LESSON PLAN- Writing Unit Day 1- The Writing Process

Name: Amanda Peterson Date: 3/5/12 Grade Level/Subject: 1st Grade/ Writing Prerequisite Knowledge: What a sentence is What a paragraph is Approximate Time: 60 Minutes Student Objectives/Student Outcomes: Students will understand the five stages of the writing process Students will begin prewriting and drafting their ideas about our topic I will conference with 6 students about their writing. Content Standards: CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Materials/Resources/Technology: Posters that I made which display each of the five writing stages, some main points about each of them, and what a first graders writing may look like at each stage of the process Prewriting Webs that I created that deal with the prompt from our Reading Street book First Grade paper (Paper with large dotted lines on it) Pencils Dictionaries Implementation:

Time 15 Minutes

Opening of lesson: (Objectives, hook, behavior expectations) 1. After we have finished our morning routine/calendar the students will be sitting pretzel style on the carpet. I will be sitting in the rocking chair. I will begin to explain that we will be doing something very different for language arts this week, we will be have a writers workshop. 2. I will tell them that in during writers workshop there are three main parts. The first is the minilesson. This is when we sit down on the carpet or at our desks for a short period of time where I teach a small lesson on something that is important for our writing at that time. 3. Then I will say that the second part of a writing workshop is work time. Each day this week you will have 35 minutes to work on our project. This means that you should be working hard and focused during this time. I will be playing music quietly that I should be able to hear at all times. You should use this time to make the best project that you can make. During this time I will also be having conferences with students. This means that I will come to 6 students desks

everyday to meet with them for 5 minutes about what they are working on. We will talk about what you are thinking and doing and see if there is a way to make your writing even better. 4. The third part of a writers workshop is the last 7 minutes of our time together. I will ask for 2 volunteers to come sit at the authors chair the teachers rocking chair) to share what they worked on that day with the rest of the class. 5. Todays lesson is something that I have heard you are familiar with. It is called the writing process. The writing process is the 5 steps that every writer goes through when they are creating a piece of work. 6. Then I will direct their attention to the board so that they can see the posters I have made. I will talk to the students about prewriting first. I will show the students the graphic that I have made that will help them with the prewriting for this project. We will be creating a piece of descriptive writing about a time when they went on a walk in the park or the forest preserve. The graphic that I created leaves space for a topic sentence idea, an idea about what the child saw, heard, felt, and smelled, and space for a concluding sentence. I will tell the students that in prewriting we think of our ideas and organize our idea. I will stress to them that this is when they should be brainstorming different ideas, especially ideas and details that would be interesting for the reader. 7. Next I will explain drafting. This is the second stage. This is the stage where you will begin working on writing on First Grade paper. You should look at the ideas that you wrote down on your prewriting web to come up with the sentences in your draft. I will tell the students that they should just focus on writing in this stage, they should not be worried about spelling. The students should be thinking about a beginning, middle, end for their piece when they are writing it. And finally the students should try to use strong verbs and good descriptive words in their writing. I will direct them to the example I made on my poster so that they see that it is fine to make mistakes at this stage. 8. Then I will explain revising. I will tell them that in this stage, they will be looking back at what they have written. I want them to read the piece aloud to themselves in a whisper talk to see if the sentences make sense. I also would like you to have at least two other classmates read your writing to see if they have any good ideas for better words or sentences. I will show them how I did this on my poster. 9. Next I will explain editing. I will tell them that this is the part where spelling and punctuation will become important. This is when you fix those kinds of mistakes. I want them to be able to look up how to spell words themselves in the dictionary or to ask other students how to spell the words. I do not want them to rely on me for this portion of their writing. I will show them how I did this on my poster. 10. Finally I will explain publishing. I will tell them that this is when you create your final piece. I will explain that they are to use their best handwriting when they are writing on the First Grade paper. I will explain that I am expecting them to illustrate what they have written about. I will tell them that later in the week, I will print pictures of them to use as their heads in their drawings.

