Hey, Little Ant Lesson Plan

Intern's Name
Jessica Thomas
Class Size
Date / Time
March 28 2:00 pm
Language Arts
Waverly Elementary
Brian Eisentraut

I. Value of the LessonWhat will the students learn? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning?

Lesson Objective

Students will discuss what they know about persuasive writing.

Formative Assessment (planned for use in this lesson)

Students will answer the question, "What makes a good persuasive argument?"

II. Context for Learning What factors will influence my instructional decisions? How will my instruction respond to these factors?
Specific Individual or Small Group Needs
(Ex. IEP Accommodations, ESOL, Social Concerns, Etc.)
Differentiated Practices for this Lesson
Lucas struggles with expression his ideas through writing. He also has trouble focusing and staying on task.
We will be discussing during this lesson and the students will not be required to write anything.
During the read aloud, Lucas will have his bumpy seat and be placed up front so he can see the pictures clearly which will hopefully help him follow along.

Specific Diversity / Multicultural Factors
(Ex. Family/community/cultural assets; Perspective-
Taking; etc.)
Implications for this Lesson
Students will be asked to look at both perspectives of the story; from the little boys point of few and the little ants.

III. Instructional Procedures – What instructional strategies will I use to ensure that every child is a successful learner?

Students will be introduced to persuasive writing. We will talk about the elements of a persuasive writing and then read an example of one, Hey, Little Ant. After the read aloud, students will be asked to what made the read aloud a persuasive wrting and what made it effective. We will look at the little boys point of view and the ants.

IV. Analysis and ReflectionTo what extent are my students learning? How can I improve my professional skills? (complete after teaching)

Students were able figure out the persuasive elements that were located in the book. I was surprised how much 4th graders liked to be read picture books. Last semester, I worked with 2nd graders and I knew they enjoyed it but I was not sure how much the older students would like it.