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Ed 436 Lesson Plan 1
Ed 436 Lesson Plan 1
Ed 436 Lesson Plan 1
1. Objective(s): At the end of the lesson students will have created an opinion
piece that includes a clear stated opinion, two supporting sentences, and sentence
of closure.
4. Assessment: I will circulate the room during writers workshop time, and have
them share their opinion pieces with me. I will look to make sure students are
including a beginning, at least two supporting sentences, and an ending sentence
for closure.
5. Materials: A writing prompt, example story of mine, markers (at their desk)
pencils, and paper.
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A. CONNECT:Mrs.Stevenshasinformedmethatyouallhavebeenworkingonwriting
opinionpiecesandovertheweekendIhadachancetoreadoversomeofyourwritings.First
Ijustwanttosay,manyouallaregreatwriters!Youallhavesomeneat,uniqueideas,with
strongopinionstatements,andIwasgreatlyimpressedwithhowwellyourillustrationswent
alongwithyourwritings.However,Inoticedthatveryfewofyouropinionstatementshad
enoughsupportingreasonsbehindthem.SoasIreadthemIcouldnthelpbutwonderWHY
youfeltthewayyoudidaboutyourtopic.Inotherwords,Iwanttoknowmoreaboutwhy
youwouldratherhavehadelephantearsoverdolphintailsorviceversawhyyouwould
ratherhaveadolphintailsoverelephantears!Supportivesentence,orextradetailsentences
reallyhelpyoureadersunderstandmoreaboutyouropinionandwhyyoubelieveonething
overanother.Today,Imgoingtoshowyouhowtoplanoutyouropinionpiecestowhere
youhaveaclearstatedopinion,supportivereasoning,andfinalclosersentence.
B. TEACH:Iamgoingtoshareanopinionofmineaboutpets,thenImgoingtogiveatleast
twosupportingfactstotryanconvincetherestofyouthatmightnotagreewithmeonewhy
myopinionisvalidortrue.AfterIhavegiventwoorthreestrongreasonstosupportmy
opinion,ImgoingtowrapupmywritingbyclearlystatinganIfeelstatement.
- SofirstImgoingtothinkofsomethingIfeelstronglyabout.Hummmm,Okayso
somethingIbelieveisthatsmallfishmakethebestpets.CanIgetashowofhandson
whohereagreeswithmeaboutasmallfishbeingthebestpet.(afewwillraisetheir
hands,mostprobablywont)Awwonlyafewofyouagree,butthatisokaybecauseitis
myopinion,whichmeansthatsomewillagreewithmeandsomepeoplewont.Either
wayImgoingtowritemyopinionstatementniceandclearlyformyreaders.
C. MODELING:IllwriteuponthewhiteboardThebestpettohaveisapetfish
SonowIvestatedmyopinion,but(callonsomeonewhodisagreedwithmyopinion)and
askbywritingthisopinionontheboarddidthisconvinceyouthatpetfisharethebest?
Noitdidnt,whatIneednowisreasonwhyIbelievethis.Inorderformetotryand
convincetherestofyouwhyafishisthebestImgoingtothinkofsomefactsthatwill
reallysupportmyopinion.
Write#1Petfishcantscratchorchewupallthefurnitureinmyhouse.(Couch,chairs,
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Spring 2016_Writing
shoes)
Write#2Petfishdontneedtobewalkedlikedogsdo.(lowmaintenance)
Iwouldpointoutthatmythreesupportivereasonsarefacts.
OkaysonowIhavetworeasonwhyfisharethebest.AskthestudentsAmIdonewriting?
Isthisopinionwritingfinish?OnceastudentstatesthatthereisamissingIfeelstatement
Iwillsay,alrightsomanyofyounoticedthatIammissinganIfeelstatement.
(ENGAGEMENT)Hum,IcantseemtothinkofonecanIhaveyouturnandtalkwith
someoneatyoutable,andseeifyoucancomeupwithanIfeelstatement.(Givethemfew
secondsofthinktime).Callonthoseraisinghands.
WritedownastudentsgoodexampleofanIfeelstatement.
ACTIVIEENGAGEMENT:NextIwillgivethemtheprompt(Whatisyourfavoritesubject
inschool?),andhavethemthinkquietlytothemselvesastowhytheyfeelthewaytheydo
overtheprompt.Iwouldaskthemtomakesurewhiletheirthinkingtoincludetworeasonto
supporttheiropinion.ThenIwouldhavethemturnandtalktoapartnertotelltheiropinion
andgiveyouropinionandatleastonereasonreasonswhy.(CHECKFOR
UNDERSTANDINGHERE)
D. LINK:So,todaywhenyousitdowntowriteyourstory,remembertostateyouropinionbut
moreimportantlysotogivesupportivereasonsthathelpyourreadersunderstandyour
opinion.Wewillbesharingsomeofyourworkattheendofwritingtoday.
