Copy Of Writing Lesson Plan

Dakota State University College of Education Name: Rachel Kegley Grade Level: 2​nd​ Grade, MCL School: Dakota Prairie Elementary School Date: March 26, 2019 Time: 9:45-10:25 a.m.

Reflection from prior lesson: -

The students have been working on this writing packet for a few weeks and are began the drafting process yesterday. A lot of students did not complete their packet, so we will continue working on our beginning portion of our draft. We focused on writing more details, but many students did not write as many details as they would say if they were telling the story to a friend. Miss Rounds has been pulling students out of writing time to do assessments, so some students are a little more behind than others. The students had a lot of energy, and struggled to focus. I had to move a lot of children’s seats.

Lesson Goal(s) / Standards: ELA.WTP.33 ​I can write an informative/explanatory text with an introduction, key points, and conclusion. 2.W.3 ​Write narratives (e.g., story, poetry) that: a. Recount a well-elaborated event or short sequence of events. b. Include details to describe actions, thoughts, and feelings.

Lesson Objectives: -

By the end of today’s lesson, students will be able to accurately explain what the “show, don’t tell” strategy means in their writing.

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By the end of today’s lesson, students will be able to enhance at least one sentence using details to show, not tell.

Materials Needed: -

Writing packets Pencil SmartBoard Youtube

Contextual Factors/ Learner Characteristics: -

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I will be teaching this lesson right after the students have gone outside for their morning recess. We will have a mini lesson in the front of the room before I send the students to work on their own packets. While the students sit in the front of the classroom for our mini lesson, they are allowed to eat snack. It can be difficult to talk over the wrappers, so we may need to have a conversation about being respectful with our snacks. Students can sit wherever they would like in the front of the room, but I can move them around if they are talking to their neighbor I will read the assessment to the students before we begin, so everybody has an idea of what is being asked of them. There are 22 students in this classroom, 11 boys and 11 girls. There are three students on IEPs. One student has an IEP for behavior, the second student has an IEP in reading only, and the third student has an IEP for math, reading, and writing, and she works with a special education teacher for 15-30 minutes each day in these subjects. One of the students does not work with us on our writing packets, so she practices her words while the rest of the groups works on writing. She practices her words in order to move towards mastery. At 10:25, we will begin “Words Their Way” and switch from writing into word work. Miss Rounds has been taking students out to work on assessments, so there are students going in and out of the work room.

A. The Lesson 1. ​Introduction ​(3-4 min) -

T: “Who can remind me what we did yesterday?”

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S: “We worked on our beginning of our draft!” T: “Absolutely. Today we are going to learn something new that will make our writing even better. Who can explain to me what ‘show and tell’ is?” S: “Show and tell is when you get to bring something in from home, and tell us all about it!” T: “You’ve got it! We have a lot of friends in our class that love to share what they have at home. Now, we’re going to learn about showing and ​not​ telling! In our writing, what do you think that means? Turn and talk to a partner and try to figure out what that means.” - Students will share their ideas in the whole group discussion.

2. ​Content Delivery ​(10 min) -

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Instructional strategies: direct instruction, interactive instruction, prior knowledge activation, small group conversation, technology T: “Showing, but not telling is a great strategy to use when you are adding more detail into your writing. We are going to watch a short video about show, and don’t tell!” - https://www.youtube.com/watch?v=N4RthqSOcR0 T: “Did anyone predict this when you turned and talked with your neighbor?” - Wait for students to respond. T: “Now that we’ve learned a little bit more about adding details, I want you to help me add more detail to my sentence. My sentence is ‘I went for a walk.’ What else could I add that would show, not tell about my sentence?” S: “You could add ‘on a sunny day’!” T: “Yes! So now my sentence is ‘I went for a walk on a sunny day.’ What else can I add to give this more detail? S: “You went on a long walk on a warm, sunny day!” T: “Sure! I went for a long walk on a warm, sunny day. You guys seem to have this down! Now I want you to try. Raise your hand and just give me one simple sentence without any details.” S: Students will raise their hands and I will choose one student to give me a plain sentence. T: “You’re right, now what can we do to show, not tell about our sentence?” S: Students will work to show, not tell about a sentence in order to make it more interesting.

3. ​Closure ​(3 min)

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T: “So, today we are going to edit what we’ve already written. If you aren’t quite caught up to the draft, keep working where you are in order to catch up. Look through your writing and check, do you have 5 star writing? What sentences are a little boring? Then, you will add at least two more sentences to the beginning of our draft. When you add these two sentences, I want you to focus on showing, not telling.” - S: “What if I’m already done?” - T: “Once you have two more sentences written and you think you’ve shown, not told about what you’re writing about, please come see me.” - For students that finish, I will have them switch papers with various classmates and encourage the classmates to give feedback that helps their partner add more detail. - T: “So, how many sentences do we need to add today?” - S: “2!” - T: “How should we write our sentences?” - S: “Show, not tell!” - T: “Wonderful. What questions do you have?” - Wait for students to ask questions. T: “When I call your number, you may get your packet and start working.” - Call numbers from 17-22, 13-16, 9-12, 5-8, 1-4 because I called the other way around previously. B. Assessments Used -

Observation: Observe how students work together to think about showing and not telling during whole group lesson. Observe how students are writing and editing their sentences. Peer assessment: Have peers help edit each other’s work to add more details. Formative: Checking student’s writing as they are working, asking questions to encourage the students to think deeper about their writing.

C. Differentiated Instruction Remediation​: For students struggling with this assignment, I will offer to meet with them at the back table. I will answer questions that they have, and will need to rephrase the idea of showing, not telling. A few students are very behind in this packet, so I will work with those students more closely. I will work closely with students that are struggling during this lesson. I will ask questions to the students that are struggling in order to help me understand their thinking, and so the student(s) can verbalize their thoughts. Enrichment​: For students that are excelling in this activity, I will ask the students to switch papers with a classmate that may be struggling a little more. The students that are excelling will help teach and encourage their classmates by providing more ideas.

IEP:​ ​ For my three students that have an IEP, I will customize their learning by working with them individually. One student with a behavioral IEP will not be joining our class today because he is having a “refresh” day with the behavioral specialist in our school after a tough day yesterday. I have sent his packet along with instructions down to the specialist’s room. For one of the other student’s that has an IEP, I will have her working on word work during our writing time. She does not work on this packet with us because she is taken out of the room for about 15-20 minutes during our lesson to work with a teacher who offers special education assistance to her. When she comes back into the classroom, Miss Rounds may take her to work on assessments. The third student that has an IEP works with the rest of the class and has the same expectations as the rest of the class. Her IEP is for reading, so she leaves our reading time for approximately 20 minutes, but is able to complete her writing in our classroom. D. Resources https://www.youtube.com/watch?v=N4RthqSOcR0 Writing packet (Teachers Pay Teachers)