Lesson Plans Assignment
Name: Melissa J. Ohl
Date: 3/17/2014
Part I: Lesson Introduction
Student Population
Grade Level
Juanita Tate Academy. Aspire Public Schools. LA
Unified, South Central Los Angeles. Class of 24
students, 23 Hispanic, 1 African American. 23 students
have been documented English Language Learners.
One of these 23 students speaks no English. 2 SPED
students with very low reading and writing skills. This is
a title one school, students attending come from the
nearby low income housing, resulting in a very low
socioeconomic status in this student population. 13
males, 10 females.
3rd Grade
Content Area
English Language Arts/Technology Class
Description of Textbook
Theme: Story Writing
Lesson Rationale
I have been asked by this third grade teacher to integrate
their content area English Language Arts studies with my
technology class. These students are developing writing
skills in their classroom. In my one-week unit of
instruction these students will learn the elements of a
story, the process of story writing, and how to use
Microsoft PowerPoint to write and present a story. I
chose my objectives and standards for this unit based on
ELD and Common Core standards. This unit will support
the development of story writing skills.
ELD Standards:
Students will be able to- (SIOP process-to-performance continuum)
1. Recognize setting and characters (Day 1). Explore.
2. Discuss the plot of their story (Day 2). Discuss in small groups.
3. Write a short story (Day 3). Draft.
4. Recognize spelling and grammar errors with spell check (Day 4). Edit.
5. Present their short story to the class (Day 5). Oral presentation.
Common Core Standards: Grade 3, English Language Arts
Production & Distribution of Writing
5. With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, and editing.
6. With guidance and support from adults, use technology to produce and publish writing.
Part II: Lesson Plans
SIOP Lesson Plan #1
Standards:
Grade 3, ELA: Production & Distribution of Writing- 3.5, with guidance and support from peers
and adults, develop and strengthen writing as needed by planning, revising, and editing.
Grade 3, ELA: Production & Distribution of Writing- 3.6, with guidance and support from
adults, use technology to produce and publish writing.
Theme: Story Writing
Lesson Topic: Setting & Characters, Prewriting
Objectives:
Content: Today students will determine the setting and choose the characters for their story.
Language: Students will be able to recognize setting and characters.
Learning Strategies: KWL Chart & Think, Pair, Share
Key Vocabulary: setting & characters
Technology Vocabulary- PowerPoint, slides, normal view, insert, Clip Art, resize
Materials:
Laptops, Microsoft PowerPoint, KWL chart, Teacher PowerPoint for lesson presentation
Motivation:
(Building Background)
KWL: What do you already know about writing stories? What do you want to know?
Presentation:
1. Visual presentation of language and content objectives in teacher’s presentation.
2. New key vocabulary and a review of technology vocabulary will also be presented in
the teacher’s PowerPoint with visuals to improve comprehensibility.
3. Think, Pair Share strategy to encourage student interaction & feedback. Wait time given.
Practice/Application:
1. Following Think, Pair, Share where students interacted and discussed their choice for
story setting and characters, students will prewrite in Microsoft PowerPoint.
2. Students will open a new PowerPoint presentation.
3. Students will search Clip Art to find the setting they want for their short story.
4. Students will resize Clip Art for their story setting.
5. Students will insert their chosen Clip Art characters onto their story setting.
6. After students finish, they will find a partner and identify the setting and characters they
have chosen for their short story.
7. The teacher provide feedback to all students as she supports their learning activities.
Review/Assessment:
1. The teacher will review the objectives and vocabulary in the teacher PowerPoint.
2. Students will complete an exit ticket where they will recognize story setting and
characters.
Extension: Students ready for challenge work may complete the below webquest:
http://webquests215.wikispaces.com/Short+Story+Elements
The above webquest challenges students to further explore the elements of a story.
SIOP Lesson Plan #2
Standards: Grade 3, ELA: Production & Distribution of Writing- 3.5, with guidance and
support from peers and adults, develop and strengthen writing as needed by planning, revising,
and editing.
Grade 3, ELA: Production & Distribution of Writing- 3.6, with guidance and support from
adults, use technology to produce and publish writing.
Theme: Story Writing
Lesson Topic: Plot, Drafting
Objectives:
Content: Today students will create a storyboard in order to draft the plot of their story.
