TWS 5 Instructional Design: Integrated Unit

Lander University Teacher Education Lesson Plan

Teacher Candidate: Randi Rhodes
Lesson # 1
Subject/Grade: Writing/Kindergarten
2-23-15 1:00 PM

Date and Time of Lesson:

Learning Objective:
After whole group discussion, students will be able to brainstorm places, people, things,
and topics that they know well and can teach others about with 90% accuracy.
Alignment with Standards:
Common Core:
W.K.5 With guidance from adults, respond to questions and suggestions from
peers and ask details to strengthen writing as needed.
W.K.8 With guidance from adults, recall information from experiences or gather
information from provided sources to answer a question.
Developmental Appropriateness or Cross-curricular Connections:
Students have prior knowledge of brainstorming topics to write while developing a howto book. They will use the same brainstorming process but they will have to brainstorm
about a topic they know or want to know all about. This lesson will challenge students to
think about a variety of topics that may include learning about different subjects, for
example, the students could research and find out things about a certain animal or insect
that they want to be experts on so they can write about it.
Assessment of the Objective:
Lesson Objective(s)
After whole group discussion,
students will be able to
brainstorm places, people,
things, and topics that they
know well and can teach
others about with 90%
accuracy.

Assessment of the
Objective(s)
Pre: At the beginning of
the lesson, I will ask the
students to write a book
about something they
know all about, without
giving them any
instruction on how to do it.
During: I will write down
topics that they students
suggest and then ask them
if they are experts at that
topic and if they can teach
someone else all about it.
Post: I will have the
students write their topics
down on a piece of paper
so that they can ask
themselves the questions
about it and remember it

Use of Formative
Assessment
If the students have a hard
time remembering
strategies for
brainstorming, I will go
back and talk about what
we did to think about
topics for the how-to books
and how that can relate to
what we are writing about
now. If I see an individual
struggling, I can help that
student one on one when
they write their own topics.

TWS 5 Instructional Design: Integrated Unit

for the next day.

Accommodations:
The majority of the lesson will be whole group discussion so everyone will be moving at
the same pace and the suggestions and ideas will help the lower level students to stay
on tract. I will continuously call on my kinesthetic learners and my lower level students
to answer and suggest ideas for topics.
Materials:
Chart Paper
Markers
Individual paper
Pens
Procedures:
Probing Question: Why is it important for students to know how to brainstorm ideas for
topics?
1. I will ask the students what they did to brainstorm for their how-to stories and
what strategies they can use for other stories.
2. The students will give me ideas and I will ask them to relate the suggestions to
how they can use the strategy to brainstorm about an all-about book.
3. I will have the students brainstorm about topics they can write about that they are
experts on and then turning and discussing it with their partner.
4. When their attention is back on me, I will call on some students to tell me their
topics that they discussed.
5. I will write them down on chart paper so students can refer back to it.
6. After we talk about how to write an all about story, I will instruct the students to go
back to their tables and draw and try to write our their topics that they would like
to write about.
7. After they get finished drawing and writing, I will have them put the paper in their
folder for the next day.
Lesson Closure: Think about where you find topics to write about.
Activity Analysis:
1. The first activity is when the students turn and talk with their partner about what
topic they brainstormed to write about. Indirect instruction is used through this
activity by having the students use reflective discussion and inquiry by thinking
about questions they can ask themselves. The students benefit from conversing
with their classmates because they have similar leveled partners to talk to so that
they are discussing similar ideas. It will also help the students to better retain the
process of brainstorming topics because they are talking a lot and practicing. No
technology is used during this lesson because the majority of the lesson is based
on discussion and brainstorming.
2. The second activity is where the students write down and draw a picture of what
their topic will be about. This is the first part of the all-about book process and I
think the students will benefit from the guided practice. This activity used writing

TWS 5 Instructional Design: Integrated Unit

to inform and interactive instruction by allowing the students to write and draw
what they have brainstormed. This will also help the students see if their topic is
stable to write about and if they have enough information about it. There is no
technology because the students will be independently writing at their tables.
References:
Catkins, L. (2014). Overview of the Year for Kindergarten Writers. Reading and Writing
Project.

