Name: Amy Ramson Grade Level: 4

Lesson Plan Template for SLO

LESSON PLAN TEMPLATE

Lesson Day October 31, 2017
How will this lesson support the learning This lesson plan will develop students ability to write with descriptive
goal? language in order to enhance their precision and detail when writing
(1c: Setting Instructional Outcomes) narrative pieces.
Taking the learning goal into consideration, what is
the objective(s) of this lesson that will support
progress toward the learning goal.

Objectives should be learner focused (not what the

teacher will do or accomplish), observable (use
verbs that can be measured), and target a specific
outcome. Please refer to the SLO User Guide for the
ABCD method or I CAN statements that can be
used as a guide.

Objective(s) 1. Students will be able to transform five sentences by adding descriptive

(1c: Setting Instructional Outcomes) language.
Taking the learning goal into consideration,
2. Students will be able to create their own sentence utilizing descriptive
what is the objective(s) of this lesson that will
support progress toward the learning goal. language.

Objectives should be learner focused (not what

the teacher will do or accomplish), observable
(use verbs that can be measured), and target a
specific outcome. Please refer to the SLO User
Guide for the ABCD method or I CAN
statements that can be used as a guide.
PA Standards Standard - CC.1.4.4.K Choose words and phrases to convey ideas
www.Pdesas.org/Standard/view or precisely.
https://www.pdesas.org/Page?pageId=11

ISTE Standards (if applicable) n/a

Technology Materials/Resources
(1d: Demonstrating Knowledge of
Resources)
What texts, digital resources, & materials will be
used in this lesson? How do the materials align with
the learning objective(s)? If appropriate, what
educational technology will be used to support the
learning outcomes of this lesson? How do the
resources support the learning objectives?
Cite publications and any web resources.
The Scarecrows Dance by Jane Yolen this book is great for
introducing students to a variety of instances of descriptive
language. Also, this lesson will be taught on Halloween, so the
topic of a scarecrow will be very engaging for the mindset that
the students will be in on the day that they are participating in
the lesson.
Sticky notes sticky notes will be used to mark which stanzas
the teacher will have students evaluate for their use of
descriptive language. Sticky notes are able to be easily moved
and are discreet while the teacher is reading the text aloud.
Halloween Descriptive Sentences Worksheet students will
utilize this worksheet to practice writing with descriptive
language. I organized this worksheet in a simple,
straightforward manner in which students will be able to write

SLO Lesson Plan Template 1


Anticipatory Set
(1a: Demonstrating Knowledge of Content
and Pedagogy)
3-4 minutes
How will you set the purpose and help students learn
why todays lesson is important to them as learners?
How will you pique the interest or curiosity
regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the
strategy/concept or skill?
Provide very detailed steps.
Instructional Activities
(1a: Demonstrating Knowledge of Content
and Pedagogy; 1e: Designing Coherent
Instruction)
20-25 minutes
Exploration (Model): How will students explore the
new concepts? How will you model or provide
explicit instruction? You MUST include a teacher
think-aloud using student-friendly language here.
Guided Practice: How will you provide support to
students as they apply the new concept? How will
you allow them to practice (with teacher support)?
Independent practice: How will students review and
solidify these concepts to be able to use this new
knowledge? How will you monitor and provide
feedback?
Provide very detailed steps and include teacher talk
where appropriate.
SLO Lesson Plan Template
into boxes to keep them neat and organized. Students will be
able to create their own sentence at the end in order to use their
creativity and apply their new skill independently. The
sentences given that need to be edited all pertain to Halloween
as the theme in order to motivate students and engage their
interest on this day.
Descriptive Language Checklist teacher will formally assess
students using this checklist in order to evaluate whether or not
the sentences were transformed and if students were able to
independently create their own sentences using descriptive
language. This aligns with the two objectives for the lesson.
Also, there is a spot for comments, allowing the teacher to make
notes about students performance.
Teacher will tell students to close their eyes. Teacher will tell
students that she is going to say a sentence, and that students are
going to visualize what this sentence would look like in their
heads.
Teacher will say the sentence, The monster walked.
Teacher will tell students that she is now going to say another
sentence, and that they are going to visualize what it would look
like in their heads, too.
Teacher will say the sentence, The slimy, purple monster
trudged through the dark, thick forest, leaving a trail of gigantic
footprints.
Teacher will ask students how the image that they saw in their
heads changed.
Teacher will tell students that it is very important to use
descriptive language so that the reader knows exactly what
picture you want to put into his or her head.
Teacher will read the first stanza of the book The Scarecrows
Dance: An autumn eve,/The moon was high,/As yellow as/A
black cats eye.
Teacher will say to students, I think that this is a very
descriptive sentence. Instead of just saying that the moon was in
the sky, he described how high it was and also compared it to
the color of a black cats yellow eye.
Teacher will read the second stanza of the book: Out in the
field,/Stiff and forlorn,/The scarecrow stood/And watched the
corn.
Teacher will ask students:
o Do you think that this is a descriptive sentence?
o Why or why not?
o What could make this sentence more descriptive?
Teacher will tell students that throughout the story, while the
teacher is reading, they need to be watching for if she puts her
hand up in a fist. If they see this fist, students are going to listen
to the sentence closely, and then rate the sentences from 1-5 on
how descriptive they think it is. Teacher will tell students that 1
is not descriptive at all, 2 is a little bit descriptive, 3 is
descriptive, 4 is very descriptive, and 5 is incredibly descriptive.
2

