2019. 4. 29.

Unit Lesson 4 - Google Docs

Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: John Park

Date: 04/03/2019 Subject/ Topic/ Theme: First Draft Grade: 3rd Grade
I. Objectives
How does this lesson connect to the unit plan?
This lesson is to let the students write their first draft of the informational text about the topic they researched and organized.

cognitive- physical socio-e

Learners will be able to: R U Ap An E developme motional
C* nt
● Learn how to start writing their draft using the table of content U X X
● Use better word choice than ordinary words Ap X X
● Connect the organized information into writing/paragraphs Ap X X
● Create at least one page of writing (draft) C X
● Use craft moves (figurative speech) in there writing Ap X X
Common Core standards (or GLCEs if not available in Common Core) addressed:
3-W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly
3-W 4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task
and purpose.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write
the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite The students need to have their table of content, information lists, and linking phrases.
knowledge and skills. The students have experience of writing a draft before.

Pre-assessment (for learning): Starting question “How can we start a draft?”

Formative (for learning): The teacher will go around to look at students’ work/draft, and help students who ask
for it. Go around to each student to confer on their writing.
Outline assessment
activities Formative (as learning): The students will be able to use all the skills and information that they have prepared
(applicable to this lesson) until now to form it into a draft. They will remember from their previous unit of narrative stories to write the first
draft.

Summative (of learning): Gather the students back into a large group to share their first draft.

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of
Engagement
Provide options for self-regulation-
expectations, personal skills, and
strategies, self-assessment &
reflection
Allow the students to choose their
work space and pairs.
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback
The students can ask for
feedback from the teacher.
Provide Multiple Means of
Representation
Provide options for comprehension-
activate, apply & highlight
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
The teacher will ask one student
to summarize the expectation of
the lesson and what needs to be
done.
Provide Multiple Means of Action
and Expression
Provide options for executive
functions- coordinate short &
long-term goals, monitor progress,
and modify strategies
Long term: apply their gathered
information to form it into a
paragraph.
Provide options for expression and
communication- increase the
medium of expression
The students will have time to
confer and ask questions with
the teacher and have a chance to
share with the class verbally.

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2019. 4. 29. Unit Lesson 4 - Google Docs

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
The students have freedom of
space to work anywhere they
would like to.
Provide options for perception-
making information perceptible
If the students want to, let them
use Chromebook to type their
story.
Provide options for physical action-
increase options for interaction
Freedom of space.

Writing notebook
Pencil
Materials-what materials
Chromebook
(books, handouts, etc) do
text source from Stewart, M. (2011). Deadliest Animals. Washington, DC: National Geographic Kids.
you need for this lesson
Posters on the wall about craftmoves
and are they ready to use?
Table of content/ organized information about their topic
Idea adapted from Calkins, L., & Cruz, C. M. (2013). The art of Information Writing. Portsmouth, NH:
Heinemann.
Working area
Large circle
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 - The teacher will tell the students to go to - The students will go to their working area
minute their working area with a Chromebook, with their materials.
Motivation
s writing notebook. - The students will tell the teacher where
(opening/
- The teacher will check if all the students they are at with their work.
introduction/
are caught up with the previous lessons. If
engagement)
not let them work on that first. - The students are going to raise their hand
- The teacher asks the beginning question, and answer it.
“How can we start a draft? What method
can we use?”
20-30 - Tell the students to use the gathered
minute information to write their first draft of the
s writing.
- Ask “what is the role of the first draft?” - The student will think about the answer
- “Remember that first draft is not your final and discuss with a neighbor and share it
writing. So, do not be afraid to make with a large group.
mistakes and correct them in the middle. It
can be messy and all over the place. Don’t
hesitate to make changes.”
Development
- Tell the students that they could use the
(the largest
table of content as their guideline for the
component or
draft. They could follow the order of the
main body of
table of the content to start out the draft or
the lesson)
might write a short introduction of the
topic.
- As they are writing the draft, tell the
students to keep in mind different
component that is in a writing.
- Ask students what that might be. Talk with
your partner for 30 secs.
- “It is craftmoves, better word choices, and - Students will think about the answer then
descriptive.” But tell them to focus more discuss it with pairs and share it with a
on the finish writing the first draft. If they large group.

