L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

Part 1: Lesson Content

Title of Lesson Elaborate It!

Meeting your students’ needs as How does this lesson connect to the interests and cultural backgrounds of your students?
people and as learners This lesson will connect to students’ interest because they will be given a random sentence to elaborate.
Students will inference what the sentence means and elaborate on it—so it could be something funny.

How does this lesson connect to/reflect the local community?

This lesson allows students to elaborate. So they are learning how to support their thoughts and ideas by
explaining. This connects to the community because students will be able to share more about their
thoughts with others. Students will be able to socialize more within the community by learning how to
elaborate. Their conversations will be more engaging.

What Standards (national or LAFS.K12.R.1.1—read closely to determine what the text explicitly says and to make logical inferences
state) relate to this lesson?
(You should include ALL applicable
standards.)
Trace the standard to the previous grade level. What have students already learned or been exposed to
related to this standard?
Trace the standard to the next grade level. What will students learn next related to this standard?

This standard is K-12 so it can be adapted based on the grade level. Since we are teaching this in 4 th
grade, students should have some experience with elaboration. During the lesson, I will be providing
students with a source sheet to help them with common phrases they can use. Throughout 4 th grade, we
will build students elaboration skills and eventual use them when writing an essay.

What misconceptions might Students might think that elaborating is the same as repeating information.
students have about this
content?

Objectives- What students will Some examples:

know or be able to do after the --Students will be able to accurately (measure- how well) differentiate (action- how) between potential
instruction – the learning and kinetic energy (content- what). 
1
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

outcomes --Based on what they read in the first half of a fiction story, students will be able to write (action- how) a
Content (WHAT students are reasonable (measure- how well) prediction (also part of the action) for how the main character will
learning- look to the standard) respond to a challenge in the second half (content- what).
Action (HOW students will show it- -------------------------------------------------------------------------------------------------------------------------------------
there might be clues in the
standard) Today I will learn how to elaborate sentence stems
Measure (HOW WELL they need to So that I can make inferences about the text and add extra information
do it) I know I have it when I have added information that clarifies the information in my text
(Note: Degree of mastery does not
need to be a percentage.)

Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called for in
the standard? ______Evaluation________

Which level(s) of thinking is/are called for in your objective? ______Synthesis ___________
Why did you choose this level(s) of thinking?
The objective(s) require higher order thinking because students will be adding information/details to
support their sentence. Students will be compiling information based on their prior knowledge in order
to make inferences—which will be used to elaborate their sentence. Students will be using sentence
stems to start their elaborate sentence.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered Students will have an exit ticket as their assessment. Students will be given a statement and students will
your objectives? have to come up with an elaboration to support the statement. Students will turn in their writing at the
end of class as an exit ticket.

Is your assessment formative or summative? Why did you make that assessment decision?
This will be used as a formative assessment to see how students are doing with elaboration. This is the
first lesson that introduces elaboration, so it is important to see how the students are doing. Based on the
exit ticket, I can modify my teaching to ensure students have the correct information before moving on. It
is important for students to understand elaboration because we will be using it more in our writing
starting next week.

2
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

How does it align with your objective?

This assessment aligns with the objective because they are adding extra information to help support the
sentence on their exit ticket. The students have to make an inference about the sentence and then
support that by explaining or adding more information. I will know students have met the objective
when they do this on the exit ticket because they are demonstrating elaboration. Students have to use a
sentence stem to start their supporting sentence.

Assessment Scoring/Rubric The exit ticket will be out of 2 points. I will be looking to see if students used a sentence stem from the
What are the criteria for how you source sheet to start their sentence. I will also be looking at the information they added—are they
will assess student repeating what the task card said? Or are they adding more information to help explain/support the task
learning/student work? If you’re card?
using a rubric, include your rubric
here. Did the student use an elaboration sentence Did the student explain/support the sentence?
stem?
1 pt for using a stem 1 pt for adding information
0 pts for not starting with a stem 0 pts for repeating what was on the card
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your
step-by-step plan):
 How will you arrange  Students will be sitting at their desk during the lesson. I will be doing a whole group writing
yourself and the students lesson for the first half and the students will be working independently the second half on the
(location in the classroom, exit ticket
seating)?
 What processes &  I will use attention getters to pull the students back to me (such as waterfall waterfall: shhh; class
procedures will you use? class: yes yes). The students are already aware of these attention getters and are used
How and when will you throughout the day.
communicate those to
students?
 What expectations will you  I will modify the classroom CHAMPS for the writing block. I will go over the CHAMPS at the
have for the students? How beginning of the lesson. I will refer to the CHAMPS throughout the lesson if students are not
and when will you following the rules (my friends, what conversation level should we be at?)
communicate those to
students?

3
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

 What strategies will you use  I will use positive praise if students are not meeting my expectations. I will also reinforce
if students do not meet your classroom rules/CHAMPS to help guide the students and bring them back to the lesson. We also
expectations? Are there have a class money system, so if I see a student working hard and following directions, I can call
specific students who them out and give them a bonus. The same goes for students who are misbehaving, I can give
require a more extensive them a fine.
management plan? What
will that consist of?
 What will students do if  I will give each student three task cards. For the exit ticket, they will only have to write one
they complete the task elaboration. However, if students finish they will come up with elaborations for the other two
quickly? cards.
Materials Pencil
(What materials will you use? Why Doc-Camera
did you choose these materials? Elaboration info sheet (see at the end)
Include any resources you used. Elaboration task cards (exit ticket)
This can also include people!) Sentence stem sheet (students keep)
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:

Process Product Content Readiness Interest Learner Profile

Describe what/how you will differentiate:

Each student will be expected to complete one of the task cards as their exit ticket (show what
you know). However, is some students finish then they can work on the other two cards—this can
be used for practice.

