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Writing Lesson Plan

LESSON RATIONALE
Students at the Kindergarten level are still learning words and can use pictures to help supplement words when writing.
The students will be able to meet one specific writing trait, voice, by focusing on the story and simply writing instead of
the mechanics of writing. Students will also work on and be reminded of respect for others throughout the lesson.
Use your understanding of child development and learning as the basis for planning this lesson.
(CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standards
A. Goals— Students will understand be able to write with words and pictures.
Students will revise their writings to clarify.
B. Objectives— After this lesson, students will show their ability to narrate a story using pictures with some words.
Students will revise their work by adding necessary details.
C. Standards: K.W.3.3 Use words and pictures to narrate a single event or simple story, arranging ideas in order.
K.W.4 Apply the writing process to –With support, revise writing by adding simple details; review
(edit) writing for format and conventions (e.g., correct spelling of simple words, capitalization of the
first word of the sentence).
(CAEP K-6 3.c)
II. Management Plan
 Time:
o Anticipatory set – 3 minutes
o Example – 3 minutes
o Provide information – 5 minutes
o Writing – 15 minutes (about 7 minutes for each conference)
o Closure – 5 minutes
 Space: Beginning on carpet, writing at desks, conferences at teacher’s desk, closure at carpet
 Materials:
o Papers for stories
o Book
o Pencils

PLAN FOR INSTRUCTION


III. Adaptation to Individual Differences and Diverse Learners – This lesson includes writing stories. However, they will
be able to use pictures to tell their story as well and those that cannot write words or sentences can rely on the
pictures to tell their story. The book Are You My Mother? can be changed out for a different book with multiple
characters that demonstrate use of voice such as Katy No-Pocket. This can be done if a student might not be
comfortable with a book about looking for a mother.
CAEP K-6 1.b)
IV. Lesson Presentation (Input/Output) (CAEP K-6 3.d-f)
o Mini lesson (Whole Group)
 Anticipatory Set
o “How are you today?” (say hurriedly)
o “Isn’t today a lovely day?” (say slowly)
o “Tell someone in a fun voice just like mine, what you plan on doing after school
today.” (say quietly)
 Purpose Statement
o “Today we are going to work to make unique stories. We are going to explore ways
to have different characters with different ways of talking in our stories. If we want
to write something interesting, it will have to have more than just one character
who always talks the same.
 Introduce Trait - voice
 Share Examples
o Read Are You My Mother? Emphasize the different voices each character has.
 Provide Information
o “Can you help me write a short story like the one we just read that has lots of
different characters?”
o Come up with 3 different characters, most likely animals, and have them go search
for something.
 Supervise Practice
o Students will write their own story with multiple characters
 Check for Understanding
o Writing
 “Just like the story we wrote together, I want each of you to create your own story with
different characters. Use pictures and words to write whatever story you want that has
different characters.”
o Conferences
 Work with two students during this lesson time. This can be continued throughout the next
couple weeks.
 With first student, who mostly is using pictures to describe their story. Find pictures they
have drawn that can be described with very simple words and write, prompting them to copy
the word. When they are done, story can be hung up on the board.
o Talk specifically about the characters they have created, having them “read” the
story out loud, helping them come up with voices for the different characters.
 With second student, who is able to write a few words go along with their pictures. Help them
to group words together to create short sentences describing the story. Instead of saying ‘he
said, she said’, draw pictures to show what the character sounds like. If they’re excited, draw
an exclamation mark. If they’re sad, draw a sad face. When they are done, story can be hung
up on the board.
o Sharing (Whole Group)
 Divide class into pairs of two.
 “Share with your friend the way you showed the different characters. Tell each other what
they sound like, how they talk. Make sure to be respectful of what your friend has to say and
listen closely.”

V. Check for understanding.


 While this lesson is for writing, many Kindergarteners might not be able to write many words or sentences yet.
Those who might struggle with words will be able to use pictures to show their story and when I am able to
conference with them at some point, I can assist them in finding words to describe their pictures and solidify
their story and characters.
 If students seem to not be understand the idea of voice through using different characters, use the book to
demonstrate again. Choose one specific character and point out how they might seem angry or happy or some
other mood and prompt students to follow that idea in using voice.

VIII. Review learning outcomes / Closure


I would like for each of my friends to share what their favorite character was today. You can pick a
character you created, a friend created, or we created together earlier. Draw a 2-minute picture of the character
and make sure you show how they would talk. When you finish with your character, you can show a friend who
has also finished.

PLAN FOR ASSESSMENT


 Formative: During conferences, take mental note of how students have written their stories, either with pictures
or with words/sentences. Listen as students are using different voices to greet their peers and offer ideas of
voices if students are not participating.
 Summative: Specific notes can be collected during conferences. Who can write words to use with their story and
is just using pictures. The published works can be kept as form of assessment.
(CAEP K-6 3.a)
REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did the time allowed work well? If not, what could be altered or removed or added?
9. What could I add if I had more time?

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