Language: Students will discuss their story plot.
Learning Strategies:
Chunk and Chew- to keep students chunking new information, the teacher pauses every 10
minutes during input to give students time to talk with a partner or small group about what they
just learned.
Review and Roam- At the end of the lesson, the teacher gives students a reflection question
(What is plot? What is the plot of your story?). Students think silently, then stand and roam the
classroom, looking at their classmate’s PowerPoint plots and discussing their ideas with
whomever they choose.
Key Vocabulary: plot, storyboard, drafting
Technology Vocabulary: duplicate slide, text box,
Materials:
Laptops, student PowerPoints with setting and characters, Teacher PowerPoint presentation,
storyboard prewriting worksheets, directions handouts (and modified directions handouts)
Motivation:
1. Revisit KWL chart and add additional “Know” and “Want to Know”
2. Allow students to volunteer to share their setting and characters briefly with the class.
3. Show students a sample of a finished short story PowerPoint to motivate.
Presentation:
1. Present Language & content objectives, along with key vocabulary & technology
vocabulary in teacher PowerPoint with appropriate visuals and educational video clips to
improve comprehensibility.
2. Chunk and Chew- Pause every ten minutes during presentation to give students time to
talk with a partner or small group about what they just learned.
3. Revisit objectives and review directions for completing prewriting story board with
handout
a. A special handout with additional visuals, simplified language, and scaffolding is
prepared for English limited students and SPED students.
b. Students will give feedback as they are led to discuss how they will meet the
objectives in the practice activity
Practice/Application:
1. Students will use their handout to complete the storyboard/prewriting for the plot of their
story.
2. Students will share and discuss their storyboard with a partner.
3. Students will insert a textbox on their setting/character PowerPoint slide.
4. Students will duplicate the slide to create additional story pages.
5. Students will begin drafting their short story as they type into the text boxes of their
PowerPoint slides.
6. The teacher will check in with students to ensure all students comprehend and have
accommodations or reteaching as is needed. The teacher will provide feedback as
students draft their stories.
Review/Assessment:
1. The teacher will lead students to review key vocabulary and technology vocabulary in a
visual PowerPoint presentation.
2. The teacher will revisit the KWL chart to fill in, “What we have learned.” (assessment).
3. The teacher will lead a class discussion, soliciting feedback from students on how the
class has met the objectives through their practice activity. Ample wait time will be
given during teacher questioning. Teacher questioning will stimulate higher level
thinking as the teacher asks students a variety of question types.
4. Review and Roam- At the end of this lesson, the teacher gives students reflection
questions: What is plot? What is the plot of your story? These questions will be posted
on the board at the end of the teacher’s PowerPoint presentation. Students think silently,
then stand and roam the classroom, looking at their classmate’s PowerPoint plots and
discussing their ideas with whomever they choose.
5. The teacher will assess student short story PowerPoints to determine next steps for future
lessons, and to plan for reteaching or target small groups to scaffold ELL students.
Extension:
Brief written responseHow does the setting affect the plot of your story?
How do the characters affect the plot of your story?
SIOP Lesson Plan #3
Standards: Grade 3, ELA: Production & Distribution of Writing- 3.5, with guidance and
support from peers and adults, develop and strengthen writing as needed by planning, revising,
and editing.
Grade 3, ELA: Production & Distribution of Writing- 3.6, with guidance and support from
adults, use technology to produce and publish writing.
Theme: Story Writing
Lesson Topic: Plot, Revising
Objectives:
Content: Today students will revise their short story plot.
Language: Today students will write a short story.
Learning Strategies:
Radio Advice Line- The teacher selects 2-3 more advanced students with fluent English to act as
radio show hosts. Students write down questions they have on a card and submit it to the radio
advice line. The 2-3 ‘hosts’ of the radio advice line take turns responding to the questions. This
learning strategy is a motivating way to clarify and review for ELL.
Varying Comprehension Checks- The teacher will check in more frequently with limited English
proficient students. The newcomer will have a translator to help her as she listens and works. At
different parts of this lesson, the teacher will offer more help to certain students who are
struggling while letting others continue to work independently.
