Lesson Plan - Writing Task 2 (1)

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Western Governors University *

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D 244

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English

Date

Jan 9, 2024

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docx

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Uploaded by CommodoreSteelHerring34

Direct Instruction Lesson Plan Template General Information Lesson Title: “ All About My Classmate” Expository Writing Subject(s): Social Studies/Writing Grade/Level/Setting: Kindergarten, Classroom Prerequisite Skills/Prior Knowledge: Students should be familiar with the pre-writing process Students should be able to use their knowledge of letter-sound correspondence to sound out words Students should have knowledge about their origin/heritage Standards and Objectives State/National Academic Standard(s): SS.K.2: Personal History can be shared through stories and pictures W.K.2: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. SL.K.1: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). Learning Objective(s): Upon the completion of an interview of a classmate, students will be able to complete the prewriting process by using responses from the interview in which they practiced discussion skills to draw and write about who their subject is and 3 facts they learned about their partner to dictate their personal history with 75% accuracy (score of at least 3 on rubric). Materials Technology Copy of story “The Day You Begin” by Jacqueline Woodson Interview Sheets (complete with suggested questions) Pre-Writing Graphic Organizer Video Recording – Students will use video recorders to record their interview process to look back on Interactive World Map – Students will plot where their family is from on an interactive map

Language Demands Specific ways that academic language (vocabulary, functions, discourse, syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their understanding. Language Function(s): Students will identify main ideas and details of their partner’s physical appearance, life, family, etc. by recording responses to interview questions to dictate the personal history of a partner and complete the prewriting process of an expository piece by transforming those responses into pictures and words. Vocabulary: expository : used to describe, explain, define, or otherwise inform a reader about a specific subject pre-writing : planning process, which consists of determining purpose and audience, narrowing your topic and creating a framework for your documentation interview : a meeting of people face-to-face, especially for consultation differences : a point or way in which people or things are not the same similarities : resembling, without being identical heritage : full range of our inherited traditions, monuments, objects, and culture

Students will participate in a read aloud story which discusses similarities and differences amongst classmates. Students will interview a classmate and record their responses. Students will use those responses to complete the pre-writing process of their narrative story piece. Planned Language Supports: The scaffolds, representations, and pedagogical strategies teachers intentionally provide to help learners understand and use the concepts of language they need to learn within disciplines. Sentence starters, suggested interview questions, pictorial representations of key words, pre-writing graphic organizer, recordings of interviews, alphabet chart with pictorial representations of letter sounds Instructional Strategies and Learning Tasks Anticipatory Set: Activity Description/Teacher Student Actions 1. Teacher will read the story “The Day You Begin” by Jacqueline Woodson 2. Throughout the story, the teacher will note the feelings the characters had about starting at a new school and how they felt about interacting with classmates that may be different than them. Teacher will note physical differences amongst classmates and ask questions about preferences to bring light to how students are similar/different. 3. Techer will reference a virtual map in which students will plot themselves based on their family’s heritage. Teacher will discuss different customs and traditions that are associated with the origin of the students. 1. Students will listen to the story “The Day You Begin” by Jacqueline Woodson 2. Students will participate in discussions about their own preferences and similarities and differences and how they do or do not impact their friendships with their classmates. 3. Students will plot themselves on a virtual map based on the heritage

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of their family. Students will reference their own customs and traditions associated with their origin and how they are similar or different to those of their classmates. Presentation Procedures for New Information and/or Modeling: Activity Description/Teacher Student Actions Presentation Procedures for New Information: Teacher will..  Reinforce vocabulary such as similarities, differences, and heritage to bring light to how students are similar or differ from their peers  Create a virtual class map that visually represents where each student comes from  Explain that an expository piece of writing is meant to inform the reader about the subject. Compare/contrast expository to the narrative writing piece they just read. Modeling: Teacher will…  Model an interview process, engaging in discussion with a colleague to model proper listening and speaking skills, and questions that are suggested to be included in expository writing pieces. Presentation Procedures for New Information: Student will..  Familiarize themselves with vocabulary such as similarities, differences, and heritage to represent their similarities and differences to their peers  Plot themselves on a virtual class map that visually represents where they come from  Engage in discussions about expository writing and how it informs the reader. Compare and contrast it to the piece they read prior. Modeling: Students will…  View a modeled interview process, reinforcing proper listening and speaking skills, and questions that are suggested to be included in their own expository writing pieces. Guided Practice: Activity Description/Teacher Student Actions 1. Teacher will explain to students that they will be writing an expository piece about a classmate which will be chosen at random. In order to complete the 1. Students will familiarize themselves with the components of an expository writing piece. They will view a proper interview process modeled by the teacher in which they will note proper

