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#1
Date
Subject/Gra
de Level
LA Writing/Grade 2
Time
Duratio
n
70 Minutes
Unit
Teacher
Miss Davis
1. GLO 2: Comprehend and respond personally and critically to literary and media
texts. 2.3 Understand Forms and Techniques.
2. GLO 4: Enhance the Clarity and Artistry of Communication. 4.2 Enhance and
Improve. 4.3 Attend to Conventions.
1. Recognize key features of a story beginning, middle, and end. Development
of vocabulary. Demonstrate interest in sounds of words and word patterns
(alliteration). Create original text.
2. 4.2 Share stories and creations with peers and respond to questions. Revise
writing by adding information and ideas. 4.3 Use complete sentences. Spell
familiar words using a variety of strategies.
LEARNING OBJECTIVES
Students
1.
2.
3.
will:
Recognize key features of a story beginning middle, end
Recognize alliteration and develop vocabulary
Create an original text using complete sentences and independently spelling familiar
words
4. Share stories and creations with peers and respond to questions
5. Revise writing by adding information and ideas
ASSESSMENTS
Observations:
Key Questions:
Products/Performan
ces:
PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation
Learning Activity
#3
Teacher Notes:
Assessments/
Differentiation
Consolidation of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
Time
15 Minutes
(5/10)
15 Minutes
(5/10)
22 Minutes
(8/2/4/4/4)
Time
2 Minute
1 Minute
this early on in the lesson, and did not move on from one activity until the students were ready. The fact
that I had too much planned is not necessarily a bad thing; now I have tomorrows lesson ready to go!
Finishing the story: The book created many opportunities for discussion and sharing, so finishing
the book took longer than expected. I debated if I should finish the story at a later date, but the students
were so engaged, I chose to finish the book.
Slideshow: The slideshow was very helpful for illustrating certain points about the lesson
alliteration, the beginning, the middle, the end of a story. Throughout this section of the lesson, I
overestimated student understanding of stories and did not realize they had not yet encountered the
concept of the beginning of a story, the middle of a story, and the end of a story. I will need to spend more
time on this tomorrow.
Drawing letters: Drawing letters from the bag went well; no change is required for this section of
the lesson plan.
Brainstorming: Students did not necessarily understand what brainstorming was or the purpose
behind brainstorming. I realize that this needs to be taught in a clear and concise manner before it can be
incorporated in story writing. More facilitation is needed.
Spontaneous group sharing and discussion: The students definitely handled this lesson
differently than I imagined. I did not expect them to have so much difficulty thinking of words that started
with their letter. For this reason, I incorporated a lot of group sharing, helping, and discussion. For the
most part, this went well.
Worksheet: I realize now that the worksheet could use some tweaking to better scaffold for the
lesson. I realize now how important it is that each student have a title to inspire their story, therefore I
need to add in a title building section to the worksheet.