Olivia

 Liphardt  

Writing  with  Adjectives  

Grade  1  

 
EFFECTIVE  INSTRUCTIONAL  DESIGN  –  STANDARDS-­‐BASED  LESSON  PLAN  
   

Elements  of  the  Lesson     Evidence  that  Documents  the  Elements  

I.  Standard   CCSS.ELA-­‐LITERACY.W.1.2  
   District  curriculum  guidelines,  MDE  core  curriculum,  or  CCSS   Write  informative/explanatory  texts  in  which  they  name  a  
  topic,  supply  some  facts  about  the  topic,  and  provide  some  
sense  of  closure.  
 
II.  Objectives/Targets  and  I  can  statements   Objectives:  
   What  am  I  going  to  teach?   Students  will  be  able  to  produce  writing  that  uses  
   What  will  the  students  be  able  to  do  at  the  end  of  the  lesson?   adjectives.  
   What  formative  assessments  are  used  to  inform  my  instruction?    
   What  challenges  might  students  encounter?   I  can  statements:  
   Why  is  this  concept/target  important?   I  can  write  at  least  4  sentences  using  adjectives.  
   
III.  Lesson  Management:  Focus  and  Organization   -­‐ raising  quiet  hands  
   What  positive  strategies,  techniques  and  tools  will  I  use?   -­‐ sitting  in  assigned  spot  on  carpet    
   What  on  task,  active  and  focused  student  behavior  will  I  see?   -­‐ movement/relocation  to  work  
  -­‐ listening  with  eyes  and  ears  
-­‐ if  students  are  not  positively  contributing  to  the  
learning  environment,  they  will  either  “clip  down”  or  be  
sent  back  to  their  seats.  
IV.  Introduction:  Creating  Excitement  and  Focus  for  the  Lesson  Target   TTW:  
   What  will  I  do  to  generate  interest?   -­‐ call  on  students  to  come  to  the  front  of  the  class  
   How  will  I  access  prior  knowledge?   -­‐ begin  “I  Spy”  using  adjectives  to  narrow  the  group  of  
   What  will  I  have  students  practice/review?   students  down  to  one  
  TSW:  
-­‐respond  to  teacher  questioning    
 -­‐help  determine  which  students  do  not  qualify  for  that  
adjective  
V.  Input:  Setting  up  the  Lesson  for  Student  Success    
      Task  Analysis:  
 Task  analysis:    
• What  information  does  the  learner  need?  If  needed  how  will  it  be   TTW-­‐  
provided?    
• How  is  the  lesson  scaffolded?   -­‐ remind  students  that  we  listen  with  our  eyes  and  our  
Higher  Level  Thinking:  Questions  to  engage  students’  thinking   ears.  
• Remembering   -­‐ Engage  students  with  I  Spy  
• Understanding   -­‐ Remind  students  that  we  have  been  working  with  
• Applying     adjectives  on  the  computer  IXL  program    
• Analyzing   -­‐ Have  students  turn  and  talk  about  what  an  adjective  is  
• Evaluating   -­‐ Share  with  students  that  today  they  will  be  writing  their  
• Creating   own  I  Spy  about  someone  in  the  class.  
  -­‐ Model  with  students  the  expectations  
   Webb’s  Depth  of  Knowledge   -­‐ Direct  students  back  to  their  desks  
• Recall/Reproduction   -­‐ Check  student  work  
• Skills/Concept   -­‐ Invite  them  to  share  with  their  peers  
• Strategic  Thinking    
• Extended  Thinking    
Accommodations:  Differentiating  to  meet  students’  needs   Webb’s  Depth  of  Knowledge:  
• Remediation/Intervention   -­‐ Recall:  recall  what  an  adjective  is  
• Extension/enrichment   -­‐ Construct  sentences  using  adjectives  
     Methods,  Materials  and  Integrated  Technology   -­‐ Create  picture  that  corresponds  with  writing  
• Instructional  techniques    
• Engagement  strategies   Accommodations:  
• Materials  and  Integrated  Technology  list   Work  at  back  table  with  Mrs.  Dewey  while  I’m  circulating.  
   
