FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name_______Jasmine Hunt_______________________________________Lesson
Number________2_____________
Subject Area____Language Arts___________________________________ Grade
Level_________4_______________
Date_______4/5/2016___________________ Start time____7:50am_____ End
time_____9:20am________________
Cooperating Teachers
Signature_______________________________________________________________________
Topic/Concept/Skill:
Word Choice, Imagery, and Organization in Reading and Writing
Related Standard:
4.RL.2.2
Paraphrase or retell the main events in a story, myth, legend, or novel; identify the
theme and provide evidence for the interpretation.
4.RL.2.3
Describe a character, setting, or event in a story or play, drawing on specific details
in the text, and how that impacts the plot.
4.W.3.3
Write narrative compositions in a variety of forms that
Establish an introduction, with a context to allow the reader to imagine the world of the event
or experience.
Organize events that unfold naturally, using meaningful paragraphing and transitional words
and phrases.
Use dialogue and descriptive details to develop events and reveal characters personalities,
feelings, and responses to situations.
Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details to give
clear pictures of ideas and events.
Provide an ending that follows the narrated experiences or events.
4.W.4 Apply the writing process to
Generate a draft by developing, selecting and organizing ideas relevant to topic, purpose, and
genre; revise to improve writing, using appropriate reference materials (e.g., quality of ideas,
organization, sentence fluency, word choice); edit writing for format and conventions (e.g.,
spelling, capitalization, usage, punctuation).
Background:
Use prior knowledge
Main Objective of Instruction:
In order to improve word usage and imagery in writing, TSWBAT develop (synthesis) their own
journey story with partners given an example reading (comprehension) during a language
arts period.
Language Objective: Students will compose a story using vivid imagery, organization, and
academic vocabulary.
Teacher Materials/Resources:
PowerPoint: April 7th (projector)
Book: The Secret Shortcut by Mark Teague

Poem: Sarah Cynthia Sylvia Stout Would Not Take the Garbage Out by Shel Silverstein
(ELMO)
5 large pieces of paper to hang around the room
5 markers
4-corners papers (16 of each sense80 papers total)

Student Materials:
Lined paper (and pencil) for writing story
Blank computer paper for map
Anticipatory Set (Introductory Approach):
Have the PowerPoint set up on the opening slide as the students come in for the morning.
Next to the screen, have a piece of paper in a glass bottle and a pirate hat. This will instantly
catch the attention of the students. Next to the hat, have the book (The Secret Shortcut) sitting
out. Around the room, set up 5 pieces of large paper with a sense on each paper.
When the students are all accounted for, have them sit at their desks as you flip through
the PowerPoint. Allow them time to copy down the days standards (1 st slideupon entry) and
objectives (2nd slide) into their language arts notebooks. Flip to the 3 rd slide and explain the
sequence of events for the day in order, as listed on the slide.
This should take roughly 5-10 minutes after everyone has arrived in the classroom.
Instructional Procedures (Whole Group):
Have the students sit in front of your reading chair in the back of the classroom, as you
use a clicker to flip through the PowerPoint when needed. Hold up the book (The Secret
Shortcut) as you flip to the 4th slide. Ask students to describe what they see on the cover of the
book by having them Think-Pair-Share for 60 seconds before raising their hand. After taking a
few responses, emphasize the importance of details in the story. Read the story aloud to the
students, pausing to show them the pictures. Flip to the 5 th slide. Ask the students to name some
of the obstacles that the two main characters faced on their way to school, also utilizing ThinkPair-Share for 1-2 minutes before sharing with the entire class, with as much detail as they can
recall. (Think-Pair-Share is useful for interpersonal learners).
Flip to the 6th slide. State that the things they remembered from the story was imagery.
Read the definition of imagery off of the PowerPoint (The mental pictures that the readers
experience while reading literature) and share the five senses of the body: smell, taste, touch,
hear, see. Describe each sensory word by paraphrased definition, in order for the students to
grasp the concept deeper. This should take 2-5 minutes, depending on questions or poor
understanding.
Have students count off by 5s. Give each groups (1s, 2s, 3s, 4s, 5s) a marker of a different
color and assign them to a large paper hanging around the room. Set a timer for 1-2 minutes and
have each group graffiti the paper with interesting words that can be used to capture each
sense. For instance, for smell a group could list the word odorous. At the end of each 1-2
minute period, have the groups rotate clockwise until each group has been as every sensory
paper. Have the students give you their markers and return to their desks. Walk around the room,
circling the best 3 words on each list and explain why the word choice was strong. (Graffiti is
useful for bodily-kinesthetic learners and verbal/linguistic learners). This process will take roughly
10-15 minutes total.
Flip to the 7th slide. Introduce the poem (Sarah Cynthia Sylvia Stout Would Not Take the
Garbage Out) and tell students to listen carefully for imagery and sensory words, and to write
them in their journals as they hear them. Display the poem on the ELMO as you read aloud to the
class. Once finished, ask the students to read some of the vivid language that they heard in the
poem. After each response, highlight the words or phrases brought up by each student, so that
the students dont repeat the same words or phrases. Do this for about 2-5 minutes, depending
on the responsiveness of the students.
Next, let the students know that it is time to put their knowledge to use! Flip to the 8 th
slide. Read the description of the story and map from the PowerPoint, putting an emphasis on the