Think, Pair, Share- students will be given wait time, then time to discuss with a partner, and then
time to participate in a class discussion as they share their response and get teacher feedback.
Key Vocabulary: plot, revise
Technology vocabulary: font, select text, text box, overflow
Materials:
Laptops, student PowerPoints with setting and characters, Teacher PowerPoint presentation,
storyboard prewriting worksheets, Peer Critique handout
Motivation:
1. Teacher motivationally shows an example of a completed PowerPoint student short story.
2. Teacher displays an exemplary student storyboard to build background and review
setting, characters, and plots of short stories.
3. Teacher motivates students by announcing that, “Today we will animate our stories!”
Presentation:
1. Present Language & content objectives, along with key vocabulary & technology vocabulary.
in teacher PowerPoint with appropriate visuals and educational video clips to improve
comprehensibility.
2. Students Think, Pair, Share in order to identify next steps in completing their short story.
3. The teacher instructs students in how to animate their story after they finish typing.
4. Teacher leads class discussion, students revisit objectives and identify how they will meet the
objectives in the upcoming learning activities.
5. Teacher provides correction and feedback and leads the class discussion using a variety of
question types to promote higher level thinking skills. She provides ample wait time.
Practice/Application:
1. Students finish typing their short story into the PowerPoint text boxes.
2. Students revise their story and revise their illustrations as needed.
3. Students complete the Peer Critique form with a partner to identify further needs for revision.
4. Students finish revising their PowerPoint story and then add animations.
Review/Assessment:
1. The teacher will lead students to review key vocabulary and technology vocabulary in a
visual PowerPoint presentation.
2. Radio Advice Line- The teacher selects 2-3 more advanced students with fluent English to
act as a radio show host. Students write down questions they have on a card, and submit
it to the radio advice line. The 2-3 ‘hosts’ of the radio advice line take turns responding
to the questions about the short stories and how they are animated.
3. Exit Ticket- Students complete an exit ticket and demonstrate their mastery of key
vocabulary of the past four lessons with a short multiple choice assessment.
Extension:
At my request, the school librarian will help each third grade student find a picture book in the
library class to share with a first grade ’buddy.’ My third grade students will read the easy
picture books to a first grade ‘buddy.’ Then my third grade students will identify the setting and
characters in the short story. The third grade students will also review the plot of the story after
they have finished reading it to their first grade ‘buddy.’
SIOP Lesson Plan #4
Standards: Grade 3, ELA: Production & Distribution of Writing- 3.5, with guidance and
support from peers and adults, develop and strengthen writing as needed by planning, revising,
and editing.
Grade 3, ELA: Production & Distribution of Writing- 3.6, with guidance and support from
adults, use technology to produce and publish writing
Theme: Story Writing
Lesson Topic: Events, Editing
Objectives:
Content: Today students will identify key events in their story plot. Today students will edit
their short stories with Spell Check and Grammar Check.
Language: Today students will tell how they use Spell Check and Grammar Check to identify
language errors and edit their story.
Learning Strategies:
Digital Storytelling- provides an exciting, hands-on, innovative way to tell stories. This learning
strategy is especially appealing to ELL who struggle with writing.
Providing a Model- Teacher will show students a model of a well written and animated story.
Use Multimedia & Other Technologies- Teacher will use PowerPoint multimedia presentation.
Key Vocabulary: events, editing
Technology vocabulary: entrance animation, exit animation, emphasis animation, Spell Check,
& Grammar Check
Materials: Laptops, student PowerPoints with setting and characters, Teacher multimedia
PowerPoint presentation
Motivation:
1. Teacher will recap the exciting Digital Storytelling process students have explored in
lessons 1-3.
2. Teacher will Provide a Model of an advanced short story PowerPoint, expertly animated
3. Students will be asked to Think, Pair, Share to identify the best parts of the Model.
4. Teacher will lead class discussion to identify how editing can improve student stories.
During the discussion the teacher will use a variety of question types to promote higher
level thinking skills. She provides ample wait time for her ELL students’ benefit.
Presentation:
1. Present Language & content objectives, along with key vocabulary & technology
vocabulary in teacher Multimedia Presentation PowerPoint with appropriate visuals and
educational video clips to improve comprehensibility.
