Neumann University Education Division

LESSON PLAN
Course Description
DEPARTMENT: EDUCATION
TEACHER: Miss. Kazunas COURSE: WRITING
GRADE 3rd Grade TOTAL STUDENTS: 18 DATE: JANUARY 18, 2017
LEVEL:
TIME/PERIOD: 25 minutes
TOPICS: Session 5: Editing as You Go

PA Common Core Standards

Referenced from http://www.pdesas.org/ for PA State approved academic standards (Grade-specific Numbers & Descriptions)

CC.1.4.3.L: Demonstrate a grade-appropriate command of the conventions of standard English

grammar, usage, capitalization, punctuation, and spelling.

CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade-level topics and texts,
building on others ideas and expressing their own clearly.

Objectives
Objectives correspond with PA State Common Core Standards listed above (SWBAT)

SWBAT identify errors in writing to make corrections.

SWBAT look back at their own work to see if they need to make any corrections that they may have missed
before.
SWBAT work with a partner or small group to identify errors in text.

Lesson Introduction: (5 min)

(Activate background knowledge & set purpose)

With the class siting on the rug I will ask them about editing. How often they have a hard time spelling every
word correctly, and ways that help them when they dont know how to spell a word. (Spelling various ways of
one word, ex. problem, problam, or problum and circle the correct spelling. break words up to try and spell; ex.
wonderful onederfull ~ one der ful or full. Words students know by heart and what words they may have
struggled with.) Ways they can edit in their own everyday writing (circle words that arent familiar, to refer
back to).

Activities/Procedures: (10-15 min)

Lesson Plans are conducive to student achievement and focus on PA State CC standards and objectives

Using the app Stage the handout (see attachment) will be projected on the Smart Board. Students will be broken
up into partners or groups of three to work together to read from the prompt. Each group will have a selected
number and one by one groups will be called up to identify the two errors in each. If the group needs help they
1
Neumann University Education Division

can call on other students to help. There will be extra problems that students will get a chance to answer and
identify as time goes on. When each group tells me the incorrect spelling error they or the class can answer how
to correctly spell the word and I will spell the words correctly on the Ipad.

2
Neumann University Education Division

Closing& Assessment: (10 min)

Have students break into partners or small groups to read over their persuasive writing to try and see if they
have any errors they may have missed before.
If they dont find anything in either or their writing they can switch their writing notebooks with their partners
to check one anothers work.

3
 Assessment Procedures: (check all that apply)
Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Notebook Check
Presentation
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios
Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Ipad w/ picture of error page Other:
Error page and key to check
Writing notebooks
Easel and markers

Accommodations
(IEP/Child specific)

For specific students it would benefit greatly for

additional assistance to guide them to find their own
errors and help them make corrections with specific
areas in their writing.

Differentiated Instruction
(Easier/Support & Harder/Enrichment)

Easier if the child or group can identify the errors they To make the activity harder they can try and find the
can call on a peer to help them spell the word errors in each problem on their own and complete the
correctly. task using their own knowledge.

Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:
INTASC 2: Child development and learning theory
The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Evidence/Reflection:

INTASC 3: Learning styles/diversity

The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Evidence/Reflection:

INTASC 4: Instructional strategies/problem solving

The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

INTASC 5: Motivation and behavior

The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction

The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

INTASC 9: Professional growth/reflection

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Evidence/Reflection:

INTASC 10: Interpersonal relationships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students learning and well-being.
Evidence/Reflection: