Title of Lesson: Informational Writing Name Lynn Chennault Course/Section EED 344 sec 2 Date !

/ 3/ 3 School/"ra#e $%for# Elementary 2n# gra#e Date Lesson Taught !/2 / 3 CT&s Signature 'e(uire# Com)onent *la+ama College an# Career 'ea#y Stan#ar#s Writing Standards-Text Types and Purposes 2.23 Write informative or explanatory texts in which they introduce a topic, use facts and definitions to #e,elo) )oints- and provide a concluding statement or section. Speaking And Listening Standards 2.30 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Speaking and Listening Standards-Presentation Of Know edge And !deas 2.3" Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. S)ecific Lesson $+.ecti,es /*u#ience- 0eha,ior1 T#ree spe$ifi$ esson o%&e$ti'es t#at spe$ifi$ w#at you expe$t students to %e a% e to do as a resu t of t#is esson. A o%&e$ti'es (ust in$ ude t#e audien$e and %e#a'ior $o(ponents. )or t#e **+ 3"2 Litera$y Lessons, T-.** o%&e$ti'es are re/uired0 Second rade students will work in groups in order to use star facts and a four square graphic organi!er to write four facts about stars. "ach group will have a different topic and will use their four facts to develop a point about stars. Second grade students will work in a group where they will read five statements. Students will then sort these statements into fact or opinion. Second grade students will write the facts they find from their statement sort on to a four square graphic organi!er then share a fact with someone from a different group. Second grade students will share a fact they learned from a student in another group using a complete sentence with the rest of the class. *ssessment of Stu#ent Learning /2ust match s)ecific lesson o+.ecti,es1 Assess(ents (ust (at$# t#e esson o%&e$ti'es exa$t y. A t#ree spe$ifi$ esson o%&e$ti'es (ust #a'e a $orresponding assess(ent. #he teacher will evaluate students four square prewriting to determine the students understanding of facts and their ability to write statements supporting a point. #eacher will observe and guide as needed as students sort statements into categories of fact or opinion. #he teacher will listen as students turn and talk about facts they heard in the story. #he teacher will listen as each student quickly shares a fact they learned from a fellow student. Differentiation to 2eet the Nee#s of *ll Stu#ents /2ust inclu#e S3ED- "ifte#- an# ELL1 ELL4 #he teacher will give "$$ students a simple topic with simple sentences for them to copy. #he teacher will spend time with the "$$ students to ensure they understand what

they are to do. %or some of the "$$ students, the sentences will already be written on the four square for them to copy below the written sentence. S3ED4 #he teacher would give these students a simple topic and simple sentences that were already written on the four square. #he students would then copy that sentence below the typed sentence on their four square. #hese students would also only have two sentences to copy as opposed to four. "ifte#4 ifted students will be given a more advanced topic and sentences. #he sentences will include the words constellations and telescopes and binoculars. #here are two advanced groups that will be getting this more strenuous topic and sentences. TWI'L/5: T#e $o(ponents of ta king, writing, in'estigating, reading, istening, and 'iewing (ust %e e(%edded t#roug#out t#e esson. *'iden$e of t#e use of TW!.L12 (ust %e s#own in t#e written des$ription 3 digita artifa$ts of t#e esson. Talking& Students will turn and talk about the facts they are hearing in the story as well as sharing a star fact with another classmate about their topic. Students will also share a fact with the whole class they learned from another student. #he students will use a complete sentence when sharing this fact. Writing&Students will use four star facts to complete a four square graphic organi!er where the topic sentence has been provided for them. Investigating&students will investigate and sort five statements into fact or opinion categories. 'eading& students will read statements to determine if they are fact or opinion. Students will also read the student friendly ob'ective and their facts to another student from a different group. Listening&Students will listen to an informational story, facts told to them by a partner, and facts shared with the class. 5iewing&Students will view the book Starga!ers by ail ibbons, stars with their names on them, stars with facts on them, and stars with opinions on them. Stu#ent 6rien#ly $+.ecti,e /7I 8ill9 statement1 #oday ( will listen to an informational story. ( will share facts ( hear in the story with my partner. ( will sort facts from opinions and write four facts on my four square. ( will share my facts with someone from another group. ( will share one fact ( learned from someone in another group. 2oti,ation/Schema/3rior :no8le#ge/0ac;groun# 0uil#ing *xp ain #ow you wi introdu$e t#e esson. -ow wi you %ui d (oti'ation4 W#at s$#e(a or prior know edge do you need to a$ti'ate or %ui d4 -ow wi you do it4 #he teacher will motivate students by asking them to play a guessing game about the lesson. #he teacher will say, )( would like to play a quick game before we start our lesson. Show me thumbs up if you want to play. *kay, ( have to turn the lights off for this game. +re you ready,- #he teacher will turn the lights out. #he teacher will tell the students, )( will show you several things on the board and at the end of the slide show we will all guess what we are going to learn about today. #he teacher will begin the slide show with a picture of a girl looking through a telescope. #he teacher will ask, ).o you think this girl is looking at something close or far away,- #he students will respond. #he teacher will ask, )Raise your hand if you know what the thing she is looking through is called.- #he teacher will call on students until one answers, )#elescope.-