35 Minutes

11. Before I release the students I will remind them that they will have all week to work on their project, so they should not rush through their work. I am expecting their best work so far this year. Then I will tell them that a writers workshop is something that they do by themselves. This is not a time when they should be coming up to me and asking me lots of questions especially when I am conferencing with other students. I will also remind them that this may be frustrating in the beginning because they are not used to the writers workshop, but that I believe that they will end up loving it. Procedures: 1. I will take 5 minutes to walk around and make sure that the students are working. I will write down any notes that I observe about the students on my clipboard. 2. I plan to meet with six students today for 5 minutes each. 3. I will ask them what they are thinking about. I will try to get them to come up with some interesting ideas. 4. I will also write down anything that I observe on my clipboard about what the students are doing and what they are having trouble with. Summary/Closing: 1. I will ask for two volunteers to share what they have done today for 2-3 minutes. I may pick students who I thought were working hard or that I saw had some really great ideas. 2. After each person shares we will do a round of applause. Student Assessment: 1. Finally I will ask the students to look back on what they did today in their heads. I will ask them to think of at least one thing that they could do better tomorrow.

9 Minutes

1 Minute

LESSON PLAN- Writing Unit Day 2- Good Descriptive Words (ELL Friendly)

Name: Amanda Peterson Date: 3/6/12 Grade Level/Subject: 1st Grade/ Writing Prerequisite Knowledge: What a sentence is What a paragraph is Approximate Time: 60 Minutes Student Objectives/Student Outcomes: Students will be able to think of interesting and extensive words to put in their writing. Students will continue working on their writing project. I will conference with 6 students about their writing. Content Standards: CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Materials/Resources/Technology: Posters that I made which display each of the five writing stages, some main points about each of them, and what a first graders writing may look like at each stage of the process Prewriting Webs that I created that deal with the prompt from our Reading Street book First Grade paper (Paper with large dotted lines on it) Pencils Dictionaries A stick A candle A video of a bird chirping The whiteboard Dry Erase Markers Implementation:

Time 15 Minutes

Opening of lesson: (Objectives, hook, behavior expectations) 1. After we have finished doing out morning routine/calendar, the students will be sitting on the carpet. 2. I will explain that today we are talking about how to use better describing words. We will work on describing what we feel, see, smell, and hear. 3. I will hold up a stick of wood (I am using realia). Then I will ask the students to think of words to describe this stick. 4. I expect that they will say words like brown. 5. I will ask them to push that idea further to say things like dark, auburn, or light. 6. I expect that they will say rough. 7. I will ask them to expand on that to say things like tough of prickly. 8. I expect that they will say hard.

35 Minutes

9. I will ask them to compare that to something. Like it is harder than cardboard, but more flexible than a brick. 10. I will write down these words on the board as I say them aloud. I am doing this so that the students can see the words as I demonstrate them, hear the words, and see the words written on the board. 11. Then I will ask them to describe how I am about to move. I will walk happily in a bit of a skip. I want the students to pick up on my attitude and what I look like (Modeling/acting). Then I will ask the students to describe how I am walking. 12. I expect that they will say things like skip, trot, smile, and walk. 13. I will write their ideas on the board so that the students can see the words that we are talking about. 14. Then I will have the students smell a cherry-pomegranate scented candle. 15. I will ask the students to describe what they are smelling. 16. I expect them to say something like sweet and fruity. 17. I will write these words on the board as we talk about them. 18. Lastly I will ask the students to clothes their eyes while they listen to something. I will play a recording of birds chirping on my phone (This is something that anyone who speaks any language can understand). 19. I expect them to say that it is birds. Then I will ask them to tell me more such as how many birds, was it high or low, and loud or soft. 20. Then I will once again remind the students that they are to make the best piece of work that they can. I will tell them that I would love if their writing was longer than six sentences. I will also tell them that they should keep in mind that we have all week to work on this, so please do not rush through it. Procedures: 1. I will take 5 minutes to walk around and make sure that the students are working. I will write down any notes that I observe about the students on my clipboard. 2. I plan to meet with six students today for 5 minutes each. 3. I will ask them what they are thinking about. I will try to get them to come up with some interesting ideas. 4. I will also write down anything that I observe on my clipboard about what the students are doing and what they are having trouble with. Summary/Closing: 1. I will ask for two volunteers to share what they have done today for 2-3 minutes. I may pick students who I thought were working hard or that I saw had some really great ideas. 2. After each person shares we will do a round of applause. Student Assessment: 1. Finally I will ask the students to look back on what they did today in their heads. I will ask them to think of at least one thing that they could do better tomorrow.

