USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: WRITING

3rd
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction

Group
Size: 15

Name: LAUREN DIPIAZZA_

Date of Lesson: 2/9/ 2015

Lesson Content
LAFS.3.W.1c Write opinion pieces on topics or texts, supporting a point of view with
reasons; using linking words and phrases (e.g., because, therefore, since, for example)
LAFS.3.W.3c Use temporal words and phrases to signal event order.
LAFS.3.RL.3.8 Describe the logical connection between particular sentences and
paragraphs in a text (e.g., comparison, cause/effect, first/second/ third in a sequence).
LAFS.3.SL.3.1 Engage effectively in a range of collaborative discussions (in groups) with
diverse partners on grade 3 topics and texts, building on others ideas and expressing
their own clearly.
How to use transition words to create flow in your writing?
Students will understand how transition create continuity, organization, clarity, and
sequence in their writing and when to appropriately use transitions.

Learning outcome: Students will be able to identify and use transition words in their
writing to create flow, bridge/link idea, or sequence their writing.
Learning objective for this lesson: Given a passage student will practice selecting
transition words that are appropriate to the meaning of the sentence and flow of the
story with no errors.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: WRITING
3rd
(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?

Evaluation Plan- How will

you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

Group
Size: 15

Name: LAUREN DIPIAZZA_

Date of Lesson: 2/9/ 2015

This lesson on transitions is part of a larger unit of study where students will write an
editorial/ opinion piece on Violence in the Media using transitions, a strong opinion
statement, and providing 2 to 3 reasons to support their opinion using text support.
Throughout the 3-4 weeks of collecting data through student artifacts, my CT and I have
found that students are lacking continuity in their writing, which tends to sound listy or
like a bunch of ideas/ statements. We feel as though teaching them how to use
transitions and exposing them to how writing sounds without transition will help them in
their own writing. This concept is important because students need to know when to use
transitions, why it is helpful in making their writing flow, and the meaning of transitions in
text so they know when and how to use them appropriately. Having students apply this
concept in small groups together will help them understand the concept as they use
different transitions and talk about if it sounds correct or why another one would sound
better. This practice will help them in the connected lesson the following day when again
they practice using transitions independently.
Students will work in groups using transitions in the story to make the story flow better. I
will be collecting each groups story with transitions and they will also have an
opportunity to share with this class. Depending on this evidence and where the students
are at, the next day students will work independently or in pairs. At the end of this unit
for summative evidence I will be collecting their editorial opinion pieces to see if they are
using transitions correctly and if the flow of their writing has improved.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: WRITING
3rd

Group
Size: 15

Name: LAUREN DIPIAZZA_

Date of Lesson: 2/9/ 2015

What Content Knowledge

is necessary for a teacher
to teach this material?

Teachers need know what transitions are and examples of transitions. They need to
explain to students how transitions are used and why (link ideas, sequence, clarify
relationships, signal shift in time or setting).

What background
knowledge is necessary for
a student to successfully
meet these objectives?

Students will need to know what an opinion piece/ editorial is, which they have previously
done in class as well. However, this unit will be more scaffolded to build onto students
writing and improve their writing in the end. I will also be conferencing with students
throughout the writing stages. Students should have some prior knowledge of examples
of transition words at least first, second, third, etc. It is also important to emphasize the
meaning of the transition words so that students understand that they cannot just choose
any transition and plug it in.

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions
might students have about
this content?

Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct

My class is a contained classroom that consists of 15 students; 2 who are English

language learners and 2 ESE students. Students tend to work better if the lesson is
scaffolded for support and if they understand the concept and are able to apply it before
we move on, that is why I have constructed the lesson in this way (where we spend 2
days on the use of transitions). I will also be conferencing with students throughout
depending on where they feel they are at and if they need extra support. This class works
great in groups and already has that comfortable classroom community so working in
groups will support their learning and give them the opportunity to share with one
another and expose them to the use of other transition words.
It may take students a little practice to understand when and how to use the transitions
appropriately based on their meaning.

Lesson Implementation
I will use a video in the beginning as an engage/hook for the lesson.
Guided release- model, do anchor chart together, then work in groups. Next day they will
be practicing independently
Direct instruction - when we construct the anchor chart and I explain why and when we
use transitions

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: WRITING
3rd

Group
Size: 15

Name: LAUREN DIPIAZZA_

Date of Lesson: 2/9/ 2015

instruction, lecture,
demonstration, partner word,
etc.)

