IPG

Name: Stephanie Maulolo Date(s):

02/16/2017
Subject: English, Language Arts, and Reading Grade Level:
Kindergarten
1. TEKS K.13A, K.15A 2. Big Understanding:

Children will understand and know how to formally invite

Objective: Student will be able to dictate or write someone to a special occasion.
information for invitations.

3. Summative Assessment Evidence: After completing task children will properly format and write an invitation
to a special occasion

4. Opening Hook: I will have a special hat on, Display the prepared collection of invitations. Ask: What are
these? What is their purpose? Discuss responses.

5. Instructional Strategies / Student Activities/ Grouping Patterns:

Write the words invitation, dandy, dapper, and cloudburst for all to see. Read it aloud and instruct students to echo.
Write the word invite for all to see. Read it aloud and instruct students to echo. Ask students to share what is similar
about the two words.
Lead students in a discussion about all they know about invitations and personal experiences with them.
Ask: What important information must be included on an invitation? Provide think time and then solicit student
responses. Write student ideas for all to see.
Display or project a teacher created template. Explain that each student will make an invitation for someone or
something special in their life. Give example such as a party, wedding, baptism, etc.
Lead the class in brainstorming school occasions or events students could invite someone to (e.g., lunch, read to
class, volunteer, school-wide events, conferences).
List the options for all to see and include simple drawings for each as applicable.

Teacher Input/Modeling:
Using the template and a selected occasion, model
Share with students that today and the next lesson they will create their own invitations.

Guided Practice: WE DO:

In partners, students discuss who they will give their invitation to and for what occasion. Confer with partners and
provide guidance.

CFU (Checking for understanding) (Formative Assessment): Through cues and questions check to make
sure students are understanding the need for invitations and how to make them. Walk around looking at students
work.

Independent Practice: YOU DO (Individual students): Distribute a teacher-created template to each

student.
Students write, draw, and/or dictate information for their invitation.
Confer with students to provide targeted instruction and support

Curr. 16a
 6. Higher Level Questions to Incorporate:

What things might we need to send an invitation for? Or why do we send invitations, why dont we just tell
people?
7. Materials/Resources:
Construction Paper, markers(to include glittery ones), colored pencils, or crayons, pencils and scissors with
decorative edges.

8. Grouping Patterns:
I will place students at their normal seating arrangement at the round tables after we have discussion from the carpet.

9. Ending, Summary/Reflection:
Students understood the need for an invitation and why it is important. Students were able to create their own
invitations and display in the classroom

10. Technology:
At the listening center, students will be able to hear and follow along with the book Dandelion

Curr. 16a