importance of the map to organize each story, just like the board of a Candyland game. (The
creation of the story and map addresses synthesis and is great for visual/linguistic learners).
Ask the students for any questions or expanded explanation. Pick partners, placing an emphasis
on putting cooperative, higher level language arts learners with those who may struggle more in
language arts (plan this out before class that day). Leave the criteria (slide 8) on the projector for
students to reference as they go along.
Give students the rest of the language arts period to add onto their stories, and do not
rush them by any means. The goal is to get 5 paragraphs (Intro, body for each obstacle, and
conclusion), but it is important that the students truly take their time and focus on the word
choice and logical organization of their stories. The story-making period will end up continuing
into the next day as well.

Provisions for Individual and/or Group Differences:

-ENL learner:
Language objective: Student will identify and elaborate sensory words in context using
organizational writing and peer collaboration.
Give the student 5 4-corners worksheets as a reference during their partner writing, one
for each sense (smell, taste, touch, hear, see). The 4-corners worksheet has the word, its
definition, example words to capture the sense, and an example phrase from the poem read in
class on the ELMO.
Offer the 4-corners reference papers as an option to every group to guide their writing.
-IEP learner:
Student description: This student has a Specific Learning Disability. She currently reads
at 55 words correct per minute, with 86% accuracy, when she should be reading around 90
words correct per minute. This hinders her comprehension abilities as she has to take more time
to read the words and less time to focus on what is actually happening in the story.
As stated in the procedure regarding partners, be sure to put this learner with one of your
most supportive and encouraging higher level language arts learners. This cooperation will raise
the IEP students confidence and allow them to work together.
You can also help this student by leaving the book The Secret Shortcut out as a
reference when they need extra guidance to organize their stories.
Give them the 4-corners exercise that the ENL learner received, asking the student to pick
some strong sensory words for the story.
Encourage them to play a major role in the organization of the story by being the primary
map designer. Sometimes, the visuals help the student to better organize their thoughts.
Provide a checklist rubric (which can be offered to all students) to ease the criteria
pressure of the groups writing.
Closure:
To wrap up the lesson, have the pairs decide which paragraph has the best descriptive
vocabulary. The students will highlight/underline their strongest sensory words and phrases.
Have one student display their storys map on the ELMO to point out where they are in the
chosen paragraph, as the other student reads the paragraph aloud to the class.
Evaluation of Learning:
Formative assessment: Have the students get out a sheet of blank paper with their stories
in front of them. For each question on this 5-point review quiz, have student list 2-3 words
throughout their stories that fit each sense (smell, taste, touch, hear, see). If they list 2 or more
words, they get full credit for the problem. If they list 1 word, they get a half point for the
problem. If they list 0 words, they get no credit for the problem.
Remediation: put up the graffiti papers throughout the room for the rest of the week and
continue to give the quiz to those who dont have at least 1 word for each category (during
quiet reading time).

For those who finish early, reward them with quiet reading time until the quiz at the end
of the period.
Independent Practice:
Homework: The students will write one paragraph, using words to describe all of the
senses, to describe their typical school day. Have it ready for the class following the story
presentations. Allow them to use any resources given in class.

Homework: Your School Day

Name ________________________
Date _____________
Directions: Write a paragraph describing
your typical school day. Be sure to include
at least 1 word for each sense that we
learned about in class (smell, taste, touch,
hear, see). Feel free to use the back of this
paper if more room is needed.