Lander University Teacher Education Lesson Plan

Teacher Candidate: Randi Rhodes
Lesson # 2
Subject/Grade: Writing/Kindergarten
2-24-15 1:00PM

Date and Time of Lesson:

Learning Objective:
After group discussion and examples students will be able to think about topics that they
can write down throughout the day with 90% accuracy.
Alignment with Standards:
Common Core:
W.K.8 With guidance from adults, recall information from experiences or gather
information from provided sources to answer a question.
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.
Safe School Climate Act:
Section 2 (1) Harassment, intimidation, or bullying means a gesture, an
electronic communication, or a written, verbal, physical or sexual act that is
reasonably perceived to have the effect of: (a) harming a student physically or
emotionally or damaging a students property, or placing a student in reasonable
fear of personal harm or property damage.
Developmental Appropriateness or Cross-curricular Connections:
The day before this lesson the students would have already talked about how to
brainstorm ideas to write about. During this lesson, the students will learn how to use
resources and keep their eyes out for topics they would possibly write about. This will
widen their knowledge on how to find and use resources not only for writing but also for
other educational purposes.
Assessment of the Objective:
Lesson Objective

Assessment of the
Objective

After group discussion and

Pre: I will ask the students

Use of Formative
Assessment
If the students are still hesitant

TWS 5 Instructional Design: Integrated Unit

examples students will be able
to think about topics that they
can write down throughout the
day with 90% accuracy.

what other ways can we

gather things to write about
besides brainstorming them.
During: I will read a book and
ask the students to tell me a
little bit about what they
learned throughout the book.
Post: I will then ask the
students how they would use
the book to write an all-about
book. Check each students
notepad at the end of the day
to see if they found any ideas
to write about throughout the
day.

and confused on how to use

the book as a resource than I
will use another example to
share.

Accommodations:
I will use constant reminders throughout the day for them to look for things to write
about. The lesson will be a whole group instruction so the students will be gaining ideas
from other classmates, along with my guidance. The lower level students will be able to
keep up with the rest of the class in whole group discussions and the higher level
students will be challenged with critical thinking questions.
Materials:

Notepads
The Recess Queen by Alexis ONeill

Procedures:
Probing Question: Why is it important for students to learn how to use resources to
expand their writing?
1. I will gather the students on the carpet and ask them to think about other ways
they can find things to write about.
2. I will call on a few students to tell me what they thought of and then I will explain
that sometimes we can get ideas from books that we read.
3. I will introduce the book The Recess Queen and read it. At the end of the book, I
will ask the students why they think I read this book.
4. I will ask what they learned from the book about the topic of bullying and how they
can relate it writing an all-about book.
5. I will verbally demonstrate how I can write an all-about book about bullying based
on the book I read.
6. I will also talk about how they can keep their eyes open for new ideas through
their conversations, books, and things they see and learn about.
7. I will explain that there will notepads around the room that they may get at
anytime throughout the day to draw or write down any ideas that they may come
across.
Lesson Closure: What is at least one thing you can look for to write about during the
day?
Activity Analysis:

TWS 5 Instructional Design: Integrated Unit

1. The first activity I will do with the students is read the book The Recess Queen
and have the students make inferences about why I am reading that book. They
will also have to tell me what all they learned about bullying based on the book. I
will use reflective discussion during this activity because we will be talking and
reading a book that relates to the topics of which we can write about. I will also use
instructional skills such as questioning to get the students thinking about how the
book relates to the writing topics. The students love read alouds and they will not
only enjoy the activity but they will be thinking critically about how they can use
this book to write. There will be no technology used in this activity because the
students will be listening and discussing the book with whole group and partner
discussions.
2. The second activity is when I explain that there will be notepads laying around the
classroom for them to pick and draw or write on if they think or see something
they can write about. The students will be participating in independent study
during this activity that will take place for the remainder of the day. They will have
to decide when to write to down and what to write down. This will help the
students be focused on the subject matter because they have a job to do. I will
remind the students throughout the day that they need to be looking and recording
their ideas. There will be no technology used in this activity, unless one of the
students gets an idea from a technology that they are using.
References:
Catkins, L. (2014). Overview of the Year for Kindergarten Writers. Reading and Writing
Project.
ONeill, A. (2002). The Recess Queen. Scholastic Press.
Lander University Teacher Education Lesson Plan
Teacher Candidate: Randi Rhodes
Lesson # 3
Subject/Grade: Writing/Kindergarten
2-25-15 1:00PM

