UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):

Victoria Ingram 2nd Grade Eagle Mountain Saginaw ISD

Subject area(s): Unit Topic/Theme: Lesson Title:

English Language Arts Generating Ideas for Writing like a Scientist
Writing
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
2.17 Writing/ Writing Process. 74.4 (b)(c)(1)(C) use I. Writing
Students use elements of the writing strategic learning A. Compose a variety of texts that
process (planning, drafting, revising, techniques such as demonstrate clear focus, the logical
editing, and publishing) to compose concept mapping, development of ideas in well-organized
text. Students are expected to: drawing, memorizing, paragraphs, and the use of appropriate
(A) plan a first draft by generating comparing, contrasting, language that advances the authors
ideas for writing (e.g., drawing, and reviewing to acquire purpose.
sharing ideas, listing key ideas) basic and grade level 2. Generate ideas and gather
2.19Writing/Expositoryand vocabulary; information relevant to the topic
ProceduralTexts.Studentswrite and purpose, keeping careful
expositoryandproceduralorwork records of outside sources.
relatedtextstocommunicateideasand
informationtospecificaudiencesfor
specificpurposes.Studentsare
expectedto:
(A)writebriefcompositionsabout
topicsofinteresttothestudent;

C)writebriefcommentsonliteraryor
informationaltexts.

Lesson Objective(s)/Performance Outcomes

Students will be able to describe the steps they followed to complete their experiment in words.
Students will be able to name the materials they will need to be able to complete their experiment.
Students will be able to brainstorm an idea to write about.
Students will be able to plan and then test their experiment, recording all the steps as they go.

Assessment (Description/Criteria)
The teacher will informally assess the students understanding by asking comprehension questions; in addition, the
teacher will read the students finished lab reports to see what students came up with. The reports should include:
- A hypothesis
- Materials List- I will need
- The steps to carry out the experiment
- Data
- A conclusion
Materials and Resources
Dry erase marker (teacher)
Dry erase board (teacher)
Pencils (students)
Student writing Journals (students)
Toy cars (students)
Binders (students, to be used as ramps)
Textbooks (students)
Meter sticks (students)
Clipboards (students)

Management of the Instructional Environment

Students that are likely to talk to each other will not be seated together.
The teacher has previously established classroom behavioral expectations.
Soft music will be playing. Students will be asked to keep their conversation volume soft enough that they can still hear
the music.
The door of classroom will be closed to minimize distracting outside noise.
The token economy will be used to encourage good behavior.
Technology Integration
The teacher will play music on her phone, connected to a Bluetooth speaker.

Diversity and Equity (Accommodations, Modifications, Adaptations)

For an ELL student:
An activity instruction card will be given to each group, so that if they cannot remember or didnt understand the verbal
instructions that were given they have something to reference.
ELL students will be allotted a greater amount of time to complete the activity if necessary.
ELL students required writing length will be shortened if necessary.

Activities/Procedures

Anticipatory Set (activate prior knowledge, (List specific statements or activities you will use to focus students on the
lesson for the day. This should activate student knowledge related to the objectives.):
Ask the students to recall their last science experiment from the day before with the toy cars.
o Did your toy car roll faster and go further on the tile floor or on the carpet
Answer: Tile Floor
o Why do you think the toy car rolled faster in the tile floor?
o Were the other components of the experiment the same except for the floor type?
Answer: Yes
Have the students brainstorm different surfaces/things that could effect how fast and far the toy car would travel.
o Discuss how scientist ask What if. Questions.
Scientist think What if, change things around and then try the experiment over again but
different ways.
 Objective/Purpose (For the student's benefit, explain what students will be able to do by the end of the lesson and why
these objectives are important to accomplish.):
The student will be able to change one part/component of their previous toy car experiment.
For example: Taller ramp, different car, car missing a wheel, shorter ramp, ect.
Important because you dont want them changing to many factors of the
experiment making it not relatable to the one conducted prior.
The student will be able to write a hypothesis for their new experiment.
The students will write an educated guess of what they think will be the
result of their science experiment.
This is important because it gets the students thinking ahead about what
the outcome of the experiment will be. This is also important because it gives the students
practice with writing using a sentence stem.
The student will be able to write the procedure for their new experiment.
The students will list each step they will need to take to complete the
experiment using details.
This is important because it focuses on writing clear enough and including
enough details that someone else would be able to read the procedure and conduct the
experiment the way they imagined.

Instructional Input (direct teach, (What information is essential for the student to know before beginning and how will
this skill be communicated to students?):
The teacher will communicate to the students how to correctly write their lab report.
The teacher will go over the Writing a Lab Report flow chart with the students
This goes over what content is required to be on each page.
- Page1: A hypothesis
- Page 2 (top): Materials List- I will need
- Page 2 (bottom): The steps to carry out the experiment
- Page 3: Data Collected
- Page 4: A conclusion
The teacher will discuss how a hypothesis must be testable and must be tested using multiple trials.