 #he teacher advance to the nest slide which holds a picture of very large binoculars. #he teacher will ask, )/as anyone ever seen anything like this before today, Raise your hand if you know what these are.- #he teacher will call on students until one answers, )binoculars.- #he teacher will continue by thinking aloud, )( noticed that these are very big binoculars and are probably used to see thing very far away. ( also notice they are pointed up. /mmmm0(f ( look up in the sky0( see0hummm0let1s keep looking at clues. #he teacher will advance slides to a star map and say, )( haven1t really ever seen one of these before. (t has lines, and dots in a big circle0hummm. $et1s see what else is on the slide show. #he teacher will advance the slide. Space music and pictures of stars and galaxies will begin. *nce the slide show finishes, the teacher will continue by asking the students to, )Show me thumbs up if you think you know what our lesson might be about today.- #he teacher will say, let1s put it in our hands0now let it out2- #he teacher will move forwards by saying, )#hat1s absolutely correct2 We will be talking about stars today. (n particular we are going to be talking about star %+3#S. #he teacher will activate prior knowledge by saying, )4rs. Pilkington has been talking to you about facts. .oes everyone remember when we did the four square about *"S being the best school, We used facts to tell why we believe *"S is the best school. We remember facts can be proven to be true. Well today we are going to talk about star facts.Ste) +y Ste) Lesson $utline +es$ri%e t#e esson step %y step. T#e des$ription s#ou d %e in se/uentia order and in$ ude a of t#e fo owing $o(ponents. Strong s$ripting of t#e entire esson is re/uired. 0efore: #he teacher will display the student friendly ob'ective on the board. #he teacher will say )#hese are our ob'ectives for this lesson. ( want you to listen closely as ( read the ob'ectives.- #he teacher will read the student friendly ob'ectives and then say, )5ow you will echo read this with me because there are some big words in our ob'ective. ( will read a section then you will repeat it. $et1s begin.- #he teacher will read sections of the student friendly ob'ective and the students will echo her. #he teacher will say, )5ow let1s look at our ob'ective a little closer. #here was a big word in our ob'ective that we have heard before. 3an anyone tell me this word is,- #he teacher point to the word informational and will call on a students until one says1 )informational #he teacher will say, )#hat1s right. ( am going to underline the word informational. #here is another word that goes along with informational, turn and talk to your partner about what word you think goes along with informational. #hen give me thumbs&up to let me know you are finished. *nce the students have discussed what word goes along with informational, the teacher will say, )( heard several good answers. #he answer ( was looking for was facts. #he words information and facts mean basically the same thing. ( want to read a very good informational book to you today and ( would like for you to listen

