Lesson Plan Outline: JMU Elementary Education Program

LESSON PLAN OUTLINE
JMU Elementary Education Program

A.
TITLE/TYPE OF LESSON- How to use mentor texts to anchor and guide our
writing.
B.
CONTEXT OF LESSON
We are starting a new unit about independent writing and the students choosing what
they want to write about based on what they like to read. The students will discuss and
decide what types of genres they like to read, why they like reading them, and how they
could write in that certain style.
C.
LEARNING OBJECTIVES
Understand what are the

broad generalizations the
students should begin to
develop? (These are
typically difficult to assess in
one lesson.)
Know what are the

facts, rules, specific
data the students will
gain through this
lesson? (These
knows must be
assessed in your
lesson.)
Do what are the specific

thinking behaviors students
will be able to do through this
lesson? (These will also be
assessed in your lesson.)
The students will start to

understand that there is a
variety of writing and notice
genre and form.
The different types of

genres for books that
have attributes that
make it that certain
type of writing.
The students will start to

brainstorm and notice key
attributes certain books have
based on the genre they fall
under, and how they could
guide their own writing so it
can fall under a certain genre.
D. ASSESSING LEARNING
In the students turn and talk conversations, I will be able to listen and see if they are
understanding what the unit in writing is going to look like and how to determine what
attributes make a certain genre.
E.
RELATED VIRGINIA STANDARDS OF LEARNING (and NATIONAL
STANDARDS if required)
SOL 3.9, 3.10, 3.11
F.
MATERIALS NEEDED
Student Laptops
Student Writing Notebooks
Books that the students enjoy reading
- Anchor chart paper
- Genres anchor chart
G.
PROCEDURE
(Include a DETAILED description of each step. Write what you will SAY and DO.)
Preparation of the learning environment (if required)- Have the laptops ready for the
students to use, tell them to put them to sleep after math and have them keep it on their
tables. Have anchor chart ready.
Engage -Introduction of the lesson- Yesterday we talked about what we will be doing in
this upcoming writing unit and how the books we like to read are going to shape our
writing, and how they all have different styles of writing. Today we are going to focus on
ourselves and focus on what we like to read, why we like to read it, and how we could
write like it
Implementation of the lesson (specific procedures and directions for teacher and
students)- Today I am going to teach you all a very important word that is going to really
help our writing and why we are writing a certain way. That word is Genre and a genre is
a way we categorize, or group, together books based on what they are about. Here is a
chart of a lot of genres. Thumbs up if you recognize any of the genres on this list. Turn
and talk to a partner about one you recognize and what books you have read that might
fall under that genre. Have them share what they said. As writers, we can take what we
are interested in reading and use that as a model for our writing. Lets all think about
Mystery books. What characteristics do mystery books have? Think about this to
yourself for about a minute. Now turn and talk to a partner about what characteristics do
mystery books have. So what did you and your partner talk about? (write this on chart
paper). So when we are reading mystery books, we see all of these characteristics that
make the book a mystery. When we go to write a mystery story, we have to think back to
what makes a mystery story. Now you all are going to head back to your seats. When
you get back, open up your laptops, sign into google classroom then turn your laptop to
face the front of the room so I know you are finished. Then after everyone is done, we
will talk about what is next. So in your google classroom, you have a question to
answer about the kinds of books you like to read and why. Your answer to this question
will help Mrs. Crawford and I decide what genres we want to focus on during the writing
unit. So answer the question, then press the turn in button when you are done, and then
take out your writing notebook and start making a list of the books you like to read to
keep in mind during this unit.
Closure- Remember, writers use what they like to read to help them write, this will be
our main focus during this unit.
Clean-up (if required)
H.
DIFFERENTIATION
Since this is a personal choice lesson, there is no correct answer to any of the
questions. The students will get different opportunities to express their answers such as
a turn and talk, on their google classroom, and in their notebooks.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO
ABOUT IT?
The computers might not work or google classroom might not work, which if that
happens I will have the students answer the google classroom question in their
notebooks.
Lesson Implementation Reflection

As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide your thinking. Be thorough in your reflection and use
specific examples to support your insights.
I. How did your actual teaching of the lesson differ from your plans? Describe the
changes and explain why you made them.
They did not really change in terms of me completely changing the lesson. However, I
had to change directions on a few things such as saying the directions wrong for the
google classroom assignment then I had to go back and give them examples and
explicitly say what I wanted.
II. Based on the assessment you created, what can you conclude about your impact on
student learning? Did they learn? Who learned? What did they learn? What
evidence can you offer that your conclusions are valid?
Since it was an introductory lesson, based on their responses in the google classroom and
their conversations and answers during the mini lesson, they really do understand what
this unit is going to look like and what they will be doing with their writing. They are a
very smart class!
III. Describe at least one way you could incorporate developmentally appropriate
practice in a better or more thorough way if you were to teach this lesson again.
- Instead of talking to much I would have given my students an opportunity to answer
questions more and make their own connections rather than me telling them what
connections they should make/ giving them the answers.
IV. Based on the assessment data you collected, what would you do/teach next if you
were the classroom teacher?
- I would take it further and get examples of books in each genre, read them, and then have
the students write examples of how they could write like this, and I would even have
them write short stories in different genres. Like a short mystery story.
V. As a result of planning and teaching this lesson, what have you learned or had
reinforced about young children as learners?
They are so smart and know/make connections all the time. Having more faith in them
and their answers will allow them to have faith in themselves as learners.
VI. As a result of planning and teaching this lesson, what have you learned or had
reinforced about teaching?
- With a class that is ready and willing to learn, it is better if I leave it more studentcentered by allowing them to come up with their own conclusions and allow them to
answer the questions that come up during a lesson (less teaching for me).
VII. As a result of planning and teaching this lesson, what have you learned or had
reinforced about yourself?
- That I am really excelling in my teacher presence and confidence. I am really loving
teaching!

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LESSON PLAN OUTLINE

JMU Elementary Education Program

Understand what are the

Know what are the

Do what are the specific

The students will start to

The different types of

The students will start to

Lesson Implementation Reflection

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