Baikd Part B

Lesson 1
Title
Lets Research Our Animal!
Grade Level
Subject
Unit of Study
First Grade
Reading/Writing
Main Idea and Supporting Details
Overview
Students will become researchers and experts to create an informational text about an animal of their choice.
The literacy skill of this lesson segment focuses to identify the main topic and supporting details. Teacher will
provide resources to aid students in their research. Students will begin at the prewriting stage of the writing
process. Students will select an animal (topic) and choose the appropriate resource to search for information.
Students will be given time to research their animal and look for key details. Students will be given a graphic
organizer to record their details from the text.
Central Focus (Enduring Understandings)

The central focus of the literacy content is to determine and identify the main topic and support it with details by
gathering, interpreting, and analyzing evidence from the text. The goal of this learning segment is for the students to be
able to analyze text and find meaningful and purposeful details from a story. Teacher will model identifying the main
topic and analyzing text to find details that support it for the students to do themselves. Think-aloud will be utilized to
model the process of identify, analyze, and organize main topic and supporting details. Students will go through the
writing process (prewriting, drafting, revising, editing, and publishing) to complete their informational book.
Not everything we read in a book is true.

Determining important text is essential to become career and college ready.
Content Standard(s)
Common Core Standards for Reading
CCSS.ELA-LITERACY.RI.1.7
Use the illustrations and details in a text to describe its key ideas.
Identify the main topic and retell key details of a text.
Common Core Standards for Writing
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide
some sense of closure.
edTPA Lesson Plan Template: Elementary Education Program (EEP) College of Education University of Hawaii at Manoa
Assessments
Formative Assessment:
Students will be given opportunities during whole group instruction to think, pair, and share (buddy-buzz).
(Prewriting) Students will be given time to read and research to become experts on their topic.
(Drafting) Students will be given a graphic organizer to help organize details from the book.
Students Prior Academic Knowledge and Assets

Students are able how to identify main topic of a nonfiction literature text. Students are able to retell facts from
the text to support and relate to the main topic. Students are able to sequence events, answer key questions from
a text, compare and contrast, and describe the setting and characters of a story.
Academic Language and Language Supports
Language Function:
Analyze
Identify
Retell
Language Demands:
Analyze and interpret text, identify main topic, retell supporting details/facts, and rewrite in their own words.
Students will organize their details/facts on an organizer. Students will write personal interpretation of words in
relation to text. Read aloud to partner.
Vocabulary:
Main Topic
Key Details/Supporting Details/Facts
Retell
Identify
Writing Process (Prewriting and drafting)
Syntax:
Passive Voice
Steps for identifying details in a text:
1. Does the detail sound like an opinion? Would that make a strong detail?
2. Is the sentence describing a picture in the text? If so, would it be a fact or a caption?
3. Does the detail describe or tell more about our topic?
Discourse:
-The main topic of the text is ____.
Instructional Strategies and Learning Tasks

Teachers will.
Students will
Introduction
1. Gather students to the learning mat. Introduce
the storybook that they will be creating.
Students will create an informational text about
an animal of their choice. Students will
identify the main topic of their nonfiction
literature and find key details. In their final
product, students will have a title page, four
pages of details, picture/drawing to support
each page, and an opening and closing
sentence.
2. Students will be going through the writing
process to guide their writing to completion. In
this lesson plan, students will be prewriting
and drafting.
3. Identify the learning target and objective of
this lesson.
What is the main topic of a story? Use

different books in the classroom library
that have already been read aloud to
identify the main topic of the story.
How do they know this is the main

topic? Can they find evidence of
supporting details that relate back to the
main topic of the story? Have students
retell key details from the story to
check for understanding. Allow
students to buddy-buzz before sharing
aloud.
1. Answer and ask questions during read aloud.