Closure
(1e: Designing Coherent Instruction)
5-6 minutes
How will students share or show what they have
learned in this lesson?
How will you restate the teaching point or ask
students to do so and clarify key concepts?
How will you provide opportunities to extend ideas
and check for understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
What differentiated support will you provide for
students whose academic development is below or
above the current grade level?
What specific differentiation of content, process,
products, and/or learning environment do you plan
to employ to meet the needs of all of your students?
How will your lesson be supportive for all students,
including English Language Learners, and build
upon the linguistic, cultural, and
SLO Lesson Plan Template
Teacher will read stanzas not marked with sticky notes without
putting her fist up. Teacher will read the first marked stanza
with her fist up.
Teacher will verify that students have rated the level of
descriptive language from 1-5. If they have not, she will prompt
them to do so.
Teacher will ask students why they rated the sentence with that
number.
o If students think it is very descriptive, teacher will ask
them why they think it is very descriptive.
o If students rate the sentence with a low number, teacher
will ask how the sentence could be improved to make it
more descriptive.
o Teacher will tell students to look at the pictures in the
story for ideas on how to improve the sentence.
Teacher will continue reading the book, stopping at marked
sentences (5) and repeating the procedures of holding up her fist,
pausing, and discussing students ratings of the level of
descriptive language used in that sentence.
Teacher will tell students, We are going to use what we learned
from the sentences in The Scarecrows Dance to write our own
descriptive sentences. We want to be writing sentences that
have a rating of 5, so remember the suggestions that you would
add to the sentences from the book.
Teacher will pass out descriptive sentence worksheet.
Teacher will allow students to write sentences independently.
Teacher will help any students who need assistance.
Teacher will ask students to share sentences that they have
created. Each student will share at least one sentence.
While students share, teacher will ask students specific
words/phrases that made their peers sentences particularly
descriptive.
Teacher will compare students sentences to the original non-
descriptive sentence, discussing how much easier it is to
visualize now.
Teacher will remind students that when writing in the future, it
is important for them to remember to use a lot of descriptive
language so that the person reading their writing has a clear
picture in their mind of what they are trying to say.
Teacher will collect students worksheets.
For students who struggle, they may be provided assistance
while creating the sentences. Students may use classroom
thesaurus to come up with more descriptive words for their
sentences. If students are having difficulty, they will only need
to write 2-3 descriptive sentences.
For students who excel at this activity, they will need to come
up with three additional independent sentences utilizing
descriptive language.
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experiential resources that they bring to their
learning?
How will your lesson promote creative and critical
thinking and inventiveness?
Accommodations** Students with IEPs go to a separate location for reading instruction.
(1e: Designing Coherent Instruction)

What classroom accommodations do you plan to

employ to increase curriculum access for students
identified with special education needs or 504?