Time and Date of Lesson:

Learning Objective:
After whole group discussion and activity students should be able to identify his or her
audience that they want to write to with 90% accuracy.
Alignment with Standards:
Common Core:
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
Developmental Appropriateness or Cross-curricular Connections:
The students have had experience with writing how-to stories and having their peers
as their audience. They will learn how to pick out and decide different groups of audience
that would be appropriate for their all-about books. This will help them develop as writers
and make their writing easier to read.
Assessment of the Objective:

TWS 5 Instructional Design: Integrated Unit

Lesson Objective
After whole group
discussion and activity
students should be able to
identify his or her audience
that they want to write to
with 90% accuracy.

Assessment of Objective
Pre: I will ask the students
a series of questions that
relates the topic of the
writing to the audience. For
example, I will ask, would I
write about football for a
YMCA basketball team?
During: I will record some
topic suggestions on chart
paper and have the
students pick the audience
for it.
Post: I will conference with
each student while they are
drawing or writing their
audience on their notepad
to see what audience they
chose and why.

Use of Formative
Assessment
If a student had chosen an
inappropriate audience for
his or her writing then I will
go back and talk them
through why they chose it
and if it fits with their
writing.

Accommodations:
I will have the chart paper as a visual aid for my visual learning students and there will
be a whole group discussion so that the class will be at the same pace. All students,
especially my lower leveled students, will have a one-on-one conference with me to talk
about who they have chose as their audience. This will help them focus and retain the
reasoning behind choosing the correct audience.
Materials:
Chart paper
Notepads
Markers
Procedures:
Probing Question: Why is it important for students to learn how to choose an appropriate
audience for his or her writing?
1. I will gather the students to the carpet and ask them what they think it means to
have an audience. I will let a few students tell their ideas.
2. I will explain what an audience is when writing a book and then ask a series of
questions to see if the students understand the concept. For example, I will ask the
students if they would write a book about football if the audience to a basketball
team.
3. After we talk about the correct audiences then I will ask the students to give me
some suggestions for topics they could write about.
4. I will write the topics down on chart paper and when I have about four topics I will
go back up to the first one and ask the students to give me suggestions on what
audience I would be writing to if I chose this topic.

TWS 5 Instructional Design: Integrated Unit

5. I will write down the audience that they say beside the topic.
6. We will talk a little bit more about what I have written down on the chart paper and
then I will instruct the students to go back to their tables and draw or write what
kind of audience they would write to for the topic that they decided on the day
before.
7. When they are drawing or writing on notepads I will go around and talk with each
student to make sure their audience to appropriate for their topic.
Lesson Closure: How do we choose the correct audience for our writing?
Activity Analysis:
1. The first activity is where the students are giving me suggestions on topics and
audiences that go along with that topic. This activity demonstrates direct
instruction because I am questioning the students in order to draw students to
participate. The activity also demonstrates reflective discussion because they are
discussing with their classmates and me about what would be appropriate and
what audience would not. These students benefit a lot from coming up with their
suggestions and just being able to talk about it whether it is correct or incorrect.
There will be no technology used during this activity because the students will be
participating in whole group discussion.
2. The second activity is where the students draw or write down the audience of their
all-about book topic that they chose. I will also be conferencing with the students
one on one so that I know they have a correct audience. During this activity, the
students will be demonstrating independent study by thinking and deciding on
their own what would fit their topic the best. Most of my students benefit from
having the options to explore their own ideas and for the ones that need a little
guidance, I will be doing one on one conferences. There will also be no technology
because the students will need to practice in drawing and writing out their
audience.
References:
Catkins, L. (2014). Overview of the Year for Kindergarten Writers. Reading and Writing
Project.