9 Minutes

1 Minute

LESSON PLAN- Writing Unit Day 3- Sentence Structure

Name: Amanda Peterson Date: 3/7/12 Grade Level/Subject: 1st Grade/ Writing Prerequisite Knowledge: What a sentence is What a paragraph is Approximate Time: 60 Minutes Student Objectives/Student Outcomes: Students will be able to think of interesting and ways to organize sentences in their writing. Students will continue working on their writing project. I will conference with 6 students about their writing. Content Standards: CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Materials/Resources/Technology: Posters that I made which display each of the five writing stages, some main points about each of them, and what a first graders writing may look like at each stage of the process Prewriting Webs that I created that deal with the prompt from our Reading Street book First Grade paper (Paper with large dotted lines on it) Pencils Dictionaries The whiteboard and student whiteboards Dry Erase Markers Implementation:

Time 15 Minutes

Opening of lesson: (Objectives, hook, behavior expectations) 1. After we have finished doing out morning routine/calendar, the students will be sitting on the carpet. I will ask the students to go get their white boards and marker, then meet me back on the carpet. 2. I will explain that today we are talking about how to use different sentence structures 3. I will write the sentence I heard a beautiful robin chirping softly as I walked through the park. on the board. 4. I will ask the students if they think it is a good sentence. I expect that many of them will say that it is a good sentence that includes good describing words. I will agree with them, but I will ask them if there is any way that we could change the sentence around. 5. I will ask if we could rearrange the parts of the sentence. What if I started the sentence with While on a walk in the park I will write that on the board and ask what could I add to this sentence to make it mean the same thing as the first sentence? 6. I expect that they will suggest While on a walk in the park, I heard a beautiful robin chirping softly. I will compliment them. 7. Then I will erase the board and write I smelled the rain. I will ask

35 Minutes

the students if they have ideas on how I could change this sentence. 8. I hope that they will suggest something along the lines of As I walked on the sidewalk, the smell of rain entered my nose. If they do not have any ideas, I will try to lead them to this kind of sentence by making suggestions that involve altering their ideas. 9. Then I will write the sentence I felt the gravel on the ground. I will ask the students to rewrite this sentence on their boards in a more interesting way. 10. I will listen to several of the students ideas about how to better the sentence. 11. Then I will once again remind the students that they are to make the best piece of work that they can. I will tell them that I would love if their writing was longer than six sentences. I will also tell them that they should keep in mind that we have all week to work on this, so please do not rush through it. Procedures: 1. I will take 5 minutes to walk around and make sure that the students are working. I will write down any notes that I observe about the students on my clipboard. 2. I plan to meet with six students today for 5 minutes each. 3. I will ask them what they are thinking about. I will try to get them to come up with some interesting ideas. 4. I will also write down anything that I observe on my clipboard about what the students are doing and what they are having trouble with. Summary/Closing: 1. I will ask for two volunteers to share what they have done today for 2-3 minutes. I may pick students who I thought were working hard or that I saw had some really great ideas. 2. After each person shares we will do a round of applause. Student Assessment: 1. Finally I will ask the students to look back on what they did today in their heads. I will ask them to think of at least one thing that they could do better tomorrow.

