Writing Lesson Plan Format

JMU Student Name: Tori Klier

Grade Level: K

Date/Time you plan to teach the lesson: 6 April 2016 9:30 am

Lesson Type: Writing

Describe how and provide a rationale for the way you have grouped students for this lesson:
For this lesson, the students are grouped in their reading groups based on skill level that was determined the week before
spring break based on tests. I will read the story to the entire class, and then will administer the reading lesson to the
students in their reading groups during reading centers. There are four reading groups that the students are classified into
based on ability in reading and writing. I chose to keep the students in their normal reading groups for this lesson because
this lesson is easier to administer when students are on the same ability level, and the students are comfortable working
with the other students in their groups already which I believe will make sharing their writing easier among the students.

Standard(s) Addressed:
K.12 The student will write to communicate ideas for a variety of purposes. a) Differentiate pictures from writing. b) Draw pictures
and/or use letters and phonetically spelled words to write about experiences. c) Use letters and beginning consonant sounds to spell
phonetically words to describe pictures or write about experiences. d) Write left to right and top to bottom.

Objectives:
The students will write their own sentence or two using both sight words and words unknown to them, requiring them to
sound words out phonetically. Students will write from left to write and use punctuation in their sentences. The sentences
will pertain to the book (If You Give a Moose a Muffin) read at the beginning of the lesson.

Materials needed/preparation of the learning environment:

Lined journal paper with a spot for the students to draw a picture
Pencils
Crayons
If You Give a Moose a Muffin by Laura Joffe Numeroff

Writing Lesson Plan Format

JMU Student Name: Tori Klier

Grade Level: K

Date/Time you plan to teach the lesson: 6 April 2016 9:30 am

Before Writing
Engage: Describe how
you will:
capture students
interest and
introduce the
writing lesson
activate students
background
knowledge

-I will begin with all of the students gathered on the blue rug to read them the
story.
-I will capture the students attention by asking them first who likes muffins?
-I will wait for their response then say: I have a book that tells the story of a
friend and all the steps that it takes to get a muffin. It has a lot of ifthen.. .
statements in it. Like If you give a moose a muffin, then he will want some jam to
go with it.
-I will show them the picture associated with this sentence.
-I will then ask the students to pay close attention to the ifthen and steps
sentences because after this we will write our own steps and ifthen
statements.
-I will also ask students to give me a thumbs up every time they hear a new step
or an ifthen.. statement.
-I will then read the book, If You Give a Moose a Muffin.

Time
8 mins

During Writing
Explain: Describe how
you will:
model/explain your
thinking about the
writing (list what
you will say/do)
invite students to
model/explain their
thinking about their
writing

-After reading the book, I will ask the students if they can remember any if
then statements from the story. I will ask them to tell the person next to them.
-I will then tell them about how the author has written many other books like this
one such as If You Give a Mouse a Cookie and If You Give a Pig a Pancake.
-I will then dismiss the students to their seats and reading centers.
-I will pass out the paper and pencils and ask the students to write an if then
statement of their own.
-I will remind the students before writing that we need punctuation, to work on
sounding out words, and that we write left to right.
-I will observe and help them come up with ideas.

Time
15 mins

Writing Lesson Plan Format

JMU Student Name: Tori Klier

Grade Level: K

Date/Time you plan to teach the lesson: 6 April 2016 9:30 am

-I will make sure they are sounding words out on their own, putting a period at the
end, and writing left to right.
-If the students need help with remembering a period, writing left to right, or
checking the spelling of a word, I will provide instruction.
-After doing this, I will ask the students to draw a picture about their statement, or
write another sentence until the rest of the group is finished.

After Writing
Evaluate: Describe
how you will:
encourage students
to assess their
understanding and
abilities
evaluate (formally)
student progress
toward achieving the
educational
objectives

-After the group is finished writing, I will then ask the students to look at their own
work.
-I will ask the students if they wrote an ifthen.. statement and to give me a thumbs
up instead. If the students did not, I will ask them how they could make their sentence
into an ifthen statement. If they are having trouble, I will ask the other students if
they can help.
-I will ask the students if they wrote left to right, and if they did, to give me a thumbs
up. If they did not I will work with them one-on-one later to fix it since I dont want to
take that much time away from the group.
-I will then ask the students if they had to sound out a word when they were writing,
and to give me a thumbs up if they did. If they did not sound out a word, I will ask them
why they didnt feel the need to sound out a word.
-I will then ask the students if they have a period at the end of their sentence, and to
give a thumbs up if they do. If a student does not have a period I will ask them to put a
period at the end.

Closure/Sharing:
Describe how you will:
remind students of
the lesson objective

-I will ask them to read their work aloud for the group and provide positive, specific
feedback.
- I will ask them to show their work to the entire group.
-I will comment on how they all have a period, wrote left to right, and did an excellent

Time
3 mins

Time
10 mins

Writing Lesson Plan Format

JMU Student Name: Tori Klier

link the new

learning to future
learning

Grade Level: K

Date/Time you plan to teach the lesson: 6 April 2016 9:30 am

job sounding out words, and drawing their pictures (if applicable).
-I will then collect their work if I feel I need a more formal form of assessment.

What could go wrong with this lesson and what will you do about it?
-I could forget the book in which case I will find the book on YouTube as a read aloud and show that to the group.
https://www.youtube.com/watch?v=tOPFVSiB5uQ
-The students could not want to write. If the students do not want to write, I will tell them that if they write then they can
draw a picture. I could also bargain with the child as offer to let them write in crayon if it will get them to write. I will also
tell the child that it is writing time, so we have to work on our writing skills.
-The students may not understand the ifthen statements in which case I will use the steps in the book as an example. I
will also use their morning routine as an example like: If I walk into Mrs. Webbs class in the morning, then I will choose
my lunch., After I choose my lunch, I will want to return my folders to the bin., Then I will probably go and choose my
books. I believe through examples like this I can clarify what ifthen statements are for the students.
-For the children who are learning English, if they have trouble with ifthen statements or understanding the story, I
will ask them to copy an ifthen phrase that was used in the book and practice writing their letters. I will also ask if
they recognize any sight words and show them the pictures to help them figure out what is happening.