TCNJ Lesson Plan

Writing: Unit 3-Writing For Readers-Inspiring Children to Write for Readers

Tuesday, November 25, 2014

Student Name: Keri Anacker School Name: Dutch Neck Elementary

Grade Level: 1st Host Teacher’s Name: Mrs. Cortina

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to use correct Students will be writing small moment stories
conventions of print. and teacher will confer with students assessing
for neat, readable handwriting.

Materials: (List all, include any online or book references)

Paper, pencils, mock story
Plan for distribution/cleanup of materials:
Students will be called by table to and from the carpet, and to get and put back their writing
folders.

Step by Step plan (numbered):

1. Lesson beginning: Students will be called to the carpet. Say, “We’ve just celebrated
writing our small moment stories so today we will start a new unit that will help us make
our small moment stories even better. Today I want to teach you that sometimes it’s hard
for people to read our writing. Thumbs up if you’ve ever seen a book but you can’t really
read it because it’s not neat. This happened to me when I was re-reading an old story I
actually wrote and I want to share it with you.”
2. Read and show example story but stumble on pages that are illegible (with sloppy
handwriting, lots of eraser marks, etc.)
3. Have students turn and talk about why it was hard to read that story.
4. Explain that sometimes it’s disappointing when we can’t read a story because the pictures
might look really interesting and we really want to read it but we can’t because it’s not
neat or readable.
5. Have students get writing folders and start a new story.
6. Remind students as they’re writing to go back and look at what they’ve written to make
sure it’s readable.
 7. Closure: Have students meet with partners and read each other’s stories to make sure
their writing is neat.

Logistics:

Timing: 40 minutes
- carpet time: 10 minutes
-student work: 20 minutes
-closure: 10 minutes

Transitions: Students will be called to the rug and back to their seats by table. I will use
“1, 2, 3 eyes on me” before giving directions. I will also use, “If you can hear me put your hand
on your head.”
Classroom Management: Teacher will remind students to work quietly (level 0 voices)
and will give noise warnings if necessary. I will give everyone a 5 minute and 2 minute warning
before cleaning up. During partner sharing, the volume level can be at level 1 but if partners are
getting too loud, they will be told to go back to their seats.

Differentiation: If any student needs help, teachers will walk around the room to confer and
assist when appropriate. Mrs. Cortina will mainly work with Cameron who has a pencil grip and
slant board. An aide will be in the room, and students know to raise their hand to ask for help. I
will be walking around to confer with individual students to make sure they’re writing about
small moments and writing neatly so the reader can understand.