Title: Demo Lesson- Writing

Time Allotted: 30 minutes

Grade Level: Kindergarten
Ingrid Wolfe
Essential Question: How can I become a better writer when writing my kindergarten stories
during writing?
Standards:
CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts
in which they name what they are writing about and supply some information about the topic.

Learning Objectives
-Students will be able to write about a theme
consistently throughout their story.

Assessments
Informal- Teacher observations and students
responses to questions.

-Students will be able to fill up their page

with writing, as opposed to leaving a lot of
empty space/

Formal- Students additions/changes to their

books.

Materials: The Very Hungry Caterpillar book, teachers home-made books, activboard, pencils,
crayons, markers, paper.
Prior Knowledge: Students have been writing books for a few weeks prior to this lesson. They
learned about what a cover is, and what should be on it to help a reader know what the book will
be about. The students also learned to label or write in their story using good fit words, and
sound spelling.
Procedure: (10-15minutes)
1. Discuss with students how they previously learned how to write a book about a certain
topic. Readers were able to figure out what their book was about because of what was on
their cover, words as well as pictures or colors used.
2. Draw attention to how the teachers have been noticing that some friends will put one
thing on their cover for what their book is about, but will put completely different

pictures and labels in the book. Good writers are consistent with their writing, meaning
they generally write about the same topic throughout their book.
3. The teacher will then read the book The Very Hungry Caterpillar. Prior to reading the
teacher will tell the students to listen to find out if the author is consistent with his topic
that is on his cover. We will discuss what the students heard at the end of the book.
4. The teacher will pose some questions about the text, leading the students to the
conclusion that the author kept his topic consistent throughout the book, and thats what
good writers do. Some questions will be:
a. What did you notice about this book?
b. Did the author write about caterpillars throughout the whole book?
c. Is there a cat in this book? Why not?
5. Next the teacher will pull out two books that she made. She will describe to the students
that one book was written by a good writer (consistent topic), and one doesnt have all
the qualities of what a good writer would write. She will go through the contents of each
book, and see if they can point out which is which. The teacher will be asking the
students why they believe one book is the good writers book while the other one isnt.
6. The teacher will draw the students attention to the activboard and point out how some
people are also making their pictures very small and hard to see in their books. Good
writers want to write large pictures and words, and fill up the page. She will draw a small
picture on the board, then compare it to a larger image of the same picture, and ask the
students to explain which picture is better.
7. Lastly, the teacher will ask the students the two things they just learned that good writers
do. Once they stated the two learning points of the lesson, the teacher will call the
students back by tables to get their writing supplies and continue writing their book using
the things we just learned about.
8. Teachers will circulate around the tables to help students with sound spelling words or
phrases.
9. After about 10 minutes the teacher will have all students stop writing, and put their
writing in their cubby. All students will head to the rug to listen to 2-3 students share
their stories to the class, and provide questions or comments, hopefully directed towards
what we learned good writers do today. Such as I noticed you drew pictures and wrote
some words that took up your whole page.
10. Before the students pack up for the end of the day, review with them one more time the
two things they learned that good readers do. Then the teacher will call the students table
by table to clean up and pack up their things to go home.
Differentiation:

Interactively modeling with the class on the activboard what size the pictures in their
books should be.

Providing a visual aid of books written by good writers and a book that doesnt follow all
the rules good readers should follow
Teachers will circulate around the room while the students are working independently to
provide one on one assistance for spelling help, or to help redirect them towards good
writing.

Classroom Management:

I will use some Responsive Classroom techniques, such as:

o The language I notice. For example, I notice some of our friends are quietly
listening for the instructions from the teacher so they know what to do next.
o Reminding the students, if necessary, that they are not taking care of our
classmates if they are talking during the lesson or distracting others. (Taking care
of others is one of our class rules).
o When transitioning to their seats, if the students are too loud or aggressive, they
will be asked to return to the rug and try again the way kindergarteners should
behave when walking back to their seats.
o If students get too loud the teacher will ring the chime, and the students stop what
they are doing and look at the teacher. Once the teacher has the attention of all
the students she will inform them that their noise level is too high, and it needs to
be lowered.