Students will buddy buzz and share with the
class their ideas. Students will retell key details
from the text and identify the main topic.
Prewriting
2. Students will select a book and topic that is
appropriate for their reading level. Students
will read their book twice and read to their
partner. Students will brainstorm ideas and
select details that they will want to write in
their informational text.
Drafting
3. Students will complete organizer and list 4
supporting details to their main topic.
4. Teacher will read Butterflies by Melvin and

Gilda Berger. As the teacher reads aloud,
teacher will model and select sentences from
the book to determine whether it is a detail or
an opinion. After completion, have students
identify the main topic and share key details
and facts from the text. Read aloud parts from

the text that is neither a fact or supporting
detail. For example, Look at how beautiful
the wings are!
Informal:
Does this statement help readers learn

more about the main topic?
Is this sentence supporting the picture

in the story? If so, would I want to
write that in my informational text?
What makes a good detail?
Prewriting
5. Send students back to their seats and lay out all
the books onto a table. Release tables to choose
a book. Instruct students to choose a book that
is an appropriate reading level; something
neither too hard nor easy.
6. Allow time for students to read the book twice
to themselves. Have students pair together and
partner read.
7. Remind students that the prewriting stage is a
time for students to become experts in their
topic by researching and brainstorming ideas.
No writing will take place during this stage.
Drafting
8. Pass out graphic organizer and have students
complete it using their informational text.
Students must identify their main topic (their
animal) and find 4 key details from the text
that supports the main topic of the nonfiction
literature. Students may copy text directly from
the book. Have students complete all 4 details
before writing their opening and closing
sentence.
Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs
of students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
504/IEP- Refer to 504/IEP plan to adapt lesson for student(s).
Struggling Allow additional time for students to complete. Give explanations in small, distinct steps. Rewrite
students writing if the student has a difficult time reading his or her own writing.
Accelerated- Have students create captions for their writing with approval from teacher.
ELL/MLL- Have students reread their writing back orally. Allow additional time for students to complete. Give
explanations in small, distinct steps.
Lesson 2
Title
Opening and Closing Sentences and Revising
Grade Level
Subject
Unit of Study
First Grade
Reading/Writing
Main Topic and Supporting Details
Overview
Students are continuing to draft their informative book. In this lesson, students will learn how create an opening
sentence to lure readers in their writing (hook) and how to write a closing sentence to either summarize their
writing or provide closure for the reader. Students will be able to move on to the next step of the writing process
and begin revising. Students will reread their writing to themselves and a partner to figure out ways to correct
and/or improve their writing.
Content Standard(s)
Assessments
Formative Assessments:
Students are able to self assess their writing piece.
Student provides an interesting way to open their writing piece (hook).
Student is able to introduce their topic in their opening sentence.
Student is able to provide a sense closure for their writing piece.
Students are able how to identify main topic of a story.
Students are able to retell supporting details and facts that relate back to the main topic.
Students are able to sequence events, answer key questions from a text, compare and contrast, and describe the
setting and characters of a story.
Students are able to write opening and closing sentences for opinion writing pieces.
Language Function:
Analyze
Identify
Retell
Language Demands:
Students will organize their details/facts on an organizer. Students will write personal interpretation of words in
relation to text. Read aloud to partner.
Vocabulary:
Main Topic
Retell
Identify
Revising
Opening and Closing Sentences
Syntax:
Steps for writing an opening and closing sentence:
1. How can I lure my reader in? Can I form a question? Is there an interesting fact that can excite the
reader?
2. How can I provide a sense of closure for my reader? How can I let them know that my book is coming
to an end? Is there a way I can leave the reader wanting more?
Steps for revising:
1. Is there a way I can write this in another way?
2. Does this sound right?
3. Does my writing flow? Is it organized?
Discourse:
Did you know ?