9 Minutes

1 Minute

LESSON PLAN- Writing Unit Day 4- Organization

Date: 3/8/12 Grade Level/Subject: 1st Grade/ Writing Prerequisite Knowledge: What a sentence is What a paragraph is Approximate Time: 60 Minutes Student Objectives/Student Outcomes: Students will be able to think of interesting and ways to organize sentences in their writing. Students will continue working on their writing project. I will conference with 6 students about their writing. Content Standards: CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Materials/Resources/Technology: Posters that I made which display each of the five writing stages, some main points about each of them, and what a first graders writing may look like at each stage of the process Prewriting Webs that I created that deal with the prompt from our Reading Street book First Grade paper (Paper with large dotted lines on it) Pencils Dictionaries The whiteboard Dry Erase Markers Projector and laptop with Microsoft Word connected to it. Implementation:

Time 10 Minutes

Opening of lesson: (Objectives, hook, behavior expectations) 1. After we have finished doing out morning routine/calendar, the students will be sitting on the carpet. 2. I will explain that today we are talking about organization. Yesterday Mrs. Shapiro and I noticed that some of you were having trouble with taking ideas from the prewriting page and making them into a story so I have decided that together we are going to write a story based on a prewriting page that I did about a walk that Major and I went on on Tuesday. 3. Look at my organizer. The first sentence that will be part of my paper is my topic sentence. My topic sentence is On Tuesday afternoon, I took Major on a jog near my house. I will type this sentence on the board so that the students can see me writing. 4. Then I will tell them that the next thing I want to write about is what I felt. It was so windy out that day. I felt the wind rushing all around me as it tried to push me over. 5. Then I will direct the students to look at my web again to add the sentence As we walked, I smelled Majors stinky breath. His breath was stinky because we had been running so fast.

40 Minutes

6. Then I will add the sentence I saw the leaves and branches on the trees shaking because of the wind. 7. Then I will add I heard a gust of wind blowing loudly in my ears. 8. Now I will tell the students that I need to end my piece with a concluding sentence. So I will type Major and I enjoyed our gusty jog. 9. I will remind the students that they should organize their papers in a similar way. Procedures: 1. I will take 5 minutes to walk around and make sure that the students are working. I will write down any notes that I observe about the students on my clipboard. 2. I plan to meet with six students today for 5 minutes each. 3. I will ask them what they are thinking about. I will try to get them to come up with some interesting ideas. 4. I will also write down anything that I observe on my clipboard about what the students are doing and what they are having trouble with. Summary/Closing: 1. I will ask for two volunteers to share what they have done today for 2-3 minutes. I may pick students who I thought were working hard or that I saw had some really great ideas. 2. After each person shares we will do a round of applause. Student Assessment: 1. Finally I will ask the students to look back on what they did today in their heads. I will ask them to think of at least one thing that they could do better tomorrow.

9 Minutes

1 Minute

LESSON PLAN- Writing Unit Day 5- Publishing

Grade Level/Subject: 1st Grade/ Writing Prerequisite Knowledge: What a sentence is What a paragraph is Approximate Time: 60 Minutes Student Objectives/Student Outcomes: Students will be able to think of interesting and ways to organize sentences in their writing. Students will continue working on their writing project. I will help students who appear to need it. Content Standards: CC.1.W.2 Text Types and Purposes: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CC.1.W.5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Materials/Resources/Technology: Posters that I made which display each of the five writing stages, some main points about each of them, and what a first graders writing may look like at each stage of the process Prewriting Webs that I created that deal with the prompt from our Reading Street book First Grade paper (Paper with large dotted lines on it) Pencils Dictionaries The whiteboard Dry Erase Markers Implementation:

Time 10 Minutes

40 Minutes 9 Minutes

Opening of lesson: (Objectives, hook, behavior expectations) 1. After we have finished doing out morning routine/calendar, the students will be sitting on the carpet. 2. I will explain that today we are talking about publishing their works. 3. Today is our last day to work on them. 4. I want to remind them that they should use their best handwriting. They should draw a colorful picture and they should carefully cut out and paste their faces onto their pictures. Procedures: 1. I will walk around and help any student who seems to need it. Summary/Closing: 1. I will ask for two volunteers to share what they have done today for 2-3 minutes. I may pick students who I thought were working hard or that I saw had some really great ideas. 2. After each person shares we will do a round of applause. Student Assessment: 1. Finally I will ask the students to look back on what they did this week in their heads. I will ask them what they thought of the writers workshop.

1 Minute