2. The teacher will model correctly using Spell Check and Grammar Check.
3. Students will take turns modeling for the class how to use Spell Check and Grammar
Check.
4. The whole class will demonstrate which touchpad button to push to ‘right click’ in order
to correct a misspelled word.
Practice/Application:
1. Students will use Spell Check and Grammar Check to edit their PowerPoint short stories.
2. After students have finished editing their short story, they will find a partner and present
their short story to the partner.
3. The partner will provide feedback after the short story is presented. Then the partner will
present their own short story.
Review/Assessment:
1. Students will complete an exit ticket, identifying key parts of their short story plot.
2. Students will revisit the objectives and vocabulary visually through the teacher’s
multimedia PowerPoint presentation.
Extension:
My third grade students will present their short story to their first grade ‘buddy’ in order to give
these English Language Learners more practice with oral presentation. This will build
confidence and prepare them for the whole class presentation.
SIOP Lesson Plan #5
Standards: Grade 3, ELA: Production & Distribution of Writing- 3.5, with guidance and
support from peers and adults, develop and strengthen writing as needed by planning, revising,
and editing.
Grade 3, ELA: Production & Distribution of Writing- 3.6, with guidance and support from
adults, use technology to produce and publish writing
Theme: Story Writing
Lesson Topic: Theme, Publishing
Objectives:


Content: Today students will publish their short story by presenting their PowerPoint to
the class.
Language: Today students will read aloud their story to the class as they present with
Microsoft PowerPoint.
Learning Strategies:
Digital Jumpstart- My very limited English proficient students will benefit from a Digital
Jumpstart mini lesson before today’s lesson five begins. With a short educational video clip,
these ELL students will be pre-taught presentation skills and given extra support to prepare them
for the oral presentation of their short stories.
Contextualizing Key Vocabulary- The vocabulary will be introduced at the beginning of this
lesson. All key vocabulary words will be systematically defined, demonstrated, and illustrated.
Examples will be given and these words will be used in context during the teacher PowerPoint.
Key Vocabulary: theme, publishing
Technology vocabulary: From Beginning, From Current Slide, Escape
Materials: Laptops, student PowerPoints with setting and characters, Teacher multimedia
PowerPoint presentation
Motivation:
1. The teacher will start this lesson in a celebratory manner as she plays triumphant music.
2. The teacher will inform students they will now have the pleasure of sharing their
wonderful stories with the class.
3. The teacher will let students know there will be an intermission when popcorn will be
handed out to all students who have shown active listening to the oral presentations.
4. The teacher will build background by providing a “Story Map” visual of the writing
process they have taken to complete these short stories.
5. The teacher will lead a quick class discussion of story elements with a visual poster.
Presentation:
Digital Jumpstart- Before this lesson, the teacher has provided a digital jumpstart and extra
support for students who speak limited English. She has ensured that they are ready to read their
own story with confidence during today’s oral presentation.
1. The teacher will present language & content objectives in her PowerPoint presentation
2. Contextualizing Key Vocabulary- All key vocabulary words will be systematically
defined, demonstrated, and illustrated. Examples will be given and these words will be
used in context during the teacher’s multimedia PowerPoint with educational video clips.
3. The teacher will use comprehensible input (speak at a slower rate, clear enunciation,
simple sentence structures, along with provide visuals, models, and demonstration) as she
explains the last step of the writing process: Publication.
4. Students will Think, Pair, Share to remind each other of tips for presenting their story
Practice/Application:
1. Students will orally present their short story PowerPoints to the class.
2. Students will actively listen to short stories and applaud.
3. The teacher will write personal, encouraging notes that she will give each student to
provide feedback on their stories and presentation style.
Review/Assessment:
1. Students will revisit the objectives and vocabulary visually through the teacher’s
multimedia PowerPoint presentation.
2. Students will be assessed on their short story and oral presentation using a rubric.
Extension:
Students will put their PowerPoint story into booklet form so they can share it with their family.
Sample of ELL student story- (see attached for animated PowerPoint version)
ReferenceLearning strategies were taken from the fourth edition of Making Content Comprehensible for
English Learners: The SIOP Model. This empirically validated book was written by Jana
Echevarria, MaryEllen Vogt, & Deborah J. Short.