Describe how these accommodations align with the

current Individualized Education Plan (IEP) for
each student as applicable (avoid using actual
names of students).
Modifications** Students with IEPs go to a separate location for reading instruction.
(1e: Designing Coherent Instruction)

What curricular modifications and/or changes in

performance standards, if any, do you plan to
employ to facilitate the participation of students
identified with special education needs?
Assessment (Formal or Informal)
(1f: Assessing Student Learning)
How will you and the students assess where the
learning objectives, listed above, were met?
Each formal or informal assessment should describe
how it is aligned to the above objective(s).
Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on
the lesson. The reflection should go beyond simply
answering the question Was this a good lesson?
Below are some questions to assist you in your
reflective process (Danielson, 2008):
o What evidence did you collect to
demonstrate that your students have met or
are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they
reveal about the students level of
engagement and comprehension?
o What changes, if any, would you make to
the lesson if you teach this lesson in the
future? What misconceptions, if any, do
you need to clarify before teaching the
next lesson?
o Did you stray from your lesson plan? If so,
how and why?
o Comment on your classroom procedures,
student conduct, and your use of physical
space. To what extent did these contribute
Informal throughout the lesson, teacher will informally assess
whether or not students understand what a descriptive sentence
looks like. Through the rating activity, teacher will assess if
students ratings are accurate and whether or not their additional
comments would make the sentence more descriptive. If
students struggle with the concept, teacher can reteach and
model more examples of descriptive language.
Formal teacher will collect the descriptive sentence worksheet
and assess whether or not students are able to add descriptive
language to the sentences. Teacher will grade the sentences
formally based on the checklist (attached.)
In order to demonstrate that students are progressing towards the
learning outcomes/objectives, I collected students descriptive sentences
worksheet and evaluated them based off of the criteria on the checklist.
All of the students were able to transform the sentences utilizing
descriptive language. The completed checklist is attached to the end of
this document. Students were engaged in the lesson and able to make
connections between model sentences from the anticipatory set and
procedures within their own writing. One thing that demonstrated this
was that the book utilized a lot of similes and metaphors to add
description, and four of the five students utilized a simile or metaphor in
at least one of their sentences. Also, one line that we spent time
discussing was about the crows in the story; we talked about their
appearance and how they were flying, and the students made suggestions
that the author should have included more about the direction and the
way in which the crows were flying. On the worksheet, the students
were able to write a sentence about bats, and they were able to use the
ideas we discussed previously to describe the bats.
When teaching this lesson in the future, I would mainly want to focus on
redirecting off-task students nonverbally. In the small-group setting,
students are used to being able to discuss and chat with their peers, but
they did have trouble focusing on what their peers were saying. Overall,

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 to student learning?
o Comment on different aspects of your
instructional delivery (e.g., activities,
grouping of students, materials/resources
utilized). To what extent were they
effective?
though, I would not change the content of the lesson plan. It was
effective being designed in the cyclical format that it was; the
anticipatory set tied directly into the book activity, which tied into the
writing activity, which tied into the closure discussion, which related
back to the anticipatory set. I think that this design helped students to
understand the learning concept to its fullest extent; the repetition and
modeling was very helpful.
The only aspect in which I strayed from my original lesson plan was that
I read The Scarecrows Dance as a read aloud in the morning previous to
the lesson. This allowed me to utilize my lesson as a true writing
workshop mini lesson, focusing on how to use the book that the students
already knew the content of to improve their own writing.
It was effective that this lesson was taught at a table, as I was able to see
all of the students writing from my seat. I did get up while students
were writing to see all of their work, but it was difficult because of the
location of the table in the classroom. It was great for students to be
close to each other and facing each other for the discussions throughout
the lesson; interaction between the students was one of the main ways in
which they brainstormed ideas in order to write descriptive sentences.
The activities were effective, as students were always doing something,
whether it was actively listening, discussing, rating sentences using the
fist-to-five method, writing their own sentences, or evaluating. I think
that the worksheet was helpful because it kept students on track and
moved them from the transformation of sentences to the independent
creation of descriptive sentences. I, again, believe that The Scarecrows
Dance was a very effective book to utilize for descriptive sentences due
to its metaphors, similes, and descriptive language.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the
general curriculum. Both are essential to consider when planning an equitable educational experience for students with
disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge
content. With accommodations, a student receives the SAME education as other children, but the student can access
content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or
reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access
the material based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct
connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.

SLO Lesson Plan Template 5

 Halloween Descriptive Sentences
Change the following sentences by adding descriptive language. Remember
to try to paint a picture in the readers mind!

1. The bat flew.

2. The skeleton danced.

3. The mummy walked.

4. The witch laughed.

5. The spider spun a web.

Create your own spooky sentence!

SLO Lesson Plan Template 6

 Descriptive Language Checklist

Was the sentence transformed?

Check if yes.

Student Sentence Sentence Sentence Sentence Sentence Student-

1 2 3 4 5 created
Sentence
1.

Comments:

2.

Comments:

3.

Comments:

4.

Comments:

5.

Comments:

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