Carissa Hanagriff 1

Lesson Plan for 3rd grade classroom including Daniel, age 8, with ADHD

Lesson Objectives clear objectives that directly relate to what you are teaching and assessing. You’ve provided a unit’s worth of work, but only need to capture and describe one class session in this lesson plan.

  1. As a result of this lesson, students will be able to write a letter or thank you note.
  2. In order to be successful, students will need to know the format of a letter.
  3. In order to be successful, students will need to be able to write in both first and second person point of view.
  4. This objective is based on MA English Language Arts Curriculum Framework standard 19.7 (Write or dictate letters…or short accounts of personal experiences that follow a logical order.)
  5. As a result of this lesson, students will be able to revise their written work.
  6. In order to be successful, students will need to know what a noun is and how to modify it with an adjective.
  7. In order to be successful, students will need to know what a verb is and how to modify it with an adverb.
  8. In order to be successful, students will need to be able to identify nouns and verbs and be able to describe them.
  9. This objective is based on MA English Language Arts Curriculum Framework standards 21.1, 21.2 and 21.3 (After writing or dictating a composition, identify words and phrases that could be added to make the thought clearer, more logical, or more expressive. Revise writing to improve level of detail after determining what could be added or deleted. Improve word choice by using dictionaries.)
  10. As a result of this lesson, students will be able to empathize with someone who faces any kind of struggle.
  11. In order to be successful, students will need to know that everyone has strengths and weaknesses.
  12. In order to be successful, students will need to be able to identify their own strengths and weaknesses.
  13. This objective is based on MA Comprehensive Health Curriculum Framework standards 7.3 and 7.4 (Describe the concept of friendship and contrast qualities that strengthen or weaken a friendship, including the importance of sound character in interacting with others. Describe the concepts of prejudice and discrimination.)

IEP Objectives addressed within lesson

  1. Daniel will construct descriptive sentences using relevant modifiers.
  2. Daniel will listen carefully when it is someone else’s turn to speak.
  3. Daniel will raise his hand to contribute something to the discussion.
  4. Daniel will listen non-defensively to constructive criticism during the revision process.
  5. Daniel will write letters in an appropriate size.
  6. Daniel will attempt to spell words on his own using phonemic awareness before seeking help from teachers and peers.

Materials and Resources

  • Thank You, Mr. Falker
  • Pencils in vcarious sizes
  • Lined paper with different line widths
  • Pencil grips
  • Extra erasers
  • 4 different colored pencils or markers
  • Lap desks
  • Classroom set of dictionaries

Procedures/Activities

  1. Gather students at carpet in the Read Aloud Center. Call students to the carpet using categories (i.e. “If your name has 5 letters, please come to the carpet. If you are wearing stripes, please come to the carpet.”)
  2. Introduce them to the book. Ask students to make observations about the cover of the book (i.e. illustrations, title, font, etc.)
  3. Read the title page, including author and illustrator. Ask students what authors and illustrators do. Ask students the difference between fiction writing and non-fiction and what an autobiography is. Tell them to keep in mind as they listen that this is an autobiography.
  4. Read the book. Stop every couple of pages or so to connect reading to their emotions (i.e. How does Trisha feel? How would that make you feel?) or to go over vocabulary.Shall they also identify what happened in the book that resulted in the feelings so that they can more easily bridge to something that happened to them that resulted in feelings?
  5. After the story, ask students to think about their biggest struggle. What task is hardest for them to achieve? This can be a school struggle, like Trisha’s, or an out-of-school struggle. Ask the students to think of someone who helped them or is helping them with their struggle. Ask them clarifying questions about their struggle and their helper (i.e. How did/does this struggle make you feel about yourself? How did someone help you? How did that make you feel about them?) As you ask these questions, write them neatly on the white board/chalk board for later reference.
  6. Introduce the letter activity. Ask students what makes a letter different from a story. Using a paper easel, demonstrate the format of a letter, asking for prompts from the students (i.e. How should we begin? Where should I write that?) Take this time to review what you’ve already learned about nouns, adjectives, verbs, and adverbs. Explain that writing the first draft of their letter will be an individual activity. They will join their writing partners after this step.
  7. Introduce the revision process. Students will be working with their monthly writing partners. (At the beginning of each month, writing partners are assigned or reassigned based upon strengths and weaknesses and what each student can bring to the partnership. Students will already know their writing partner at the time of this lesson.) Remind them that writing partners are there to help them become better writers and that each of them brings something different to the table. Offering a suggestion is not the same as saying you are wrong.
  8. Send students to tables or desks using the same categories used to bring them to the Read Aloud Center.
  9. Students will compose a draft of a letter to the person they’ve thought of who helps them. For some students, the writing process will begin with a brainstorming session of identifying their struggles and people who have helped them. From that list, they will choose a topic about which to write. Students who feel proficient enough may skip this step. The teacher will weave through the room, reminding them to answer the questions you discussed after reading the story. Touch base with any students who seek help, and also with those who do not seek help but you know may need it. Check-in with a quick conversation to ensure that each student understands the objective and steps of the activity. Encourage students who may take longer than others to work at a comfortable pace, but also help them to not take so long as to cut short the revision process.
  10. As students finish, they will take out their colored pencils or markers and find their writing partner for the revision process. Encourage pairs to work at their desks or tables or to move to other areas of the room for more space. Students working on the floor should use lap desks as a hard surface to press upon.
  11. One at a time, partners will read their letters aloud to their partner while the listening partner looks on. The listener will check that the 4 main questions on the board are answered. (What is your struggle? How did/does it make you feel? How did your helper help you? How do you feel now?) The writer will use color A to underline the answers to those questions. If questions are not answered, the writer will write them in color A at the bottom of the draft. Students will switch tasks and read the other partners letter
  12. Pairs will go through their drafts together with color B circling nouns. They will check to see if a noun already has an adjective; if it does, they will circle the adjective with its noun. Together, pairs will look for un-modified nouns and discuss whether they should be modified to make the letter more interesting.
  13. Pairs will then go through their drafts together with color C, circling verbs and any of their modifiers. Again, they will discuss together which verbs should be modified. The listener will ask clarifying questions to help the writer modify appropriately. Possible modifiers should be written in the appropriate color (B for adjectives, C for adverbs).
  14. Pairs will then go through drafts searching for spelling errors (or possible spelling errors) and circle them with color D. Students will look up spelling errors in the dictionary.
  15. Throughout partner work, the teacher should circulate, checking in with each pair to see that clarifying questions are clear. For pairs who are struggling, model the process of asking clarifying questions and give suggestions for questions they could ask one another.
  16. Pairs who finish this work early will return to their desks to read quietly.
  17. When all pairs are finished, students will return to their desks for wrap-up. Ask students to raise their hands if they’d like to answer the following questions: How did this activity make you feel about your struggle? How did it make you feel about the person who helped you? What do you think now about Trisha’s struggle with reading? How would you help her? What was difficult about this activity? What did or could your partner do to help with that? How do you think you helped your partner?
  18. Explain the next steps: Students will take their drafts home to share with a grown-up. Revise/edit and bring a neatly printed copy back to school. If students would like to, they may mail their letters, keeping a photocopy in their file of writing at school.
  19. Review adjectives and adverbs one more time. What are they? How do we use them? Transition by playing the Adjective/Adverb game (described in Assessments).