Lander University Teacher Education Lesson Plan

Teacher Candidate: Randi Rhodes
Lesson # 4
Subject/Grade: Writing/Kindergarten
2-26-15 1:00PM
Learning Objective:

Time and Date of Lesson:

TWS 5 Instructional Design: Integrated Unit

After whole group and partner discussion, students should be able to plan out their
writing before they begin with 90% accuracy.
Alignment with Standards:
Common Core:
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify
something that is not understood.
W.K.5 With guidance and support from adults, respond to questions and
suggestions from peers and add details to strengthen writing as needed.
EEDA Guidelines:
Key Element 2: A. Career Development Section 59-59-80. Integrating career
awareness programs into curricula for kindergarten through fifth grade.
Developmental Appropriateness or Cross-curricular Connections:
Students are familiar with setting their stories up in first, next, last sequence;
therefore, they know that a story such flow and should be in some kind of order. The
students will have to learn to gather all the facts that they know about their topic and
put them in order before they write. This will help the students develop stories that make
it easier to read.
Assessment of Objective:
Lesson Objective

Assessment of Objective

After whole group and

partner discussion, students
should be able to plan out
their writing before they
begin with 90% accuracy.

Pre: I will ask the students

to remind me of what they
had to do before writing a
how-to book. I will also ask
them what they think they
have to do when writing an
all-about book.
During: I will give an
example of a topic for an
all-about book and what I
need to gather before
writing. I will talk about
another example and have
the students help me and
suggest what I should
gather before writing.
Post: Each table will
discuss the facts that they
need gather on a certain
topic that I give them. After
a few minutes they will
share with the class what
facts they gathered.

Accommodations:

Use of Formative
Assessment
If the students cannot come
up with the appropriate
facts for the topic I will bring
them back to whole group
and go over a couple of
topics as a class and have
the students help me.

TWS 5 Instructional Design: Integrated Unit

For the first part of the lesson, they will be in whole group instruction so the students
should be at the same pace and can ask or answer any questions they or their
classmates may have. For the second part of the lesson, the students will be paired with
similar levels along with a few higher-level students to guide them. I will allow students
extra time if needed.
Materials:
SmartBoard
Paper
Pens
Procedures:
Probing Question: Why is it important for students to learn how to gather facts before
they begin their writing?
1. I will instruct the students to come to the carpet and think about they had to do
before writing their how-to books. I will ask a few students to answer.
2. I will then ask the students to think about what they think they will have before
they write an all-about book. I will instruct the students to turn and tell their
partner what they think.
3. I call the students attention back on me and have a few students tell me what they
think. I will explain that good writers always gather their facts before they write so
that their story flows and it easy for the reader to read it.
4. We will discuss what dentist do for their jobs since it is dental health month and we
have a dentist coming to speak on Friday, and I will give an example of what a
dentist does and what facts to gather on the SmartBoard and then give another
example where the students help me fill in the facts that I would want to know.
5. I will then explain that each table will talk about the facts that they need to gather
for the topic that I give them relating back to the dentist. I will instruct the
students to go back to their tables and begin discussing it.
6. I will give the students about 5 or 6 minutes to talk about the facts and their topic
and then I will have each group share what they came up with.
Lesson Closure: Think about what facts you would gather for the topic that you chose to
write down on your notepad.
Activity Analysis:
1. The first activity is where the students think and talk with their partners about
what they think they should do before writing an all-about story. This activity
demonstrates interactive instruction because they are using peer partner learning.
The students benefit from learning from other students with similar or slightly
higher academic levels. There will be no technology used for this activity because
the students are developing social and critical thinking skills by discussing it with
other classmates.
2. The second activity is where the students are in groups and they have to come up
with the facts about their topic and put them order. The students will also be using
interactive instruction in this activity. The will be collaborating and discussing what
possible answers they could use and viewing other peoples ideas and suggestions.
I will use the SmartBoard to display the examples that we worked on early as a
reminder for the students.
References:

