Holly Hager

Date: April 30, 2014

TITLE: How to Plant a Garden

PLAN:

Description of learners:
First grade classroom, 21 students, typically the slower developing of the first grade
students.
1 speech IEP
8 Title students
3 repeating students
1 gifted
Ohio Common Core ELA Standard:
ELA-Literacy.W.1.2- Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure.
I Can Statements From The Pacing Guide
I can write to inform others about a topic.
Lesson Goal:
The students will write informative text about how to plant a garden by effectively naming
the topic, stating at least two facts, and providing a closure. The students will plan out
their facts and writing as a form of prewriting and then will write their informational texts
out.
Anticipatory Set:
The students have been working on “how to” writing in interactive writing together, This
will be the students first time attempting to write an informative text on their own without
much of my help. However I will be seeing how well the students take to the material to
see the amount of guiding that they need. The students thus far have been great at
identifying facts related to certain topics we’ve created together. However they have
struggled when sequencing writing and putting their facts and ideas together to flow
more smoothly.
Key Vocabulary/Academic Language:
Inform, writing, 5 star sentences, facts, punctuation, capitals, period, explanation mark,
pre-writing, planning, garden, plant, soil, dig, dirt, flower, topic, seed, first, second, third,
fourth, next, then, last
MATERIALS, RESOURSES AND TECHNOLOGY

Instructional Materials: Writing to inform template sheet and lined writing paper
Resources: fourth quarter reference binder - Jessica Couvutsakis

ENGAGE:

Allotted Time: 20 minutes

Procedures:
Opening: (on the carpet)
 Before the actual lesson I’m going to review the “Summer Safety” we wrote
together on Monday and Tuesday. I will be pointing out that we wrote not only
our facts, but also we wrote them in complete sentences.
 We will then as a class talk about how do we plant a garden
o Talking about the steps we completed when we planted our class flowers
 Holly Hager
Date: April 30, 2014

Teacher Modeling:
 I will have the students go find a desk to sit at and have my paper passers pass
out the students’ writing worksheets.
 I will have the students begin on the pre-writing side
 I will model for the students the first step, which I will have them put in the fact
one box
o I will tell them how first you most make sure the soil is good for planting
Guided Practice:
 The students and I will work together to determine the second step in how to
plant a garden
o I will ask several students their answers and then combine them into one
sentence for us to add
o I’m looking for them to say they have to plant a seed or flower
Independent Practice:
 The students will then fill in their last two steps on their own
 I will circulate and help those that need it
Class Discussion /Closure of Lesson:
 Once the students are finished with their steps I will have them flip their paper
over and write their steps in a sequencing format and in full “5 star sentences.”
 Again I expect them to do this on their own, however I will model for them how I
want them to write their first sentence.
o I want all of them to start by saying “This is how you plant a garden”
o I will be reminding them that they need to include words like first, next,
then, last
 If we have time at the end I will let the students share their last two steps
ASSESS:

Assessment for this whole lesson will be pretty informal as I circulate the room and look
at the students’ work while they are working. However assessment will also be formal,
since I will collect their worksheets and grading them on the school’s performance scale
to see if they included what is required according to their pacing guide. To achieve their
mastery grade they need to have their topic stated, at least two facts, and a closing.

Accommodations for Special Learners

The classroom I am in has a few struggling learners and I prefer to not single these
students out so their other peers will know they are struggling. This being said when I
am working with them or circulating amongst the students then I will work with the
students that I know will need more help or more assistance. The struggling students
should be able to complete the task on their own, but none the less I will assist those
that need it. We have been trying to get the students ready for diagnostic testing so we
have been trying to let them work on their own without my help so I will try and keep with
this, however I know some will still need help.