University of Utah, Department of Special Education: Lesson Plan

Content Area: Writing

rd

Grade level: 3 & 4

th

Instructor Name: Lindsay Newton

Date: 10/27/2014

Core Standard:

Instructional Objective: SWBAT

Behavioral Objective:

Language Arts
rd
th
3 and 4 grade

Students will write the POW & WWW mnemonic from

memory. The students will listen to a teacher-modeled

Be apart of our group

Be an active listener

Writing Standard 3

lesson. The student will verbalize responses with 95%

Respond on my signal

Write narratives to develop real or imagined

accuracy

Keep a positive attitude

experiences or events using effective technique,

Show me your best work

descriptive details, and clear event sequences.

IEP Goal:
In 12 weeks when asked to write a narrative story, Lou

Content (concepts, information, skills, new vocab,

etc.):

Instructional Materials Needed:

Mnemonic chart

will use a graphic organizer to outline her ideas before

Pick a good idea for a story

Story samples (The Farmers Story, Charlie the Cat)

writing 100% of the time on 3 out of 3 probes.

Organize notes

Turtle picture prompt

Fill in graphic organizer

Graphic Organizers
Paper, pencils, and scratch paper
Cue cards

Procedures/Activities:

Teachers Role/What Im doing:

Students Role/What theyre doing:

1. Get students attention

2. Academic review /Gather

1. 5 extra points for students who came down to class on their own.

1. Students who get to class on their own = 5 extra

background knowledge

points.

3. State instructional objectives

2. Test students orally to see if they remember POW & WWW, What=2,

4. Review behavior expectations

How=2.

5. Instruction

2. Student will orally explain what POW & WWW,

What=2, How=2 means.

a.

Model

3. SWBAT: Students will write the POW & WWW mnemonic from memory.

b.
c.

Guided Practice
Guided Group Practice

The students will listen to a teacher-modeled lesson.

d.

Independent practice

4. Be apart of our group. Be an active listener. Respond on my signal. Keep

e.

Error Correction

a positive attitude. Show me your best work.

3. Students will be listening and keeping eye contact to

let me know they are paying attention.
4. Eyes on me as I review.

Procedures
6. Wrap up

5.

a.

Review key concepts/

Check for understanding

a. b. c. If students are still having trouble finding 7 parts, read another story
with them (The Farmers Story or Charlie the Cat) aloud.

5.
a. b. c. Students will orally tell the 7 parts of a story in

b.

Review objectives

Lay out copy of the graphic organizer and Turtle picture prompt.

that particular story.

c.

Clean up

Model POW by starting off with P (Pick my idea). Instruct students to look at

Students will look at picture and graphic organizer.

turtle picture. Tell them in order to write a good story you have to free your

Students will make eye contact so I know they are

mind and if you take your time a good idea will come. Tell students to think

listening.

of a new fun idea and what ideas for the 7 parts do they see when they look

Students will think of ideas when looking at picture of

at the picture. Explain your own thoughts when looking at the picture and

the turtle.

ideas you have. Explain that the things students say to themselves will help

Students will respond with what they will tell themselves

them work. Its not always necessary to think out loud and that they can

to help them think of a good story and good parts of

think these things in their heads.

Ask students, What things do each of you want to say to yourself to help

story.
d. Students will fill in graphic organizer and use notes

you think of good story ideas and good parts?

from their own interpretation of what you are saying.

Model: WWW, What=2, How=2. Say to students the second letter in POW
is O, which is organize my notes. We are going to start writing a story today
and I will need your help. Put graphic organizer in front of student and tell
them how you are going to use the graphic organizer to take notes and
organize them. Let your students know that the next time they write a story
they will use the graphic organizer as well.
d. Fill graphic organizer in together. Tell students your ideas and allow them
the opportunity to fill in their own notes from what you say.
e. Any errors or issues with a concept I will back up and re-teach and re
model. Also see accommodat Adaptations/Modifications/
below

6.

6.
a. Ask students to verbally tell me what they will say to themselves when

a. Students will respond with what they will say to

themselves in picking a good idea.

picking a good idea.

b. Students will listen.

b. Review Pick a good idea for a story, organize notes, fill in graphic

c. Clean up

organizer.
c. Clean up
Adaptations/Modifications/

Reinforcement Procedures:

Assessments:

Follow-up Activities:

Accommodations:
If students are struggling with

Token System
Verbal Praise

Pre: Test students orally to see if they

remember POW & WWW, What=2,

Write actual story from graphic organizer.

Students will write self- statements (The students will

memorizing mnemonic and

How=2 and what they each mean.

record things they can say to themselves when writing).

meaning, take time to practice.

During: Make sure students are

Students will help finish writing story we started.

Use for WWW, What=2, How=2

understanding what we are talking about

cue cards until concepts becomes

by verbal responses. Specially

more comfortable.

responses to picking an idea and

Use graphic organizers with

picture cues.

working together on organizing the notes

on graphic organizer.
Post: Look over graphic organizers of
students and make sure everyone
understands how the graphic organizer

works and that they did it correctly.

Progress monitoring of narrative text will
be done daily through oral and written
responses. Instruction will change as
needed (see adaptions/modifications/,
and accommodations) Further
instruction and decision making for
assessment will be made throughout the
lesson and at the end of the lesson when
reviewing students graphic organizers.