CHECKFORUNDERSTANDING:Cansomeonerepeatthegoalforyouropinionpiecesfor
today?Whatareworkingtomakesureyouhaveinyourwriting?
E. INDEPENDENTWORKTIMEANDCONFERRING
TimeFrame:15minutesofindependentwork
DuringthistimeIwillwalkaroundtheroomcheckingtomakesurestudentsareincludingan
opinionstatement,twosupportivereasons,andanIfeelstatement.Iwilltalktostudents
individuallytohelpguidethemonincludingthecomponentsofreasonneedforanopinion
piece.Iftheydontquitefinishwritingwecanpickitbackupduringthenextwritingwork
shopday.
9. DIFFERENTIATION:
For students who need extra support I will walk around and confer with them to
make sure they have a clear stated opinion and make sure they have thought out
reasons to support their opinion. Targeted students I will help implement the line
strategy that Mrs. Stevens already does with them to help guide their writing.
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Spring 2016_Writing
For students who need more of a challenge I will ask them to right another
supportive reason, and/or focus in on adding descriptive words. To add details to
their drawings that include images related to the supportive reasons.
10. SHARING:5minutesWewillcomebacktogetherandIllhaveacoupleofstudents(Ill
lookforstudentswhohavebeensuccessfulinincludingatleasttwosupportivesentencesfor
theiropinion.Whentheyaresharingwewillfocusinontheiropinionstatementandmore
importantlythesentencesthatfollow.Iwillusethistoreinforcemyminilessonandhowitis
importanttogivereason/supporttoouropinionssothatourreadersoraudiencewillhavea
betterunderstandingaclearideaofwhywefeelthewaywedo.Ineedtomakesuretopull
studentofallthreelearninglevelssoahigh,medium,andlow.
My writing lesson was given to my field placement classroom of first graders. The lesson
was mainly over opinion pieces, and targeted specific components of an opinion piece including
a clear opinion statement, at least two supporting reasons, and an I feel conclusion. I believe,
that my written out lesson was well planned, and contained most of the essential components of a
mini-writing lesson. Due to my thorough planning I did have some success, and some parts of
my lesson that went well. One thing that I thought went pretty well, was most students hit the
target of the day or were rather close to hitting the target of my lesson. I also felt like when
students were not off task they were rather engaged with my instruction. My cooperative teacher
seemed to think that I did a really great job with giving the lesson, but we also both felt that I
other words, I need to learn how to teach while enforcing classroom management rules so that
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Spring 2016_Writing
Due to the challenge in keeping my students focused, listening, and on task, carrying out
my actual lesson plan was much more difficult than I had anticipated it to be. As early mention
the main reason giving my lesson felt so difficult for me was I struggled with apply classroom
management during my teaching. It was very difficult for me to hold the teacher authority figure,
perform a lesson, and continue to keep my students attention. In other words, it just seemed as if
the class would get off track after one suppose to be engaging question, and after every turn-
and-talk I struggle to reel my students attention back to the front of the classroom for further
instruction. Also, I felt like I didnt quite do as well as I could when students threw out
unexpected comments that didnt necessary coincide with my lesson plan. For example, in my
modeling of an opinion piece about fish making the best pets, some students disagreed, but I
couldnt get them to hit my targeted explanation of why they disagreed. In other words, I had this
planned out idea that students would be able to make the connection that simply stating an
opinion was not enough that there needed to be support, but I couldnt seem to ask the correct
question to guide their thinking towards a logical reason of why support is needed in an opinion
piece writing. Also, sometimes students would just blurt out random things, and I was sure if I
should ignore, or respond to them, and if I should respond what do I say to (what felt like) a
random comment.
By giving this lesson I learned a great deal of how to become a better teacher. I learned
that one, I need to provide better classroom management, two, that I need to work on my
performance of instructing content to my students so that I can keep their attention better, and
three, that first graders have very creative minds and that I need to plan more for unexpected
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Overall, I feel that my written draft of the lesson was, and still is, a thorough mini-lesson
(therefore I did not change a whole lot in my revisions), however my performance of the lesson
was what prevented me from achieving my own expectations. I view this experience of teaching
as if it were a play that went wrong. A play has all the scripts clearly written out, the actors and
prompts necessary, and an audience to perform to, but if the actors do not successfully perform in
way that entertains, then the audiences attention is lost and the play is not as successful as it
could be. In my lesson the script was carefully written out, the props were in place, and I had a
progress. With more experience, I am hoping to gain the necessary confidence and knowledge on
how to keep my student more engaged with instruction and how managed the classroom