 
Extension:  
Add  more  details  (sentences)  to  the  I  spy.  
 
Methods,  materials  and  technology:  
 -­‐ Document  camera  
-­‐ Writing  journals  
VI.  Modeling:  I  Do   -­‐ draw  a  stick  for  a  new  student  to  be  our  I  Spy  
   SHOW/TELL  (Visual/Verbal  Input)   -­‐ model  my  thinking  to  students  how  I  would  consider  
         What  will  I  show/demonstrate  for  students?  What  will  I  tell  them?   what  adjectives  to  include  
   HOW/WHAT  (Questioning  and  redirecting)   -­‐ model  how  to  write  my  I  spy  sentences    
         How  to  do  as  well  as  What  to  do   -­‐ model  how  to  include  a  picture  (crayons  allowed)  
   
VII.  Checking  for  Understanding   -­‐ “What  were  some  things  I  made  sure  to  include?”  
Samples  of  questions  to  be  asked   (capital  letter,  spaces,  punctuation,  adjectives)  
Ways  in  which  students  will  respond  and  be  engaged   -­‐ Turn  and  tell  the  person  next  to  you  another  adjective  
Formative  assessment  strategies  to  be  implemented   we  could  use.  (sharing  will  be  used  in  next  section).  
 
 
VIII.  Guided  Practice:  We  Do   The  teacher  will  ask  for  students  help  to  finish  writing  the  I  Spy  
   What  do  the  teacher  and  student  do  together?   writing  piece  (ex:  What  else  could  I  say  about  this  person?).  
   How  will  a  gradual  release  of  responsibility  be  accomplished?   Teacher  will  record  student  suggestions  or  help  modify  them.  
 
 
IX.  Collaborative  (You  Do  Together)  and/or  Independent  Practice  (You  Do)   Students  will  write  their  own  I  Spy  using  adjectives  about  
   What  practices  will  be  demonstrated?   another  students  in  the  class.  When  they  share,  their  partner  
  will  have  to  guess  who  it  is.  
   
Checking  understanding:  
Can  someone  share  what  the  directions  are?  
X.  Closure    
   How  will  the  ‘I  can’  statement(s)  be  reviewed?   Read  “I  can”  statement  together.    
   How  will  students  be  involved?    
   What  connections  to  future  learning  will  occur?   Ask  students  when  they  can  add  adjectives  to  their  writing  
  (always!)  
XI.  Assessment   Monitor  and  walk  around  room  when  students  are  working  on  
   What  evidence  supports  that  the  target(s)/objective(s)  were  met?   their  writing.  
   What  do  my  students  know,  understand  and  are  able  to  do  now?    
   What  formative  assessments  will  be  used  to  inform  instruction?   Students  will  share  writing  with  classmates  after  they  are  
   finished  and  have  gotten  checked  by  teacher.  
 
Students  will  put  their  writing  journals  in  their  folders  to  be  
further  checked  later.  
XII.  Reflection  (Questions  to  consider…)    
 How  do  I  know  that  the  objective(s)/target(s)  were  met?    What  is  my  
 evidence?  
 Based  on  the  data  gathered,  what  will  I  do  next?  
 How  well  did  the  students  perform/respond?  How  did  students  show  they  
 were  engaged?  
 What  evidence  do  I  have?  
 What  aspect  of  the  lesson  was  particularly  challenging  for  students?  What  
 will  I  do  to  help  the  student(s)  who  struggled?  
 What  will  I  do  to  extend  the  learning  for  those  students  who  met    
 target?  
 Were  there  any  surprises?    What  would  I  do  if  I  taught  this  lesson    
 again?  
 
Updated  August  2017