UMF Unit-Wide Lesson Plan Template

Name: Program: Elementary Education Course: EDU 450

Ethan Gouin

Lesson Topic / Title: Spooky Story Narrative- Elaborating on the main characters and using
sensory description

Lesson Date: Lesson Length:35 minutes Grade/

10/19 Age:
Grade
5

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based on
content standards.

Learning Objective(s) Instruction

Students will be able to: al
Describe the main characters using elaborative detail and sensory Decisions
description. /
Reasoning
Content Standard(s) Instruction
CCSS.ELA-LITERACY.W.5.3 al
Write narratives to develop real or imagined experiences or events using Decisions
effective technique, descriptive details, and clear event sequences. /
Reasoning

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessment Instruction
Students will be formally assessed while working in groups to come up with strong al
adjectives to describe their groups image. Students will be formally assessed while Decisions
matching descriptions to pictures. Students will be formally assessed again while /
they work on their character descriptions in their story. Reasoning

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and/or Technology Instruction
Smartboard al
Students will need laptops Decisions
One paper for each group of four /
Six characters for students to describe Reasoning

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning accessible to
all learners and support learners in reaching rigorous curriculum goals.

Teaching and Learning Sequence Instruction

Part One: Launch (15 minutes) al
1. Students will be put in groups of four. Decisions
2. Students will be asked to work together to describe the character that their /
group was assigned. Reasoning
3. After students have had time to describe their characters, each of the
pictures will be placed on the wall. Students will have to use other groups
descriptions to decide which character they were describing.

Questions to ask students in part one: Who can tell me what the five senses
descriptions are? (sight, touch, hear, smell, taste) What words might we avoid
while describing this character? How tall does he look? What might he smell
like? What might he sound like? What might he feel like?

Part Two: Explore (20 minutes)

Part two will be time for students to work on their story.
 Meeting students needs (differentiation, extensions, modifications, Instruction
accommodations) al
One student requires the teacher to wear a microphone so they can hear. Decisions
/
Reasoning

Field Course Only Post lesson

Reflection
After reading the students stories, 20 out of 22 students in the class have a good understanding of
how to elaborate on their main characters. While doing the lesson I realized that I should have been
more specific with my instruction. My goal was for the students to use the picture for their group to
write a paragraph describing the character. This is not what every group did. Some groups just
made a list of adjectives that described their character. If I were to teach this lesson again I would
make sure to state that they need to develop a well written paragraph to describe their characters.
For the few students who seem to be struggling with their character description, I have either
commented on their google document with suggestions for improvement. If additional help is
needed with these students an individual meeting will be needed to provide further guidance.
Teaching Standards and Rationale
Standard #1: Learner Development 1(a)- Assessment was done while students were in their
groups working on describing their characters and when students were matching character
descriptions with characters. I assessed students ability to elaborate on a character in their stories
as well. This showed me which students needed further instruction and which students were able to
apply the lesson material.
Standard #2: Learning Differences 2(b)- Communicating on their stories through comments on
their Google Documents allowed me to give timely feedback and suggestions. I was able to assess
how strong their main event was while doing this as well.
Standard #10: Collaboration 10 (b)- Through collaboration with my mentor, I was able to come up
with this lesson. Originally I planned to have the students describe one character as a class but my
mentor suggested grouping the students and having each group describe a different character. This
allowed not only my mentor and me to collaborate but it also gave students the opportunity to
collaborate.