Modeling (I do, (If you will be demonstrating the skill or competence, how will this be done? This is what the
TEACHER shows the STUDENTS):
The teacher will discuss a change she would make to the experiment.
What if
She will then model how to come up with a hypothesis.
She will use the sentence stem I think that the toy car will if., because
EX. I think the toy car will go faster if the ramp was made taller, because
the car will have more kinetic energy
She will then model how to create a material list.
I will need
She will then model how to write a procedure including details.
It is important for the students to see the steps of brainstorming a change to make to the experiment as well and how to
come up with a realistic hypothesis. It is also good for them to have a model of how detailed they need to be with their
procedure.
 Checking for Understanding (Identify strategies to be used to determine if students have learned the objectives.):
The teacher will walk around and check the students hypotheses and procedures. The teacher should challenge them to
expand on what they have.
The teacher will ask students at the end of the lesson how they might be able to use their lab report in the future?

Guided Practice (We do, (List activities which will be used to guide student practice and provide a time frame for
completing this practice. This is what the TEACHER does WITH the STUDENTS.):
The teacher and students will work together to come up with another change they could make to their experiment. This
will be done in the students writing journal.
Students and teacher will work together to come up with a hypothesis and procedure.
The students will refer to the flow chart.
Remind them to include specific details.
Closure (What method of review and evaluation will be used to complete the lesson?):
Review- A group discussion to recap how a hypothesis must be testable and multiple trials must be conducted. Students
will be able to discuss how they used their picture to create the main point of their story.
Evaluation- A writing journal check will be conducted to check that a hypothesis, material list, and procedure were
included. The students will also then write a conclusion on their own. A rubric will be used to evaluate the students
development of ideas and their writing process.

Independent Practice (You do, (List homework/seatwork assignment to be given to students to ensure they have
mastered the skill without teacher guidance. This is what the STUDENT does ALONE to show the TEACHER what
s/he has learned.):

o The student will go to their desk to create their own lab report and conduct their experiment being sure to
conduct 3 trials.
Students will decide on another variable that they wondered What if about.
Students will then write a hypothesis on page 1 of their lab report.
Students will then write the list of materials they will need to conduct their experiment on the top of page 2.
Students will then conduct their experiment, as they do so they will write the procedure they followed into their lab
report on the bottom of page 2.
Students will conduct the experiment 3 times.
o Students will record their observations and their collected data from the experimental trials on page 3.
o Students will write a conclusion, that should summarize the experiment and discuss the validity of their
hypothesis on page 4.
Reflections and Documentation/Evidence of Lesson Effectiveness
N/A
I have written many lesson plans during my time as an education major at UNT. Until this

class though I had not written a Madeline Hunter lesson plan before. I love how this style of

lesson plan includes a teacher model section. I think it is very important to give your students a

very clear example of what they are to produce for an assignment. I love how they get a
demonstration twice before having to complete the same task unassisted. I like how the lesson

allows the student to slowly take full ownership over the work. I do though think that for some

kids this type of lesson could be a little repetitive. Some students wouldnt need more than the I

do section and would be able to complete their part on their own correctly. Another part about

the Madeline Hunter lesson plan that I like is that its objective section includes why the objective

is important. I think it is important for a teacher to know the objectives they want their students

to accomplish throughout the lesson but also why they think the objective is necessary for the

child to gain knowledge in.

Overall I think the teaching of this lesson went fairly well. The kids loved the opportunity

to be able to be scientists and create their own experiment. One negative to this lesson plan

was that this was a very long lesson. This lesson was cross curricular as it had a large science

portion including all of the experimenting and the creating a hypothesis as well as a large science

portion including the writing of the actual lab report. Because of the nature of the lesson and the

length this lesson took place during both the writing and the science block on the day I taught it.

It also helped that the week I taught this lesson was a C-week meaning that the students had no

specials that day giving more time for academic instruction in the classroom. I actually had to

use part of the next day during these subject blocks for the students to finish up their conclusions.

The students did a great job of changing only one aspect of their experiment from a pervious

lesson, but most did struggle with writing down all of the steps. Many of them left out very

important steps that they followed while completing their experiment. Another challenge I faced

was getting the students to put the information on the correct page. There was a flow chart

displayed throughout the lesson that outlined exactly what content was required on each page,

but many students still did not follow these guidelines even after redirection to the chart. Overall
the teaching of this lesson went pretty well and the students seemed to enjoy it.

Strengths and Needs Chart

Grade Level: 2nd Grade Date: 11/29/16

Strengths Needs

Student 1 (Logan): Student 1(Logan):

- Spells most sight words correctly.
- Usually writes in complete
sentences.
-Has good spaces in-between
words.
- Needs redirection to stay on task
and finish work in a timely
manner.
- Needs to start sentences with
capital letters.
- Needs to work on consistently
using punctuation at the end of
sentences.

Student 2 (Murci): Student 2 (Murci):

- Usually writes in complete -Can try to finish work to quickly
sentences. and write sloppy.
- Always starts a sentence with - Needs to endure that some
capital letters. letters in the middle of words are
-Uses good punctuation. not capitalized.
-Has no trouble writing pieces of - Needs to work on spelling words
longer length. on a 2nd grade level correctly.

Student 3 (Gavin): Student 3 (Gavin):

- Good vocabulary and spelling of
words.
- Always stays on task and finishes
writing tasks in a timely manner
with good penmanship.
-Great spaces in-between words.
- Needs to only capitalize the first
letter of the first word in a
sentence.
- Needs to break sentences down
into a few smaller sentences.
- Needs to work on punctuation at
the end of sentences.
Logan
Murci
Gavin