closely for facts you can share with your partner. ( will stop a few times while ( am reading to ask you to share a fact with your partner.During: #he teacher will continue into the lesson by saying, )*ur book for today is Starga!ers by ail ibbons. ail ibbons writes many very interesting informational stories. #his book is all about stars. ( will read parts of the book during our lesson and leave the book here in case you would like to read some more of it. $et1s get started. #he teacher will read the first three pages and then stop and say, )( have already read several facts about stars. %or example, ( read, 6Stars give off heat and light because of their hot gases, which make stars shine.1 #hat is a fact. 3an you think of another fact you have heard, $et1s turn and talk to your partner and give a thumb up when you are finished. #he teacher will walk around the room to drop and listen to the students1 fact discussion. *nce the students have finished, the teacher will say, )7ou all gave great fact about stars, let1s keep reading and listening for facts about stars. #he teacher will continue to read pages four through six, then say, )Share another fact you have heard with your partner.- #he teacher will drop and listen to students as they share another fact. #he teacher will then say )3lassity, class, class.- #o regain student1s attention. #he teacher will continue to read from page twelve to page 89, having skipped pages seven through eleven. #he teacher will ask the students, ).id we hear many facts in this section of the book, #humbs up if you think we did and thumbs down if you think we didn1t hear any facts about stars. We did hear a lot of facts in this story, and that1s not all the facts we can learn from this book. /ere are the last few facts we are going to talk about in this book. #he teacher will read the last page of the book with star facts and then say, ).id you listen closely as ( read, ( hope so because now we are going to work with our group and sort statements to see if they are facts or opinions.:#"$$; We remember that an opinion is something that we think but they aren1t facts. $ike my opinion is that +labama football rocks, but 4rs. Pilkington1s opinion is that +uburn football rocks. 5either one of those are a fact, they are opinions. <ut 4rs.Pilkington and ( agree on the %+3# that both teams play football. (t is a fact because we can prove it.:4odel; So think about that when you are sorting your statements into facts and opinions. #he teacher will continue with the lesson by saying, )Please listen very carefully as ( give you instructions. *n your table is an envelope in that envelope there are five stars. ( want the student sitting at the end of each group to take out the stars carefully and place them in the center of the desks. Please do that now, and then have a seat.- #he teacher will wait for all groups to remove their stars. #he teacher will then say, )5ow as a group you will read the statements and determine if they are a fact or an opinion. "ach person should have a star. "ach person will read their statement to the group and then the group will decide if it is a fact or an opinion. : uide; #here will be four facts and one opinion in each group. (f the statement is a fact, lay them on your desks. (f it is an opinion, put them in the opinion box. ( will have the opinion box with me. *ne student from

each group will bring the opinion to me. : uide; (f the sentence you bring to be put in the opinion box is a fact instead, ( will send you back to your group to figure out which sentence is an opinion. *nce you have finished, please sit quietly until everyone is finished. ( will be walking around to help. : uide;$et1s begin.#he teacher will walk around and listen and assist student through the word sort : uide;. *nce the students have finished the word sort, :+pply; the teacher will continue guiding the students through the lesson by saying, )5ow that we have our facts, it is time to write in our four square. Please take the four squares out of the envelope and place them on your desk.:+pply; Please take your pencil out and write your name on your four square, then place your pencil in home position. $et1s take a closer look at our four squares. ( have typed sentence number one or the topic sentence for you. 7ou will put your facts in section two, three, four, and five. So if ( am with your group ( would write the sentences that are written on the stars. So you have four stars with facts and you have to write those facts on your four square.:#ell; roup one will write, 63ooler stars are red1 in section two. #hen they would write, 6Warmer stars are yellow.1 in section three. 5ext they would write, 6/otter stars are bluish white.1 in section four. #he last fact goes into section five. 5ow every group has a different topic so each group will be writing different facts in their four square.:4odel; So, everyone in this group will have the same sentences. <ut their sentences will be different from the other groups. .oes everyone understand,#he teacher will continue, )( think the best way to do this is for all the stars to be placed on the desks. (f you look closely at your stars you will see they have a number on them. #his is so you know which section to copy the sentence into on your four square. 7ou may work with a partner and share the star. <oth people can write the sentence then pass it to someone else until all four sentences have been written.: uide; When you have finished please sit quietly until everyone else has finished. ( will be walking around to help. 7ou may begin.- Students will write their facts onto the four square. :+pply; #he teacher will help students as needed. *nce the students have finished the teacher will say, )( think we have all finished our facts, so now it is time to share. ( want you to find one student from another group to read your facts to, and then listen as they read their facts to you. 7ou will need to get up and move around the room to share your facts. Pay close attention because ( will ask you to tell me a fact your partner told you. *nce you have both read your facts, turn in your four square on the horse shoe table and then have a seat and sit quietly until everyone is done. 7ou can find your partner now.-

*fter: *nce all of the students have read their facts to their partner, the teacher will say, )5ow let1s go around the room quickly and tell a fact you learned from your partner. When you share your fact ( want you to use a complete sentence to tell the fact by telling who told you the fact, and what the fact was. (f ( learned a fact from 4rs. Pilkington, ( would say, 64rs. Pilkington told me that stars are different colors.1 See how ( used a complete sentence,:4odel; *kay, let1s start with #ide. #ide what did you learn from your partner,-