TWS 5 Instructional Design: Integrated Unit

Catkins, L. (2014). Overview of the Year for Kindergarten Writers. Reading and Writing
Project.
Lander University Teacher Education Lesson Plan
Teacher Candidate: Randi Rhodes
Lesson # 5
Subject/Grade: Writing/Kindergarten
2-27-15 1:00PM

Time and Date of Lesson:

Learning Objective:
After a class model and individual practice, students should be able to sketch pictures
that go along with each part of their story with 90% accuracy.
Alignment with Standards:
Common Core:
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.
Developmental Appropriateness or Cross-curricular Connections:
The students will have worked on the process of writing an all-about book all week so
they should be familiar with the format. They will learn how to sketch out pictures that go
along with the facts that they brainstormed a few days before. This will help them write
better and longer sentences because they will already have a picture to go by.
Assessment of Objective:
Lesson Objective

Assessment of Objective

After a class model and

individual practice, students
should be able to sketch
pictures that go along with
each part of their story with
90% accuracy.

Pre: I will bring up the

example that we did the
day before on the
SmartBoard and talk about
what pictures that would go
along with the ideas and
facts we came up with.
During: I will go through
each fact that the class
came up with on the
SmartBoard and have the
students tell me exactly
what to draw for each fact.
Post: The students will
sketch pictures for their own
facts that they come up
with to go along with their
topics that they choose.

Use of Formative
Assessment
If the students are not
drawing the appropriate
pictures to go along with
their facts and topic than I
will pull small groups to go
over what the pictures
should be.

TWS 5 Instructional Design: Integrated Unit

Accommodations:
There will be whole group instruction to begin the lesson so that students can suggest
ideas or ask any questions that the whole group may benefit from. I will model examples
for my visual learners and we will talk about it for my auditory learners. The kinesthetic
learners will benefit from actually sketching their own pictures. I will conference with my
lower level students to make sure they are on task and understanding the concept.
Materials:
SmartBoard
Paper
Pen
Procedures:
Probing Question: Why should students know how to sketch pictures that go along with
their sentences?
1. I will gather the students on the carpet and bring up the example we did as a class
the day before on the SMARTboard.
2. First, I will ask the students why they think pictures and illustrations are important
in a book, then I will tell them thats why we have to work really hard on our
pictures in order to make the book easy for the reader to understand.
3. I will refer back to the example and ask the students what they think I should draw
for each fact that we came up with.
4. We will talk about each fact and I will actually draw out each picture on the
SMARTboard.
5. After all the pictures are sketched out, I will send the students back to their table
with writing paper.
6. The students will be instructed to sketch out pictures for each fact that they came
up with for the topic that they chose.
7. While the students are drawing, I will walk around, talk with the students, and
monitor their work.
Lesson Closure: What words would you use to form a sentence that goes along with your
picture?
Activity Analysis:
1. The first activity is where the students are telling me what I should draw for each
one of my facts from the example. I will use direct instruction during this activity
because I am demonstrating how I want the assignment completed, but I am also
using interactive instruction because the students are discussing and suggesting to
me what they think I should draw. This will benefit the students because they are
using his or her thinking skills to develop ideas on their own, but they also have my
guidance and help from whole group instruction. I will be using the SMARTboard
during this activity because it will give students a clear and big visual for the
students to reference to.
2. The second activity is where the students are sketching their own pictures at their
tables. This activity also used direct instruction because the students are practicing
what they have been taught. They are using their own knowledge to develop their
pictures and the just learned knowledge to implement the pictures appropriately.
This class does well with coming up with their own ideas and they have experience
with drawing pictures in how-to books. There will be no technology used in this

TWS 5 Instructional Design: Integrated Unit

activity because the students will be using their paper and pen to actually draw a
picture they have put away and have easy access to.
References:
Catkins, L. (2014). Overview of the Year for Kindergarten Writers. Reading and Writing
Project.