Rowan University College of Education Elementary Education Lesson Plan

TEACHERS NAME: Katie Collins SUBJECT/S: Readers/Writers Workshop TIME FRAME: 60 minutes total Hook- 1 minutes Teaching Content- 8 minutes Guided Practice- 12 minutes Independent Practice- 24 minutes Closure- 15 minute NJCCCS AND COMMON CORE INDICATOR(S): CCSS.ELA-Literacy.SL.K.4- Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. CCSS.ELA-Literacy.SL.K.5- Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.SL.K.6- Speak audibly and express thoughts, feelings, and ideas clearly. CCSS.ELA-Literacy.W.K.1- 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. ENDURING UNDERSTANDING: I want my students to understand that sensory images can be full of detail. ESSENTIAL QUESTION(S): What descriptions can we include in our sensory images? LESSON OUTCOMES Content Outcome: The students will know sensory images are full of detail. Performance Outcome: The students will be able to create sensory images that are full of description. CONTENT SUMMARY AND BACKGROUND KNOWLEDGE: This lesson focuses on sensory images. For nearly a week, students have learned about sensory images and how they help us create stories. Students have learned that sensory images are the pictures that our minds create. During one of our readers workshops, I had students close their eyes and imagine objects such as cake, ice cream, the beach, etc. Because of this prior lesson, students have a foundation of how to create sensory images that are full of detail. I will introduce descriptions of sensory images by referring to the cake, ice cream, and the beach that we have discussed in the past. I will give the students vivid detail to begin our lesson. Also in this lesson, I will read the book The Night Before St. Patricks Day. As I am reading, I will ask the students to pick out sentences that give a lot of detail. Students will also have the opportunity to tell me something about St. Patricks Day with description. ASSESSMENT OF STUDENT LEARNING: To assess the students learning in this lesson I will have the students write about how to catch a leprechaun on the St. Patricks Day paper. Even though students will be able to use their imagination and their creativity to complete this assignment, students will still be required to give me at least 3 steps, with details, of how they would be able to catch a leprechaun. GRADE: Kindergarten LESSON & UNIT TOPIC: St. Patricks Day/Sensory Images

As students are working on this assessment, I will be walking around the room working with the students that need further guidance. I will help these students with phonics and their phonemic awareness. In addition, students that did not work with me during writing will show me their work when it is time to share during whole group. As the students are sharing what they have written, I will keep running records on the Writing Checklist. This will provide me insight on what students I will need to work with next time during writing. It will also help me keep track of the students that need to work on certain writing concepts or can further exceed on their writing. CONNECTIONS: Describe how this lessons background preparation, content, practice, and follow-up will connect to the following, which are critical to learning success: prior learning- Since the beginning of the school year, students have worked on their writing. In this lesson, students will continue to work on this concept and already know what is expected of them during this lesson. Since January, students have been required to provide 3 key ideas/sentences. This lesson will have the same expectations that have been set since January, expect it will be on the St. Patricks Day topic. content and instruction in other subject areas- This lesson includes both reading and writing, and also include the theme of St. Patricks Day. Students will be required to write about how to catch a leprechaun in respect of St. Patricks Day. The students will have a story read to them, which will lead to their writing workshop. varied cultural perspectives and/or contributions- Because students are writing about St. Patricks Day, students will get an idea of how the Irish celebrate and what St. Patricks Day mean to the Irish. home and family- Students who are of Irish heritage will see some connections from their own home and can bring it to the classroom. Also, parent volunteers will be coming into to our classroom to help the students with their writing. Not only can these parents see how well their own child is doing, but it is also an opportunity to see how hard all the students work in the classroom. students daily lives- Because St. Patricks Day is a holiday that is coming up, students will be able to identify what St. Patricks Day means and how others celebrate this holiday. This will serve as a reminder of what the students have learned in class. use of technology- Students will not use technology during the reading and writing workshop because it serves as a distraction for the students while they are writing. However, we will use more traditional techniques during this lesson to ensure the growth of the students writing. learning community principles When the students come back to the rug as a whole group to share their St. Patricks Day stories, students will be seeing peers as colleagues. This lesson gives all of the students a common goal and allows them to share it with their classmates. TEACHER RESOURCES: 18 St. Patricks Day paper 18 pencils Writing Checklist Wing, Natasha. (2009). The Night Before St. Patricks Day. New York: The Penguin Group LIST OF STUDENT MATERIALS: 1 St. Patricks Day paper 1 pencil LEARNING EXPERIENCE

STEP-BY-STEP PROCEDURE: Hook I will explain to the students that St. Patricks Day is coming up. I will tell them that to celebrate we will be writing about a leprechaun, but first were going to learn a little more about St. Patricks Day. Teaching of Content Describe, step-by-step, how you will teach the actual content. This might be through talk, demonstration, text reading, read aloud, student investigation, viewing video, viewing visuals, and/or other approaches. I will read the book The Night Before St. Patricks Day by Natasha Wing to the students. As I am reading, I will stop and ask questions such as: What do you think is going to happen next? What do you see here? What do you think happened? After I am done reading the story, I will ask the students what happened in The Night Before St. Patricks Day. I will also ask the students to tell me what they would do if they wanted to catch a leprechaun. I will call on about 3-4 students to tell me what they would do. Next, I will tell the students that they are going to tell me how they would catch a leprechaun on pretty St. Patricks Day paper. I will ask the students to please show me their best handwriting and their spaces on the paper. I will also ask them to please grab their pencils. My paper people will help me hand out the St. Patricks Day paper to each of the students. As the students are working on their assignment, I will walk around the room and help students that need further guidance. Checking for Understanding The students will be asked the questions that are shown below. They will answer the questions aloud. I will ask students at random while I am making my way around the classroom. What happened in The Night Before St. Patricks Day? How would you try and catch a leprechaun? Guided Practice During the students writing workshop, I will walk around the classroom helping the students that need further guidance. During this guided practice, students will focus on their phonemic awareness and how they think words should be spelled based upon this. I will also have help during this guided practice from volunteer parents that come in the classroom. Independent Practice The students that I am not working with during guided practice will work independently. They will also focus on their phonemic awareness, but they will do this without help. These are the students that are in higher level reading and writing groups and are capable of completing their writing on their own. Closure For the last 15 minutes of the writing workshop, I will have about 8-9 students share what they have written. I usually choose the students that did not work with me during guided practice. At the end, I will let the students know how well they did during their writing.

Writing Checklist Student Name 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Share Adult Writing