using
descriptive details about the
town and the laws

RATIONALE
By exploring the website
students will be able to
compare and contrast the
virtual town to the one from the
book, noting any similarities
and differences from book and
interpretation.

RATIONALE
Students are given the
opportunity to use their artistic
abilities to not only draw what a
town would look like if they
were mayor, but any laws and
rules they would have as well.
This allows students to be
creative having no restrictions
as to what the town can look
like or has, but also teaches
them rules and how rules create
order.

BEYOND (Independent Practice)

Once the activity is

complete, students will
share their story board in
groups of 3-4 explaining the
three laws they would have
in their town and why

RATIONALE
By having students share their
work in small groups, it allows
their work to be shown and
appreciated by one another and
see the creative abilities of their
peers.