Name: Dana Egan Cohort: C1
Lesson Plan
Lesson Title: Writing About Recipes! Grade: 1 Date: Dec 1st/17
Subject/Strand: Language – Writing Unit: Non-fiction Location: Classroom Times: 50-60 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
I am teaching students to write a personal reflection about their recipes. It fits into the units as a writing based activity on non-fiction
texts. The BI for students to gain an understanding of different text forms and to identify the skills and strategies they need in order to
become proficient language users and move towards achievement of the expectations.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
Purpose and Audience 1.1 identify the topic, purpose, audience, and form for writing, initially with support and direction (e.g., a personal
recount of a past experience, including pictures, to share with family or friends; an “All About the Seasons”book for the class library; labels
and captions for a pictograph to share findings (C) (T)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will learn to write a personal piece on my recipe.
STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ x ] AS [ ] OF
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I CAN: write a sentence about my recipe (T)
I CAN: talk about why I chose this recipe (C)
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
Write, Say Students will be writing a personal response to Anecdotal Chart – organized by SC and
their recipe non-fiction book. Students will student name. Checkmark=good
discuss before hand with a partner. Students will understanding, O= maybe revisit, X=does
write sentences about their recipe using not understand
sentence starter prompts within the classroom.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Features of non-fiction texts, diagrams, table of contents, glossaries etc.
I.E.P. program implications: Accommodations, Modifications
FL: accompanied by an EA, may participate if desired
JC: will participate with classmates
Differentiation: Content, Process, Product, Environment, Assessment
Environment: commons area available for students easily distracted, bothered by noise level
Learning Skills/Work Habits: [x ] responsibility, [ x ] organization, [ x ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Non-fiction, recipe, diagram, features, table of contents, labels
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
GEI in Primary Writing K-3
Growing Success
Differentiation in Instruction
Response Sheet
Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)
Good Afternoon Grade Ones! We have been working on our
special holiday recipe book all week. Now that it’s Friday, the
book is nearly finished! Miss Egan will be putting the books
together this weekend. However, I need one more thing from
you guys!
I want you to write 2 sentences about your recipe!
[Students will be briefly reminded of what they have done this
I would like you to tell me about why you chose it, why its your week, this will prepare them for thinking about their writing]
favourite, and something your excited about for the holidays.
I would like you to find an elbow buddy and talk about which
recipe you chose and why you chose. That way the ideas will be
fresh in your mind for when you have to write your sentences.
Before we begin, lets go over our learning goals for day!
Today I will learn to write a personal piece on my recipe.
I CAN: write a sentence about my recipe (T)
I CAN: talk about why I chose this recipe (C)
Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ___15___-____40___ (Indicate time breakdown of instructional elements)
Here are your sentence prompts for today!
I chose this recipe because…. [Students already have experience using sentence prompts.
Students will be extending their learning by writing multiple
This recipe is my favourite because… sentences about different topics.]
I am excited for Christmas/Holidays because….
When you are finished, you may finish any unfinished work for
our recipe book.
Your diagram
Your table of contents
Miss Egan needs all of your holiday recipe book work so she can
put them together this weekend so we can begin making the
cover next week! And then it will be done!
You may begin!
Possible Prompt Questions: (based on Blooms)
Why did you choose these items?
How did you figure that out?
Tell me how you thought about that.
Can you explain this concept in your own words? [Students will be prompted to recall previous knowledge and skills.
Students will also be prompted to use their discussion skills to
Can you draw a diagram to illustrate this idea? explain their reasoning and choices.]
Could you elaborate on that point?
Can you explain what you mean?
How do you know that?
What do you think about the idea just presented by
your classmate?
Do you agree or do you see the issue differently?
Explain.
Can you think of another way to solve that problem?
Would you get a different result?
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: ___5___-___10____ (Indicate time breakdown of instructional elements)
Great writing Grade ones, I saw a lot of creativity and good
writing skills! [Students will come have a seat on the carpet to reflect on their
learning]
Thank you for all your super hard work on this cookbook! I can’t
wait to put them together!
Today I will learn to write a personal piece on my recipe.
I CAN: write a sentence about my recipe (T)
I CAN: talk about why I chose this recipe (C)
[Students will share what they have learned with an elbow buddy,
this will help them establish if they have met their learning goals
THUMBS UP, THUMBS TO THE SIDE, THUMBS DOWN today. They will walk away from the lesson with an understanding
of what they have learned]
Extension Activities/Next Steps (where will this lesson lead to next)
- title page art
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?
Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?
