Lesson Plan

(Based on the MoPTA)

Mizzou Ed, Office of Field Experiences University of Missouri, Columbia

Student Teacher Intern _Ashley Yallaly__ Date___11/30/17__

School/Grade___4th________Cooperating Teacher___Katie Betts_____

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
National:
NL-ENG.K-12.5 Communication Strategies: Students employ a wide range of strategies as
they write and use different writing process elements appropriately to communicate with
different audiences for a variety of purposes.
State:
RL.4.2 Reading Literature: Determine a theme of a story, drama, or poem from details in the
text summarize the text.
W.4.4 Production and Distribution of Writing: Produce clear and coherent writing in which
the development and organization are appropriate to task, purpose, and audience.

Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student needs

Students will determine the theme of the story The Name Jar.
Students will understand the meaning and siginificance behind their name.
Students will be able to write two explanatory paragraphs about their name.

Assessment (type(s) of assessment used throughout the lesson)

Assessment(s) before, during, and after the lesson

Before: The teacher will assign everyone a whiteboard and an expo marker. The teacher will
then ask the students why they think names are important and use a few words to describe
how they feel about their name either first, middle, or last.
During: The students will divide their white boards into four sections and sketch to stretch as
the teacher reads The Name Jar. Following the read aloud, the teacher will facilitate a
discussion about the images drawn by the students.
After: The teacher will read the students paragraphs to determine if they were able to follow
the directions and write about their names. The teacher will evaluate their level of
understanding about the importance as well as their feelings towards their name.

Lesson Structure and Procedures

Sequence of events of the lesson elements. (The before, during, and after the lesson, e.g.
Engagement/Opening, Procedures, Guided Practice, Conclusion

Introduction: The teacher will ask students why they think names are important. The teacher
will then ask the student to use a few words to describe how they feel about their name
either first, middle, or last. The teacher will implement wait time for students to answer the
questions. The students will reveal and share out their answers. The teacher will facilitate a
discussion. The teacher will exlain that students will be learning ans sharing about their
names. First the class will listen to a story about a girl whose name had a special meaning,
but who experienced many different emotions about her name.
Explicit Instruction: The teacher will ask the students to divide their white boards into four
quadrants, modeling so on the board. The teacher will then ask that the students to sketch to
stretch the feelings they have during the read aloud. The teacher will then read The Name Jar
aloud to the class. If necessary, the teacher will ask clarifying questions durin the story to
make sure the students understand the plot of the story. When it is complete have the
students turn and talk to a neighbor to discuss the following questions: How did Unheis
feelings about her name change throughout the story and what made her feelings change?
Why was Unheis name so special to her and her family? Have you ever felt embarrassed
about your name like Unhei? The teacher will make sure to ask these questions one at a time
so as to not bog them down with questions.
Guided Practice: Following the discussion, the teacher will tell the students that they will be
writing the stories of their name. This is more than an explanatory story, it will give
information about each studentss name, such as why their names was given and what
emotions they have about their name. The students will be instructued to write a paragraph
about either their first, middle, or last name. The teacher will provide the students with a
handout list of questions that they will use as a guide. The questions are as follows: What
does your name mean? What is the origin of your name? Why did your parents give you your
name? Who or what does your name remind you of? How do you feel about your name? Have
your feelings about your name changed? If so, why? Why is your name so special to you?
Students may take thie assignment home if they do not finish and if they wish to discuss the
assignment further with their parents.
Conclusion: The teacher will show the students their own name story as a model. The
students will then be released to gather ideas and begin working on their assignment.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs
The teacher will thoroughly explain the directions to the group of students. The teacher will
facilitate discussions while challenging students to think critically. The teacher will also model
an example of a name story.
Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objective
The teacher will have students use their whiteboards to begin thinking about the idea of
names and their significance at the beginning of the lesson. During the read aloud, the
teacher attempts to connect the story to the students by having them sketch their thoughts
and feelings about the text. The teacher also deploys a think, pair, share method of
discussing the story with each other. During independent work time, the teacher will be
available to the students to provide them with support. The teacher will answer questions or
guide the student in the most significant direction.
Resources and Materials
List of materials used in the planning of and during the instruction of the lesson
The Name Jar by Yangsook Choi
21+ white boards and expo markers
Writers notebook
Teacher name model
iPad
The Name Jar ebook
Notability
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning
Students may use their iPad and a editing program such as Notability to draw their ideas and
thoughts directly onto the pages.
Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences, etc.
Enrichment: Students who want more of a challenge will be asked to pick another one of
their names to complete the activity on.
Support: Some struggling writers may benefit from a more structured assignment. These
students can answer the following questions in a one-by-one list format: What does your
name mean? Who does it remind you of? How do you feel about your name and why?
Students who struggle with writing may also be allowed to type their answers and their
assignment instead of writing it on paper.
Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs to
help keep students on task and actively engaged
Students who are found off-task will be reminded of the assignment at hand. If they are off-
task during the read aloud, their white board will be taken from them and they will have to
listen to the read aloud and complete the sketch to stretch activity on notebook paper.
Extensions
Activities for early finishers that extend students understanding of and thinking about the learning
objectives by applying their new knowledge in a different way
Students who finish early will be asked to pick one of their other names and complete the
same activity.
Follow-up to Todays Lesson
Quick activity for review or building on todays learning that will deepen student understanding and
interconnect concepts (may be incorporated tomorrow or throughout the unit
The next day the students will share their writing in a coffee shop style of presentation. Each
student will answer a few questions about their writing and their experience. This will allow
the students to learn more about their peers as well as begin to understand further why
names are so important.
Special Circumstances/Focus for Observation/Additional Information
Any special circumstances of which the observer should be aware. Any area or lesson component that
may not have been covered by this format that you think is vital to include in this lesson
The students had previously learned how to write a good paragraph and have had a lesson on
expository writing.