Writing

Lesson Plan

Intern Name:  Emily Matteson

Grade Level:   2^nd grade

Subject/Unit:  Writing

Lesson Title:  Making a book

Brief Description:  What will the students do in this lesson?  The students will write a story in a book about a specific event in their lives that takes place over time.

Big Ideas or Essential Question:  What central idea or fundamental principles are the focus of this lesson? or What question will the students be able to answer at the end of the lesson?  The big idea is to show that the students can write a story over a longer period of time, rather than write multiple short things.

Objectives:  What specific knowledge and/or skills do you want the students to learn, practice, or experience as a result of participation in this lesson?  The students will focus on the details of stories and how to edit something.

TEKS/PreK Guidelines addressed:  (b) Knowledge and skills. (1) Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. Students are expected to distinguish features of a sentence (e.g., capitalization of first word, ending punctuation, commas, quotation marks). (3) Reading/Beginning Reading/Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to: (A) use ideas (e.g., illustrations, titles, topic sentences, key words, and foreshadowing) to make and confirm predictions; (B) ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text; and (C) establish purpose for reading selected texts and monitor comprehension, making corrections and adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion aloud).

Materials needed:  List all of the materials needed to teach this lesson.  Be as detailed as possible.  (Include any additional materials needed for differentiated instruction listed below.)  Clifford book (one that shows a small event, but stretched in the whole book), single event sheet with drawing, booklet with three pages and drawing boxes (attached),  Personal brainstorming of specific events, personal one-page drawing/sentence about your event, booklet about your event, Anchor chart of transition words

Preparation and set-up:  Describe how the materials will be prepared, set up, and organized.  Be as detailed as possible.  I will have the kids booklets to pass out (having already chosen 3 to share to the class). I will write on a piece of paper with a sample booklet page written on to project on the board.

Procedure:  Describe exactly what the teacher and the students do in the lesson.  Be specific.  Opening or introduction:  –      To prepare, I will gather the students at the circle and have them sit in their circle spots.  –      I will then show the class a few student’s booklets so far (they should have pictures drawn).  –      I will ask the class if they can predict what is going to happen in their story based on the pictures. –      Then I’ll pass out everyone’s book and let them have some time to finish.  When they are finished, they can come meet in the circle to get a partner for editing.  Guided Practice –      Then, I will tell the class that we are going to learn to edit and that sometimes when we write we don’t notice everything because we are so interested in our work! If we have a partner to help us, we can improve our writing and learn new writing techniques and rules. –      What they will be looking for: spelling –      I will then model what I mean by using my example booklet and pointing out key mistakes.  –      I will model how to be a nice partner and the steps to follow: 1.     You read your piece to me, as we both look at it 2.     I help you fix your spelling 3.     I will show a nice way to tell someone that they made a mistake (example with Ms. Z) Independent Practice/Closing –      They will then work with an assigned partner to review their booklets.

Evaluation:  How will you know that students met the lesson objectives?  How will you document their learning?  –      I will be walking around the classroom while they are writing/illustrating and editing.  During this time I will be asking questions and helping them.  I will also look at the books at the end of the day to see what the students have completed.

Differentiation Plan How will you modify the lesson to meet the needs of students working above and below grade level?  How will you make sure these students connect with the lesson’s Big Ideas in a meaningful, appropriate way?

Students above level Objectives:  How will you modify the lesson’s objectives to meet the needs of students working above level or who grasp the concept easily?  I will ask them to write more and in greater detail. Procedures:  How will you modify the lesson’s procedures to meet the needs of students working above level?  While walking around I will encourage them to look for any mistakes they can fix in their booklet before I model. Evaluations:  How will know that students met the modified objectives?  How will you document their learning?  –      I will be walking around the classroom while they are writing/illustrating and editing.  During this time I will be asking questions and helping them.  I will also look at the books at the end of the day to see what the students have completed.

Students below level Objectives:  How will you modify the lesson’s objectives to meet the needs of students working below level or have difficulty understanding the concept or objective?  The students will focus on the big picture of the story and add details later. Procedures:  How will you modify the lesson’s procedures to meet the needs of students working below level?  I will encourage the students to look for specific criteria at a time, such as only capitalization first, then punctuation, etc.  Evaluations:  How will know that students met the modified objectives?  How will you document their learning?  –      I will be walking around the classroom while they are writing/illustrating and editing.  During this time I will be asking questions and helping them.  I will also look at the books at the end of the day to see what the students have completed.

English Language Learners Objectives:  How will you modify the lesson’s objectives to meet the needs of English Language Learners?  To modify the lesson, I will change it to match each student’s level of English. Procedures:  How will you modify the lesson’s procedures to meet the needs of English Language Learners?  For all 3 of the students that don’t speak English, I will invite them to join us at the carpet while I am giving instruction.  Then, they will go sit at their tables like everyone else.  While others are editing I have 2 different plans.  I will guide the students during independent practice. ELL’s with some English –      I will use _______ to help me translate what we are doing in the booklet.  Then, I want them to write their story in their native language, Arabic.  If they cannot write Arabic, I will do what I am doing for the ELL with no English. ELL’s with no English –      I plan on bringing in newspapers, magazines, ads, etc. –      I will try to translate that she is to cut out pictures that she likes and glue them in her booklet. –      Once she has glued, I will write the English word for the picture, then I will try to get her to write the word in her language. Evaluations:  How will know that students met the modified objectives?  How will you document their learning?  –      I will be walking around the classroom while they are writing/illustrating and editing.  During this time I will be asking questions and helping them.  I will also look at the books at the end of the day to see what the students have completed.