Katie

Barnes
Writing Lesson Plan
CAEP K-6 Standards

** Students have been going through a Thanksgiving unit – learning about pilgrims, the Mayflower, etc.
** This lesson was not taught to students

LESSON RATIONALE
This lesson will guide students to independent writing and drawing time.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s): The students will be able to draw and label their own picture of a ship (Mayflower).
B. Objective(s): After reading the story, students will be able to draw and label their own ship.
C. Standard(s): K.W.3.2: Use words and pictures to develop a main idea and provide some information about a
topic.
II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and procedures.

PLAN FOR INSTRUCTION
III. Adaptation to Individual Differences and Diverse Learner:
• For students struggling to come up with a picture of a ship, I will provide a model for them to look at. They
will also be able to use this model to help them label their own ships.

IV. Lesson Presentation (Input/Output)
• Minilesson (Whole Group)
o Anticipatory Set:
§ Read the story ‘The First Thanksgiving’. Ask the students, “What did you like about the
story?” Allow time for student response. Focus on the Mayflower – ask students “How did
the pilgrims get to America?” Allow time for student response. “That’s right! They used a
boat! Today we are going to take a closer look at the Mayflower – one of the boats they
used.” Pull out chart “Inside and Outside the Mayflower. Go through chart with students.
o Purpose Statement:
§ “Today you are each going to draw and label your own boats!”
o Introduce Trait: Organization
§ Show example of my drawing and labeling. “After you draw your picture, you want to
make sure you label the correct parts of your boat. If you get stuck, you can look at
mine!” Leave my model on the projector.
o Check for Understanding:
§ While students are working, walk around – ensure they are on task and answer questions as
needed.
§ Meeting
• Meet with 2 students a day. Talk about their work so far – answer any questions.
• Writing
o Students will be at their desk, drawing pictures of their boat and labeling the different parts.
• Sharing (Whole Group)
o I will allow time at each table for students to share then, have 3 students share their work with the
entire class.


V. Check for understanding.
• During sharing time, I will listen to each student share their thoughts and ideas about their boat.

VIII. Review learning outcomes / Closure
• Ask, “How was a ship important to the pilgrims?” Allow time for student response.

PLAN FOR ASSESSMENT
I will be formatively assessing students throughout the lesson while they are drawing and labeling their own ships.

REFLECTION AND POST-LESSON ANALYSIS
1. How many students achieved the lesson objective(s)? For those who did not, why not?

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2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Was each student able to draw and label their picture of a boat with little to no support?
8. Were students able to hold a discussion at their table groups about their drawings?