 #he teacher will listen and then guide the students through the rest of the class providing an answer. :+pply; *nce the class has given facts, the teacher will say. )$et1s look at our ob'ectives for today again. ( want you to give me a thumbs up if you think we did each of these. .id we listen to an informational story, .id we sort facts and opinions, .id we write facts in our four square, .id we share our facts with another student, .id we share a fact we learned from someone else, We did do all those things. #he teacher will conclude by saying, )7ou all did a wonderful 'ob2 ive yourself a pat on the back2 ood =ob22aterials Pencils %our square paper Star facts and opinions *pinion box Stars with students names Student friendly ob'ective chart paper PowerPoint with telescope, binoculars, star map, and star pictures Self4E,aluation /< )art reflection1 .ef e$t on t#e fo owing e e(ents. A paragrap# 5at east fi'e senten$es6 is re/uired for *A7- e e(ent. 2ague or nonspe$ifi$ state(ents su$# as 8t#e kids iked it, or it went we 9 are not a$$epta% e.
1. .ef e$t on t#e su$$ess of t#e esson. W#at went we 4 ( was so happy with this

lesson. #he students were active and attentive as we learned facts about stars. 4ost of the children followed directions and performed well. ( was happy to see the students do the work that ( challenged them with today. #he sentences were appropriate for each group. "ach group was challenged but not frustrated. ( only read parts of the book which gave them a reference for the facts they sorted without boring them or becoming too much information for them to handle. ( was also pleased with the amount of time it took to do this lesson. ( didn1t run over my time or try to put too much into the lesson. ( was very pleased with this lesson
2. .ef e$t on t#e $#a enges of t#e esson. W#at presented a $#a enge4 #he only

challenge ( faced was the one little boy that refuses to follow directions and instead of listening and participating, he pouted because ( changed his group. #his child never follows directions for me or 4rs. Pilkington so ( was not really surprised that he was the only one not trying. ( did not let him become the focus of my attention and refused to let him bring the lesson to a halt. #he other challenges, ( addressed during the planning of my lesson by having different levels of challenge for each group. ( worked closely with my "$1s to insure they understood what was expected of them and therefore avoided confusion that could have slowed the lesson down. ( had no other challenges during the lesson which may be why ( feel so very positive about the lesson.
3. .ef e$t on t#e student earning. -ow do you know t#at t#e o%&e$ti'es were (et4 (

believe my assessments all allowed me to determine the level of understanding of

each student. +fter sorting facts one student from each group brought me an opinion star which allowed me to determine if as a group they understood the difference between fact and opinion. Reading their facts to a partner allowed me to observe their understanding of facts used to make a point. #he sharing of a fact heard from another student allowed me to assess their ability to hear a fact and present that fact using a complete sentence. ( believe we accomplished the ob'ectives, and that actual learning took place today.
4. *xp ain #ow t#e p anning pro$ess for t#is parti$u ar esson $ontri%uted to t#e

esson:s o'era su$$ess. #he planning of this lesson was critical to its success. #he planning made the lesson smooth and effective. #he planning of which sentences were used for each group, as well as the grouping of students helped each group work about the same amount of time. ( believe the students were appropriately challenged and no one lost interest. ( believe the planning was the key to the success of this lesson in con'unction with the fact that ( did not try to put too much in the lesson. ( think my being prepared and having all needed materials ready for the students in an envelope found on their desk made all the difference in the world. ( am very pleased with this lesson. ( believe it was successful due to the planning.
5. .ef e$t on your next steps for growt# as a tea$#er. W#at wi you go forward wit#

fro( t#is esson4 W#at wi you do next4 ( am very pleased with the lesson and would use it again if ( were to work in second grade. ( think the key to its success was making sure each student was working at the appropriate level. <y differentiating the material for all levels present in the classroom, ( believe it was much more effective. ( will carry that knowledge forward into other lessons remembering that the extra effort is well worth it. (n my next lessons ( will combine all the things ( have learned from my previous lessons with the knowledge that differentiation is a valuable tool.

Digital *rtifacts of 3lanning- Teaching- Stu#ent Wor; /Do not inclu#e actual sam)les- #igital artifacts are re(uire#1 Atta$# digita artifa$ts of t#e fo owing and a%e as su$#0
*'iden$e of p anning- (ateria s $reated, supp ies gat#ered, essons pra$ti$ed *'iden$e of tea$#ing- $#arts (ade, pi$tures of esson in progress 5does not #a'e

to in$ ude $#i dren6, pi$tures of te$#no ogy use

*'iden$e of student earning- student produ$ts, w#at was written, drawn, $reated.

Actual items will NOT be accepted. Digital artifacts are required. Please attach photographs of the above. Please see examples in class. This requirement is nonnegotiable and must be adhered to in order for our lesson to be accepted for grading.