USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos

Grade Level Being Taught: K Subject/Content: Writing- Group Size: Date of Lesson: 11/1/17
Interactive Whole Group

Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.K.L.1.1Demonstrate command of the conventions of standard English grammar and usage when
(You should include ALL applicable writing or speaking.
standards. Rarely do teachers use
just one: theyd never get through a. Print many upper- and lowercase letters.
them all.) b. Use frequently occurring nouns and verbs.
c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
f. Produce and expand complete sentences in shared language activities.

LAFS.K.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation,

and spelling when writing.

a. Capitalize the first word in a sentence and the pronoun I.

b. Recognize and name end punctuation.
c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).
d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Essential Understanding
(What is the big idea or essential We will explore different attributes we can use in our writing to tell more about a person, place, or thing.
question that you want students to
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you

teaching?
(Student-centered: What will
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Writing- Group Size: Date of Lesson: 11/1/17
Interactive Whole Group

students know and be able to do

after this lesson? Include the
ABCDs of objectives: action, Given a list of descriptive words, students will be able to compose a piece of writing showing at least one
behavior, condition, and degree of descriptive word in their pre-writing and/or writing.
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: This objective is being taught in order to familiarize students with descriptive words. This lesson will also
Why are you teaching this help expand students writing vocabulary and understanding. This lesson fits with the larger writing goal
objective? of being able to write to tell a story. Students are still learning print-concepts and phonemic concepts, but
Where does this lesson fit with continuous support and engagement in the writing process, they will soon be able to draw and write
within a larger plan? stories. I am teaching writing in an interactive way in order to give students the responsibility of our
Why are you teaching it this writing piece and engage them more.
way?
Why is it important for
students to learn this concept?

Evaluation Plan- How will you I will know students have mastered this concept when
know students have mastered They offer insight to the writing process during interactive writing (formative)
your objectives? They identify descriptive words during interactive writing (formative)
They draw and label things that we can describe during interactive writing (formative)
Address the following: They draw and label things that they can describe during independent writing (summative)
What formative evidence will They attempt to write a sentence using attributes related to their pictures (summative)
you use to document student
learning during this lesson?
What summative evidence will
you collect, either during this
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Writing- Group Size: Date of Lesson: 11/1/17
Interactive Whole Group

lesson or in upcoming lessons?

What Content Knowledge is

necessary for a teacher to teach Students interests/ backgrounds
this material? How interactive writing works
How to spell phonetically
Types of candy that students would be familiar with
Student levels of writing

What background knowledge is What is an attribute? An attribute is a word that describes something and tells more about it.
necessary for a student to How can we use attributes in writing? We can use attributes when we write about people, places,
successfully meet these and things. We can add attributes to sentences to help a reader know more about what we are
objectives? writing.

How will you ensure students

have this previous knowledge?
Who are your learners?
What do you know about them?
What do you know about their
readiness for this content?

What misconceptions might

students have about this content? Students might think the attribute is the actual name of the candy we list.
Students might substitute the attribute in place of the noun.
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Writing- Group Size: Date of Lesson: 11/1/17
Interactive Whole Group

Lesson Implementation
Teaching Methods Interactive Writing
(What teaching method(s) will you
use during this lesson? Examples
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)

Where applicable, be sure to

address the following: 1-2 1. Introduction: Ask students to think about something interesting we could
What Higher Order Thinking min. write about today. Say, Something interesting to me was celebrating
(H.O.T.) questions will you ask? Halloween last night! Did anyone go trick or treating? Did you get lots of
How will materials be candy? I love candy!. Lead the conversation so that students agree to
distributed? write about candy.
Who will work together in 3-5 2. Pre-writing: Talk about candy we got for Halloween- make a T chart of
groups and how will you min. candy on one side and words to describe that candy on the other. Head
determine the grouping? the chart Halloween Candy. Have students provide descriptive words
How will students transition and then agree on what to write. This will guide our writing piece.
between activities? 2 min. 3. Interactive Writing- Draw & Label: Write Our Class at the top of the
What will you as the teacher do? paper since the entire class is writing together. Ask students what else
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Writing- Group Size: Date of Lesson: 11/1/17
Interactive Whole Group

What will the students do? should I put at the top of my paper? Students will suggest the date. Have
What student data will be one student come up and write the date 11/1/17. Say, Since we agreed
collected during each phase? to write about candy, what do you think our pictures should include?.
What are other adults in the Students should suggest candy from the chart we made. Draw a piece of
room doing? How are they candy and then ask someone to come up and label the candy for us. Ask
supporting students learning? the class to help by sounding it out and then saying the letters we hear in
What model of co-teaching are the word. Repeat this step, asking for more suggestions of the different
you using? candies we got for Halloween.
8 min. 4. Interactive Writing- Sentences: Explain that now we have a few things to
write about, its time to tell more with words. Ask students for
suggestions on our first sentence- supply sentence stems such as I
like, I have, or I got. Once we agree on our first sentence, write
the stem part of the sentence and have a student write the descriptive
word or the noun. Ex- I like candy, student would write the word candy
only. Use this opportunity to ask the class what we could do if we didnt
know how to spell candy (look at the T-chart, write the sounds we hear in
the word). Ask the class what goes at the end of our sentence. Have a
different student write the end punctuation. Begin the next sentence with
a lowercase letter and wait for a student to correct it. When they point
out the mistake, allow the student to come up and fix the letter. The next
sentence should be a descriptive sentence such as, Candy is sweet,
Some candy is sour. Ask students, What can I tell about candy? Why do
we like candy? Lets write about that. Select a student to help write a
word and select a different student to put the end punctuation. Stop
writing and explain that students are going to write on their own now.
They may use the example since we wrote it together.
Remai 5. Conclusion: Do the MAC and pass out papers.
nder
of
writin
g time
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Writing- Group Size: Date of Lesson: 11/1/17
Interactive Whole Group

What will you do if a student struggles with the content?

I will make a personalized list of attributes with the student for them to keep at their desk.

What will you do if a student masters the content quickly?

I will ask the student to revise their sentences to tell me more.

Meeting your students needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
This lesson connects with my students interests and the holidays they celebrate.

If applicable, how does this lesson connect to/reflect the local community?

This lesson could potentially reflect the community because students may want to write about how they
celebrated Halloween, where, or with whom.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

Students who need additional challenge will revise their writing pieces.

How will you differentiate instruction for students who need additional language support?

Students who need language support will conference with a teacher and be given words they can used
base off of their stories and progress. If the student struggles to find words, the teacher will guide them to
find attributes they can use.
USF Elementary Education Lesson Plan Template (S 2014) Name: Amanda Enos
Grade Level Being Taught: K Subject/Content: Writing- Group Size: Date of Lesson: 11/1/17
Interactive Whole Group

Accommodations (If needed)

(What students need specific
accommodation? List individual
students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials
(What materials will you use? Why 2 sheets of large poster paper & markers.
did you choose these materials? Candy for visuals.
Include any resources you used.
This can also include people!)