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are done then go back to look make

changes on the components.
- Tell the students that the teacher will go
around to check on the students as they are
writing to see their progress and help
them.
- Ask one student to summarize what is
expected to be done for this lesson.
- Before letting the students work, ask the
students who are not at the stage of writing - The students will summarize what needs
their draft to raise their hand. to be done.
- Ask those students to meet the teacher in - The students who are not done with their
one corner of the classroom. previous works will raise their hand and
- Confer with each student to check where meet together at a corner
they are and what parts they need help - Those students will work on their previous
one. And tell those students to finish and works to catch up until writing the first
catch up with the rest of the class. draft.
- Let the students go to their working spaces - The students will go to their working area
and start working. to work on their draft.
- The teacher walks around to check on
students as they are working.

5-10 Closure - Gather the students back into a large - The students will gather back in the large
minute (conclusion, group group.
s culmination, - Ask volunteers to share their draft or what - Few students will raise their hand to share
wrap-up) they worked on during class today. their draft.
- Maybe ask the students to comment or - Some students will give their opinion on
give feedback. the peer’s draft and give short feedback.
- Sum up with asking how they started to
write their draft.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson if you had a chance to teach it. If you did not teach this lesson, focus on the process
of preparing the lesson.)
This lesson would not as intense and information burden for the students. The main theme of the lesson is writing the first draft of
their nonfiction topic. If I would teach this lesson, I would prepare a small discussion on how to start the first draft. I would let the
students sit in their working areas with all their materials. Then, I would start my lesson on the first draft and the key point is to let the
students know the first draft does not need to be perfect. I will start the discussion with “how can you start to write nonfiction?”. The
students are expected to answer the questions. Then I will tell them to pull out their table of contents that they made in the previous
lesson. It is to use it to draw connections from the previous lessons. I can review the purpose of the table of content and explain that
the table of content would be a great brainstorming place. They can follow the order of their table of content if they do not know
where to start, but it is not only restricted by that and it is important to tell the students they can start on main points that they are most
interested in writing. This would a connection with their previous unit of narrative where narrative stories need to be written in order
of the event happened, but nonfiction does not need to be restricted in order. The students can start where ever they would choose too.
Also, mention about craftmoves that they learned in the past and refer to the posters in the classroom. Tell the students to use those
craftmoves to make their writing more creative and lively. However, I will make sure to emphasize more on finish writing the draft
itself rather than trying to use craftmoves and not finish their draft. Tell the students to focus finish draft then come back to add in
craftmoves.

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Before letting the students go off to work, I would check for my potential barrier of the lesson which is not all the students being on
the same page. Some students might still work on previous lessons work. I would ask the students to raise their hand if they are not
ready to start on their first draft. Those students would be gathered in one corner of the classroom and the others will start on writing
the draft. The students who are a bit behind would meet with me to see where they are in the process and give them advises and help if
they ask for it. It is important to tell the students that it is not a race, and it is important to move on your own pace not comparing with
their peers. This would also help my personal growth of improvising part of my lesson into having conferring time with those students
who are behind and letting them work on previous work to catch up the rest of the class. It would be important to have a good attitude,
teaching with love and showing that I treat all the students equally. The way to assess the students are ending the end of class, the
students will gather up in a large circle to share what they worked on today, how much they accomplished and maybe read or share the
work that they did today. From this, I would know how way most of the students are and decide to move on to the next lesson
tomorrow or decide to give the students one or two more days of work time.

Michigan K-12 Standards for English Language Arts. (2019). Retrieved February 22, 2019, from

https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf

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