Do you like?
I can make my writing better by

Teacher will
Students will
Introduction
Introduction
Gather students to the learning mat.
Students will gather at the learning mat. Students will

be attentive and answer questions as a whole class or
think, pair, share when asked to.
Opening Sentence
1. Review and discuss the way students used
opening sentences to introduce their topic in an
opinion piece.
2. Explain the difference between an opening
sentence for an opinion piece and an
informative piece. An informative piece
usually does not have the authors opinion but
instead tries to aim to lure the reader in and
make it interesting.
3. Discuss why it may be important to lure the
reader in as an author.
Opening Sentence
1. Students will discuss ways to write an opening
sentence to an opinion-writing piece.
2. Students will discuss different ways how
authors opened their book.
3. Students will discuss ways to write an opening
sentence for Butterflies by Melvin and Gilda
Berger.
Closing Sentence
4. A hook is used to reel in the reader just like

how a fishing hook is used with bait to lure in
fish. Having an interesting hook gets the reader
wondering and wanting more to read about the
topic.
4. Students will discuss ways to write a closing

sentence to an opinion-writing piece.
5. Discuss different ways students can hook a

reader into their writing piece.
6. Students will discuss ways to write a closing

sentence for Butterflies by Melvin and Gilda
Berger.
An interesting fact
Humor (joke)
A question
6. Read examples of opening sentences from

nonfiction literature. Discuss how the author
opened up their writing with an interesting
fact, question, or joke.
7. Reuse the book, Butterflies by Melvin and
Gilda Berger, and find ways to create an
opening sentence as a whole class. Write them
down on a poster sheet.
5. Students will discuss different ways authors

provided a sense of closure in their book.
Drafting
7. Students will draft their opening and closing
sentences for their informative writing piece.
Revising
8. Students will reread their writing piece. While
reading, students will ask themselves:
Does it sound grammatically correct?
How can I reword this better?
1. Review and discuss the way students closed

their opinion writing pieces.
Is there another way of writing this

sentence to make it more appealing?
2. Explain the difference and similarities of

closing sentences between an opinion and
informative writing piece.
Is it interesting?
Does my writing flow?
Closing Sentence
3. What is the purpose of a closing sentence?

How can we summarize our writing in one
sentence or provide a sense of closure for our
readers?
4. Discuss different ways students can provide a
sense of closure in their writing.
Asking a question
Restating facts
Telling the reader where to find more

information
Talk with your reader
5. Read examples of closing sentences from

nonfiction literature. Discuss how the author
closed their book.
6. Revisit the book, Butterflies by Melvin and
Gilda Berger, and find ways to create a closing
sentence as a whole class. Write them down on
the same poster sheet.
Drafting
1. Have students return to their seats to write their
opening and closing sentences.
2. Monitor student progress and assist as needed.
Revising
1. After completing their drafting, students will
need to go to the next step of the writing
process.
2. Revising is a step in the writing process that
focuses on trying to find ways to make our
writing better. Students will not be editing their
writing in this stage. Some questions to
consider when revising is
Does it sound grammatically correct?
How can I reword this better?
Is there another way of writing this

sentence to make it more appealing?
Is it interesting?
Does my writing flow?
3. Have students read their writing to themselves

twice.
Differentiation
Lesson 3
Title
Animal Storybook
Grade Level
Subject
Unit of Study
First Grade
Reading/Writing
Main Topic and Supporting Details
Overview
Students will continue working through the writing process and start to edit and publish their informative
writing. Teacher will model how to edit a writing piece by doing a sample paper with the class as a whole.
Students will be given time to edit their writing and finalize their writing with the teacher in a short one-to-one
conference. Students will start publishing and finishing their storybooks.
Content Standard(s)
Assessments
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
Content
ME
Student was
able to supply
6 or more
facts about
their topic.
Introduced
their topic with
a grabber and
provided a
sense of
closure.
MP
Student was
able to supply
at least 4-5
facts about
their topic.
Introduced
their topic and
provided a
sense of
closure.
DP
Student was
able to supply
at least 2-3
facts about
their topic.
Introduced
their topic OR
provided a
sense of
closure.
WB
Student was
able to supply
at least 0-1
facts about
their topic.
Did not
introduce their
topic and
provide a
sense of
closure.

