Michelle Lee

Elementary Inclusive Preservice Program Lesson Plan

Lesson title: Planning out our pages How to writing Grade/age level: 1st Date (intended teaching date): Wednesday 04/02/14

Learning Objective(s)
What do you want students to know, understand, or be able to do as a result of this lesson?

Students will plan out the pages in their how-to books, making sure that they have enough steps to fill the pages in their book drafting process Focus: I can plan ahead the steps of my how-to book. In their how-to books, students should have post-its on each page noting what step will go on that page. They should be able to pace their steps, making sure not everything goes on one page, but each step is in sequence leading up to the final product. I will look for students being able to adjust and edit their steps. Some will realize that they put too much on one page and do not have enough instructions to fill the book, some will realize that they ran out of space. Students will understand how to pace their writing, and learn that planning is an important part of drafting.

Evidence for assessment

Where will you look (product, performance, documentation you create, etc.) for signs of student learning? What will you look for? What are your criteria? (examples of statements or actions that would show the particular kinds of understandings, learnings, &/or skills you are after?)

Rationale
Why are you teaching this lesson? What connections does it have to standards? Does it connect to students interests, strengths, and needs?

I noticed many students clumping instructions in one to two pages, and not having anything for the rest of the pages in their how-to books. Some realize and have tried to go back, but they are still stuck. Some begin making up steps to fill up the pages that do not relate to their how-to topic. I think this lesson will be a very useful lesson as students are in the process of drafting their books and come at an appropriate time before students move onto their final copy. It relates to a student need.

Prerequisite Knowledge Students have experience with how-to text features and have engaged in how-to
What prior knowledge are activities (making paper airlines, making paper animals). They know that you counting on? Will this be instructions need to be step by step, but they are not applying it to their own a problem for any of your students and if so, what will writing. I will refer to these how-to activities, show student work, and a teacher you do?

mentor text to reiterate the teaching focus.

Learning Experience
In each section below, specify the sequence of instructional activities. Consider how you will manage materials, bodies, and time. Use small boxes to indicate time.

Starting It

How will you invite students as into the learning experience?

Boys and girls, I noticed something very interesting yesterday you all were drafting your how-to books. I noticed that we were clumping too much information onto one page, and that left us with pages left over in our book! If Im writing a how-to on how to take the subway, and my first step/page is to buy a metrocard, and the second step/page is to go and take the subway, what will go on the rest of my pages? I need to stretch out my steps because Im teaching how to take the train to someone who has never done it before. So they need to know every little step and detail, so that if they were to read my book, they can read my instructions and successfully be able to take the train. (Maybe model with teacher-made book) I have some quick tips for you, to avoid this problem. One tip is to count on your fingers. Every put up your hand. Our 5 fingers can represent our 5 pages in the book. Now think about your how-to topic that you chose. Whisper into the air, and count on your fingers what steps will go on each page. (MODEL). If you notice that youre only on your 3rd finger, but finished telling all the steps of your topic, then we need to go back and think smaller steps. We need to stretch it out so that it goes across all our fingers. When you think you have all your steps planned out, I will give you post-its. Use these post-its to write down each step and stick them on the page they go on. (MODEL). Remember, we arent writing on the pages yet. We will do that later in the day when we continue drafting. Right now, we are just planning. This way, later when we do go back to our writing, we will know what goes on each page and we will have planned ahead for our writing. -Dismiss students to their writing groups, give them post-its and their how to books as they are dismissed -Students will work in groups to plan their pages.

mins

Doing It
Outline your sequence of instructional moves including participation structures, materials, intellectual resources, and time allotted. Is there a product or performance you will be expecting students to create?

mins

Finishing It

Allow some students to share, especially the ones for whom the

How will you bring students to closure with this learning experience and connect it to future learning?

post-it activity really changed their drafting process. Show student work and the difference before and after.
mins

Materials Needed

Student how-to books, pencils, post-its,