Assessments

  1. Students will submit for their writing portfolio a “slop copy” with color coding of adjectives and adverbs, spelling errors, and the 4 key questions.
  2. Students will submit for their writing portfolio a final copy of their letter.
  3. Students will play the Adjective/Adverb game with 2-sided cards, color B and the word “adjective” on one side and color C and the word “adverb” on the other. Teacher will read an adjective or adverb aloud while writing it on the overhead projector. Students hold up the appropriate color-side of their card to indicate which category they think the word falls into.

Homework/Extension of Lesson

When students continue to work on their letters at home, it accomplishes many goals. It reinforces the writing process they have been working on all year, which includes drafting, revising, and producing a final copy. As they reread their drafts at home, they have an opportunity to reflect upon the editing suggestions they have developed with their partners. Looking at these suggestions later in the day gives the student some distance from the assignment. This distance may provide some students they space they need to reduce their defensiveness during the revision process. Rereading the suggestions also reinforces the concepts of adjectives and adverbs. Rewriting their letters strengthens their understanding of the grammatical concepts discussed in class. Completing this task with a grown-up provides an opportunity for conversation about how everyone struggles with one thing or another. Grown-ups may reflect on their own struggles in or out of school, helping to normalize struggles. When students consider the option of sending their letter, it helps to deepen their personal connection to the assignment and to the book read in class. Connecting to the story personally helps students develop empathy for all people they see experiencing a struggle.

Accommodations

This lesson benefits all learners by providing a variety of teaching methods that cater to a variety of learning styles. Students also have a variety of forms of demonstrating their knowledge in this lesson. All instructions are both read aloud and written clearly and in large print on either the overhead projector or the board at the front of the classroom. Students have an opportunity to work both individually and in carefully designed pairs. They also have the opportunity to work with their guardians on the homework assignment. If there are English language learners in the classroom whose letters are written to someone who speaks their native language, they have the option of sending the letter in their native language. fine idea, but how? The lesson is accessible to students of all racial and ethnic backgrounds because the assignment asks them to focus inward on themselves. Those students whose racial and ethnic backgrounds are different from mine receive instruction and help in both the language and style of the classroom setting and the language and style of their home setting.

For Daniel in particular, this lesson meets his IEP objectives in both the writing and social areas. Listening as I read the story aloud and during the discussion sections of the lesson help Daniel to listen carefully and raise his hand to offer something. To help with this process, I will read the story in an interesting and engaging way, varying my intonation and using different voices for each character. I will model positive listening when students are speaking and encourage and recognize students who do the same (being careful to focus on Daniel’s accomplishments). While composing this draft, he practices writing his letters in an appropriate size. Does he have a model for the appropriate letter size? I provide lined paper of varying line-widths to help him with this process. Each time he masters writing his letters smaller and more appropriately, we move to a smaller line width. Daniel will also practice spelling words on his own during the drafting process. I will be circulating the classroom at this time and will be sure to check in with Daniel and help him to break down the sounds of words when he struggles. The drafting, revising, and finalizing phases of this assignment give Daniel a chance to practice constructing descriptive sentences with relevant modifiers. His peers and I will both assist this process. Revising with a carefully chosen writing partner will help Daniel to tone down his defensiveness when receiving constructive criticism. Smart idea I will choose a writing partner whose communication style is effective for Daniel. His partner will be someone who speaks confidently, but not aggressively, because he doesn’t respond well to over-confidence. I will be modeling effective ways to offer suggestions to all pairs while I circulate the room.