Students are able how to identify main topic of a story. Students are able to retell supporting details and facts
that relate back to the main topic. Students are able to sequence events, answer key questions from a text,
compare and contrast, and describe the setting and characters of a story.
Language Function:
Analyze
Identify
Retell
Language Demands:
Students will organize their details/facts on an organizer. Read aloud to partner.
Vocabulary:
Main Topic
Retell
Identify
Syntax:
Passive Voice
Graphic Organizer
1. What are we looking for when editing our writing? Do we have capitalization? Punctuation? Correct
spelling?
Discourse:
Storybook; how to organize information and types of information to include.
Language Support:
Show examples, circulate and provide verbal and written feedback, make a list with whole class.

Teachers will
Students will
Introduction
Introduction
1. Gather students to the learning mat.

2.
Review steps of the writing process and

explain the next step: editing.
3. Editing is a step in the writing process where

the writer marks up their paper and fixes their
writing. Do I have my capitals in the right
place? Do I have punctuation in all of my
sentences? Is my spelling correct?
4. On a poster board, do an example and model
how to edit a writing piece as a whole.
today i went to disneyland with my family I
had a lot of fun. we rode many rides together
and took a lot of piktures. i wish we could go
back again very soon.
1. Students will participate to search for errors in

the writing sample. Students will look for
capitalization, punctuation, and spelling errors.
2. Students will reread their writing and edit.
Once completed, students will conference with
the teacher individually for further editing and
discussion.
Publishing
1. Students will create their front cover by
creating a title, writing their first and last
name, and illustrating their animal on the front
cover page of their storybook.
2. On the first page, students will rewrite their
opening sentence and first supporting detail
from their writing onto the page. Then,
5. Have students search for errors and go through

students will do an illustration to match their
each one together. What is wrong with it?
writing on the other side of the page.
What do I need to do to make it correct? Model Students will complete the first page along with their
with a red marker to show corrections.
illustration and do the same for all pages. Students
6. Instruct students to do corrections in red
should have 4 supporting details/facts (one for each
pencil. After students edit their writing, call
page), an opening and closing sentence, and 4
each student individually to hold a short
illustrations for each detail. This may take a course of
conference about their writing. Do further
several days to complete.
editing if needed.
Publishing
1. Instruct students to create a title, write their full
name, and do an illustration for their book cover.
2. Have students write their opening sentence and first
face on the first page of their storybook. Illustrate a
picture to match their writing on the blank page next
to their writing. Do not allow students to go ahead.
Students may not use pencil for their drawings.
Students may only use crayons.
4. As a class, repeat the same process for each page for
the second, third, and last fact with the closing
sentence. This may take a course of several days to
complete. Plan accordingly.
Differentiation

Baikd Part B

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Lesson 1

Central Focus (Enduring Understandings)

Not everything we read in a book is true.

Students Prior Academic Knowledge and Assets

Instructional Strategies and Learning Tasks

What is the main topic of a story? Use

How do they know this is the main

1. Answer and ask questions during read aloud.

4. Teacher will read Butterflies by Melvin and

and facts from the text. Read aloud parts from

Does this statement help readers learn

Is this sentence supporting the picture

What makes a good detail?

Did you know ?

Instructional Strategies and Learning Tasks

Gather students to the learning mat.

Students will gather at the learning mat. Students will

4. A hook is used to reel in the reader just like

4. Students will discuss ways to write a closing

5. Discuss different ways students can hook a

6. Students will discuss ways to write a closing

6. Read examples of opening sentences from

5. Students will discuss different ways authors

Does it sound grammatically correct?

How can I reword this better?

1. Review and discuss the way students closed

Is there another way of writing this

2. Explain the difference and similarities of

Does my writing flow?

3. What is the purpose of a closing sentence?

Telling the reader where to find more

Talk with your reader

5. Read examples of closing sentences from

Does it sound grammatically correct?

How can I reword this better?

Is there another way of writing this

Does my writing flow?

3. Have students read their writing to themselves

Students Prior Academic Knowledge and Assets

Instructional Strategies and Learning Tasks

1. Gather students to the learning mat.

Review steps of the writing process and

3. Editing is a step in the writing process where

1. Students will participate to search for errors in

5. Have students search for errors and go through

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