writing piece, students will interview a classmate to ask them questions about their physical appearance, preferences, and heritage. The teacher will model a proper interview process, reinforcing proper listening and speaking skills, and suggesting questions to be asked during their own interviews. The teacher will record the responses of the interviewee, which will be used later to complete the pre-writing graphic organizer. 2. The teacher will introduce the recording devices that will be used during the interviews. Teacher will explain that the devices will take a video of their interview so they can refer back to the questions and answers during the interview. 3. Teacher will ask the students to help her complete a pre-writing graphic organizer based on the answers given during the interview. The teacher will explain that she wants to use three important facts from the answered questions. The teacher will ask the students to brainstorm with a partner about which facts they think were most important and should be used in the expository writing piece. The teacher will complete the graphic organizer using a combination of words and pictures. listening and speaking skills. They will take suggestions of interview questions to be asked and remember to take notes (in the form of words or pictures) to refer back to when completing their pre-writing process. 2. Students will learn that their interviews will be recorded to use as a reference during their pre-writing process. 3. Students will use the modeled interview as a reference to assist in completing the graphic organizer with the teacher. Students will turn and talk with a partner to discuss which components of the interview were most important to include in the expository writing piece. Students will share their answers when called upon. Students will assist in sounding out words and suggesting pictures to use to convey the information they learned about the subject. Independent Student Practice: Activity Description/Teacher Student Actions 1. The teacher will pair the students in order to begin their interviews. They will be provided with 1. Students will engage in their interviews with a partner. They will practice proper speaking and

suggested questions to ask during their interview and their recording device. Students will be reminded to practice proper speaking and listening skills during their interview. 2. Teacher will walk around the room to monitor the interviews. Prompting questions and guiding discussions as needed. 3. Teacher will prompt students to go to their table spots at the conclusion of the interviews to complete their pre-writing graphic organizers. Teacher will help students as needed to recall information, sound out words, and choose key facts that they will be including in their expository writing piece. listening skills, taking notes in the form of words and pictures while being recorded. 2. Gg 3. Students will independently complete their pre-writing graphic organizers based on the information they received during their interviews. If they are struggling to recall information, they will refer to their recorded conversations. Students will use a combination of words and pictures to represent the facts they learned and will include in their writing. Culminating or Closing Procedure/Activity: Activity Description/Teacher Student Actions 1. Teacher will gather students on the carpet to discuss their interviews and what they learned about their partner. 2. Teacher will prompt questions about things they have in common and how they differ from their peers, and how, if at all, it effects their relationships 3. The teacher will reference the similarities and differences amongst the classroom community and start a discussion about social identity. The teacher will explain that exploring and educating ourselves with different cultures helps us to strengthen ourselves. And, in addition, that diversity helps us recognize and respect ways of being that are 1. Students will share their interview experiences and facts they learned about their partner. 2. Students will reflect on the responses of their partner and share similarities or differences based on their responses. Students will reflect on any impact the responses had on their relationship with said peer. 3. Students will engage in discussion about their own social identity and how it connects to and impacts the community. Students will reflect on the differences they have with their classmates and how it helps them to show respect to the preferences/customs of other people.

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not necessarily our own. Differentiated Instruction Consider how to accommodate for the needs of each type of student. Be sure that you provide content specific accommodations that help to meet a variety of learning needs. Gifted and Talented: Gifted and Talented students will be challenged to use their knowledge of letter-sound correspondence and sentence structure to record their ideas in sentence form using proper word spacing, capitalization, and punctuation. EL: For English learners, students will be encouraged to communicate in their native language with one another. Students will be encouraged to draw pictures of what they learned about their partner in which they can later formulate into written words with adult assistance. Students with Other Special Needs: Students with physical disabilities who struggle with fine-motor skills will be provided with pencil grips to assist in writing. Students with visual impairment will be allowed to use assistive technology such as a word processor with auditory feedback or share their answers orally to be recorded by an adult. Assessment Formative Monitor The teacher will monitor the students’ ability to use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic by d referencing the information recorded on their pre-writing graphic organizers. The teacher will also monitor the students’ speaking and listening skills by first modeling a proper interview, then interacting during the independent student practice, prompting questions and guiding discussions. Support The teacher will support student learning by encouraging interaction amongst peers during the interview process and providing graphic organizers to organize their ideas during pre- writing. Extend The teacher will adjust instruction to extend understanding of expository writing pieces the

pre-writing stage of the writing process, and proper listening and speaking skills. Summative The students will complete the provided pre-writing graphic organizer using a combination of drawing, dictating, and writing. The teacher will review the organizers to determine if the student named who they were writing about and disclosed 3 pieces of information about the subject with 75% accuracy (score of at least 3 on attached rubric). Students writing will be evaluated using the rubric below. Pre-Writing Process Rubric Criteria 1 2 3 4 Score Ideas and Organization Shows or tells a topic. Does not include relevant details. Pictures do not match ideas. Tells a topic and attempts to write about 1 key detail. Pictures/words partially match ideas. Tells a topic and two key details. Pictures and words partially match ideas. Ideas are relevant to topic. Tells a topic and includes 3 key details. Pictures and words align with ideas. Ideas are relevant and important to understanding the topic. B. Students are given the opportunity to demonstrate digital literacy within this lesson in two different ways. First, students use an interactive map to plot where their family originated from. In addition, students are provided with video recorders to use during their interview with a classmate. Both of these activities promote digital literacy by giving students the skills to evaluate and create content using technologies. Another aspect of digital literacy that could be easily added to the revision portion of this lesson plan would be to complete their rough draft of writing on a software that can be easily edited and revised such as Google Docs or Microsoft Word.

Lesson Plan - Writing Task 2 (1)

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