Which specific students will benefit, and why?

The lower students will not feel rushed to complete the exit ticket and they will have options as to
which card would be the easiest for them to do. Also, if some students are taking a longer time on
the exit ticket then they can focus on that. If there are higher students who finished the exit ticket
quickly, then they will complete the other two cards.

Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual  Pre-Production Level: use visuals to help students comprehend
students (initials), and then explain  Early Production Level: allow students to answer questions (short responses/phrases)
the accommodation(s) you will
4
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

implement for these unique  Speech Emergence Level:

learners.)  Intermediate Fluency Level: develop academic language and use graphic organizers

What accommodations will you make for students who have an IEP or 504 plan?
N/A

What accommodations will you make for students identified as gifted and have an EP (education
plan)?
N/A

References (Planning of My CT and I planned this during pre-planning. We adapted the lesson which was from the
instruction should be guided by Commons on Canvas—teachers will be using modules from Commons as a baseline for their
research-informed lessons (since there is new curriculum)
approaches. Acknowledge
references used to inspire lesson
ideas.)

Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? _______ELA/Writing______________
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? (5Es;
carry out the lesson for you.) guided/gradual release/etc.) _gradual release (we do, you do)________
Where applicable, be sure to
address the following:
 What Higher Order Thinking 3. Step-by-step plan:
(H.O.T.) questions will you ask? Time: Action Steps:
 How will materials be 2 min. Students will be sitting at their desk for the whole writing block. Students will
distributed? have a pencil on their desk. I will go over the expectations and CHAMPS
 Who will work together in  “Today we will learn how to elaborate using sentence stems. So that we can make
groups and how will you inferences about the text and add extra information. We will know we have it when we
determine the grouping? have added information that clarifies the information in our text.”
 How will students transition  CHAMPS: we will be at conversation level 0, you will raise your hand to speak, we are

5
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

between activities? working in whole group and independently, you will stay in your seat, and we are
 What will you as the teacher participating for success! In order to participate, you should be listening to the speaker
do? and looking up front at the board.”
 What will you as the teacher 5 min. I am going to review what we did the day before in writing (students worked on
say? Chameleon sentences). Then I will transition into today’s lesson
 What will the students do?  “So who can tell me what we did yesterday in writing? Yes, we did the Chameleon
 What student data will be worksheet but what was is asking us to do? What were we doing to that sentence each
collected during each phase? time? That’s right! We were adding more information. That is called elaboration,
 What are other adults in the everyone say that with me “elaboration.” Today we will be learning about elaboration and
room doing? How are they how we use it in our writing.”
supporting students’ learning? 5 min. I will introduce elaboration by displaying the “All About Elaboration” sheet. This
will be used to explain why we elaborate, what is means to elaborate, and what elaboration isn’t
 “I want everyone to look at the board, this will help explain what elaboration is. So
yesterday you actually got to work on elaboration but you did not know that you were
really doing that. Let’s talk about why elaborate (reads the paper and gives examples).
Now we know why we need to elaborate but what does that mean? How do we know
when we need to use it? (reads sheet). And lastly, elaboration isn’t repeating the same
information or rewording it.”
5 min. Now that we know a little more about elaboration, I will give each student an
elaboration sentence stem sheet—this is a resource they will keep in their binders. After I give
each student this sheet, I will model how to do their task.
 “Now that we have a better idea on what elaboration is, how do we start our sentences?
Well, I am going to give you an elaboration sentence stem sheet. This is going to go in
your sleeve in your binder—we will be using this sheet to help our writing. (I will review
the sheet to the students). So lets do an example! I have a sentence that says ‘An ostrich’s
eye is bigger than its head.’ What do we know about the ostrich?”
o We will make inferences on what the statement means and I will show them how
to pick a sentence stem to help explain why an ostrich’s eye is bigger
10 min. For the remainder of the time, students will work on their task cards. Students will
read each card and select one that they are going to work on. Students will use their sentence
stem sheet to help them write an elaboration. If students finish their first one, then they can work
on the other two. I will be walking around to help students and answer questions.

6
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

All About Elaboration

Why do we elaborate?
We elaborate in writing to give more details in what we
write! This helps our reader understand what we have
written. We also do it to SHOW our reader instead of
TELLING them what we are trying to say. Elaboration
makes our writing more interesting and engaging to read!

What does it mean to elaborate?

Elaboration means to do one of three things: to add
information, to expand on an idea, or to explain what a
statement means

What isn’t elaboration?

Repeating what is already said.
7
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

8
L4 CT 1 Name: __Amber Scott _______________

Grade Level Being Taught: 4th Subject/Content: ELA/ Writing Group Size: Whole Group Date of Lesson: 09/02/20

Th e a ve ra g e
An o stric h ’s p e rso n d u rin g th e ir
e ye is life tim e w ill
p ro d u c e e n o u g h
b ig g e r th a n sa liva to fill 2
its b ra in . sw im m in g p o o ls.

Eve ry 5 ye a rs,
the a ve ra g e In 2015, m o re
wo m a n ha s p e o p le d ie d
u se d a n a m o u n t fro m ta kin g
e q u a l to h e r se lfie s th a n fro m
h e ig h t in lip stic k! sh a rk a tta c ks..

Th ro u g h a p ro c e ss Pira te s w o re e a rrin g s
kn o w n a s b e c a u se th e y
g e o tro p ism , b a n a n a s b e lie ve d th e m e ta ls
g ro w to w a rd th e su n in e a rrin g s h a d
in ste a d o f to w a rd s sp e c ia l h e a lin g
th e g ro u n d . Th is p o w e rs th a t c o u ld
m a ke s th e m c u rve d . c u re b a d e ye sig h t.
9
this is an example of some of the task cards