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Title of Lesson:
If I Were a Scarecrow
Content Area Standards and Expectations:
W.GN.00.01 write a brief personal narrative using pictures, words, word-like
clusters, and/or sentences as support.
W.PS.00.01 develop originality in oral, written, and visual messages in both narrative
(e.g., natural language, expressed sentiment, original ideas) and informational writing
(e.g., listing, naming, describing).
W.AT.00.01 be enthusiastic about writing and learning to write.
Materials (Including Assistive Technology):
Book about a scarecrow
Writing paper
Pictures of scarecrows
Lesson Goal & Objectives:
TLW:
Listen to a story and create a piece of writing when given a specific topic.
Add details, labels, and sentences to their drawing.
Anticipatory Set:
I will hold up a book with a scarecrow on the cover. I will ask the students what they
think we are going to be reading and writing about. I will allow for a few students to
answer.
Instructional Input:
1. I will read the story to the children about scarecrows.
2. After reading the story I will ask the children what a scarecrow is.
3. I will also ask the children what a scarecrows purpose is. I will allow time for
children to think about and answer both of these questions.
4. I will explain to the students that for writing today they are going to pretend that
they are a scarecrow. They will have to think about what they would look like,
what they would be wearing and where they might be standing.
5. We will revisit the story we read to point out some pictures of what the scarecrow
in the story was wearing and looked like. We will also look at what they
scarecrows purpose was in the story.
6. I will also show the students other examples of scarecrows that I printed out so
that they have multiple pictures as examples.
An Opportunity to Practice:
Guided Practice:
I will model drawing an example of what I think I would look like if I were a
scarecrow. I will talk out loud about my thinking process and how I would want my
scarecrows head to be shaped, what I would want to be wearing and what my hair
might be made out of. I could ask the students what they think the scarecrow might be
wearing and what shape I should make the head and face. This will help the students
to come up with more ideas. I will also model adding details, labels and words to my
picture.
Re-Teach:
Independent Practice:

I will have the children think for a minute about what they would look like if they
were a scarecrow. I will then hand out the writing paper and folders and tell the
children whether they will be on a clipboard or sitting at a table. As soon as everyone
has a paper and is settled into their writing place I will ask them to begin
writing/drawing what they would look like if they were a scarecrow. I will remind
them to add details, labels, and words.
VI.
Closure:
I will give the students a two minute warning before it is time to clean up. When it is
time to clean up I will ask a few children to go around and collect all of the crayons.
I will then have the students come to the carpet and sit on their writing. I will ask for
a few volunteers to share their writing with the class. I will then collect all of their
writing and have the students get ready for science.
VII. Domains:
Cognitive: Thinking about how they would look if they were a scarecrow.
Affective: being confident about their writing and wanting to share it with the class.
Psychomotor: Drawing their pictures and forming letters to make labels or words.
VIII. Multiple Intelligences:
Visual: Read the book about a scarecrow and modeling.
Kinesthetic: Moving to their writing spots, drawing and forming letters.
Interpersonal: Sharing their writing with the class to get feedback for the other
students and teacher.
Intrapersonal:
Linguistic: Labeling their pictures and adding words/sentences.
Logical-Mathematical:
Naturalistic:
Musical:
IX.
Differentiation:
For students who struggle to get started writing I will walk around and observe. I will
allow them a few minutes to think on their own and if they still havent started
writing I will sit down and talk with them about what they want to write and how they
think they would look if they were a scarecrow.
X.
Teacher Notes:

Alyson Pifer
11/17/15
Reflection of BEST lesson taught
This writing lesson, If I were a scarecrow, was a fun and creative writing to teach. The
students enjoyed learning about scarecrows and then being able to put themselves in the shoes of
a scarecrow. They came up with ideas of what they would look like if they were a scarecrow,
what shape their head, face and body might be and where they might be standing. I learned that
kindergarteners can be really creative and have amazing imaginations when they have the chance
to apply themselves in that aspect.
I learned that if students are able to be creative and a lesson isnt as structured as others
the students will be really engaged and interactive during a lesson. Since the class I teach has
quite a few students with behavior issues, it can be hard to keep all of the students engaged when
another child is rolling on the floor or yelling out. This lesson seemed to keep most of the
students on track and focused.
If I were to teach this lesson again I would have included some group or pair discussions
about what to put in a scarecrow illustration. During this lesson I mostly talked about what a
scarecrow might look like or be wearing. I would change this to have the students giving me
ideas and seeing where they were able to lead the discussion. I would have also added some
pictures of real scarecrows for the students to see or maybe some scarecrows from different parts
of the country to make it a multicultural lesson.
Some other small things that I would change would be to model how to hear and record
sounds in words, since I was expecting them to attempt to label and write words on their
drawings. They have seen me model this before, but because it is a new concept I should have
modeled it again. The last thing I would change would be to give more specific feedback to the
children when they share their writing. Instead of cool or good job I could have said I like
the detail you added to your scarecrows clothing or look at the way you sounded out this word
to label your drawing. This would help the children know what they are doing that is good
work.