Demonstration/model- I will model linking 2 ideas/ sentences with a transition words

before they work in groups
Small groups- students will practice working in small groups using transition words
appropriately.

Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)

Time
10:30
11:10

Where applicable, be sure to

address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?

Who is
responsibl
e (Teacher
or
Students)?
Teacher
is in
charge of
whole
group
instructio
n.
Students
are
responsib
le in
small
group
lesson
where
they will
be
collabora

Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Students will watch a short video on a song/rap (Flocabulary) to
introduce them to transition words. This introduction will help them
later when we construct a list of transition words on our anchor
chart.
After this video we will discuss what transitions are, how they help
our writing as writers and readers), why we use them, and when we
use them. I have created an anchor chart to reflect on during this
instruction. This will lead us to students identifying transition words
they are familiar with or saw on the video; we will add these
examples to the anchor chart for reference. I will also introduce any
other transition words that I feel would help them in their opinion
writing such as; for example, therefore, specifically, nevertheless, in
other words).
Before group work I will model connected two sentences with

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: WRITING
3rd
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?

ting

Group
Size: 15

Name: LAUREN DIPIAZZA_

Date of Lesson: 2/9/ 2015

transition words as a whole group. So they have that knowledge and

see an example before they work in groups.
Students will then receive a handout of Goldilocks and the Three
Bears this story has all of the transitions left out of it. I will read the
story aloud as they follow along and read with me. Then I will ask
them if anything was missing. I will then reiterate how transition
words bridge/connect our ideas and help our writing flow so the
reader does not get confused. Then I will give them directions; as a
group with the students at the table I want you all to choose
appropriate transitions words to put in the blank to make the story
sound better and flow. They will have a list of optional transitions
attached to the story to use if they choose but I will also tell them
they can use words that are not on the sheet if they think it flows. I
will set the purpose of the group work; I want you guys to work
together and use accountable talk if you disagree with the word tell
them and explain why. As a group you all will have the chance to
share your story with the transition words to the class.
Students will have about 15 minutes (20 if needed) to choose
appropriate transition words for the story. Then we will come back
as a whole group and each group will have a chance to share for the
remainder of the lesson (6 minutes- 2 minutes each group).

What will you do if

a student struggles with the content?

If a student and/or group struggle with the content I will be conferencing with small
groups and explaining the meaning of a word or when it is used if they need the extra
support. Also the following day when we have independent practice I may pair some of
the students with a student so again they are able to discuss and explain with another
classmate to better understand the content.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: WRITING
3rd

Group
Size: 15

Name: LAUREN DIPIAZZA_

Date of Lesson: 2/9/ 2015

What will you do if

a student masters the content quickly?

Students who master the content quickly will have to explain why they chose that
transition word and share with the class. They will have the chance to use this content
independently in the connected lesson the next day and in their editorial opinion writing
piece.

Meeting your students

needs as people and as
learners

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
Not applicable.
If applicable, how does this lesson connect to/reflect the local community?
Not applicable.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Students will have the opportunity to work in a group and explain their thinking to others.
They will also have the opportunity to share aloud with the class and have independent
practice the next day. I will encourage the students to use a variety of words especially in
their independent practice.
How will you differentiate instruction for students who need additional
language support?
I will be walking around conferencing with students who need further support,
explanation, or the meaning of words. I will have the anchor chart available so students
have the visual of when to use them and the examples we discussed in the whole group.

Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the

JF- small group, extended time, prompting- students will have extra time if they need it
and I will be conferencing with groups. I will be making sure student is contributing to
discussion if not I will engage him in the discussion with other group members.

USF Elementary Education Lesson Plan Template (S 2015)

Grade Level Being Taught: Subject/Content: WRITING
3rd

Group
Size: 15

Name: LAUREN DIPIAZZA_

Date of Lesson: 2/9/ 2015

accommodation(s) you will

implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
materials? Include any
resources you used. This can
also include people!)

Flocabulary.com
Goldilocks and the Three Bears hand out without transition words.
Sentence strips to model connecting two sentences on the board.
List of transitions
Anchor chart transitions