Candidate: Amanda James Subject: English Language Arts

Grade Level: 1 Date:October 10, 2018

I.Standards

Content: English Language Development:

R.L1.1: Ask and answer questions about key ELD.1.1.A.1: Exchanging information and ideas
details in a text. with others through oral collaborative
Rl.1.3: Describe characters, settings, and major conversations on a range of social and academic
events in a story, using key details. topics.
RL.1.7: Use illustrations and details in a story to ELD.1.1.C.11: Supporting own opinions and
describe its characters, setting, or events. evaluating others’ opinions in speaking and
W.1.1: Write opinion pieces in which they writing.
introduce the topic or name the book they are
writing about, state an opinion, supply a reason
for the opinion, and provide some sense of
closure.
SL.1.1: Participate in collaborative conversations
with diverse partners about ​grade 1 topics and
​ ith peers and adults in small and larger
texts w
groups.
SL.1.5: Add drawings or other visual displays to
descriptions when appropriate to clarify ideas,
thoughts, and feelings.

II. Description of Content

Through collaborative peer activity, large group discussion, and independent writing students will
comprehend and compose a written opinion of a fictional character’s emotions with reasoning.
III. Learning Outcome

​ Objective(s) for Literacy Content: Objective(s) for ELD:

● Students will complete an opinion ● Students will orally collaborate with

writing prompt that includes an
opinion, a reason, and some closuere
with 80% accuracy.
● Students will use drawings and/or
descriptive words to describe storybook
characters with 90% accuracy.
peers on content specific topics with
90% accuracy.
● Students will state opinion on teacher
given prompt through oral and/or
written statement with 90% accuracy.

IV. Curriculum Connection

This lesson cumulates the unit on opinion writing with a prompt that requires an opinion with
reasoning behind this opinion.
V. Academic Language: Language Demands, Vocabulary, Key Genre

● Proper noun
● Opinion

VI. Materials

● Book ​The Day the Crayons Quit ​by Drew Daywalt

● ​ y Drew Daywalt
6 pictures of characters from book ​The Day the Crayons Quit b
● Google Slideshow for lesson
● 22 graphic organizers for gallery walk
● 22 dry erase boards
● Google slides presentation for class discussion
● Chart paper and marker
● Personal journal for each student
● 22 copies of small crayon template
● Crayons
● Bell

VII. Instruction

a. Engagement

● Teacher will begin lesson activating prior knowledge of past gallery walk and book we will
be reading today, ​The Day the Crayons Quit.
● Teacher will explain activity. Students will work in small groups to complete a gallery walk
featuring 6 characters from​ The Day the Crayons Quit.​ Each station will last approximately
3-5 minutes.
● Teacher will remind students that they can answer in multiple ways, through a picture, a
word, or a sentence (Google slideshow frame 1).
● Teacher will divide students into 6 groups based on their table groups.
● Students will take their gallery walk graphic organizer and a dry erase board and begin at
the station assigned by teacher.
● Students will engage is content appropriate discussion as they draw or write what they think
the character in the picture is feeling.
● Teacher will walk around room, observing each group, asking questions, and assessing
understanding of students.
● Teacher will ring a bell to signify that students are moving to next station.
● Teacher will monitor class throughout each rotation, engaging students in thinking and
discussion and encouraging them to add more detail to their work.
● After 6 rotations teacher will ring bell and call class to community rug for discussion.
● Teacher will lead discussion focusing on opinions students have of the characters. Questions
such as, “which crayon do you think was used the most?” and, “why would that character be
standing like this?” will initiate conversation that will lead to discussing that we each have an
opinion of what we see in each picture.
● Engagement Scaffolding and Differentiation Strategies for Academic and Literacy
Development

● Students can demonstrate understanding through completion of graphic organizer in

multiple ways, through a picture, through a single word, or through a sentence.
● Students will work in small peer groups, giving students the ability to collaborate and
discuss ideas with one another.
 ● Engagement Assessment Strategies

● Teacher will observe and monitor class throughout activity.

● Teacher will ask questions and initiate discussion about key ideas in activity.

b. Instructional Sequence

● Teacher will introduce story ​The Day the Crayons Quit (​ Google slideshow frame 2).
● Teacher will lead class discussion on cover of the book including questions such as, “why are
the crayons holding signs? Do the crayons look happy? What does the word quit mean?”
● Teacher will read aloud story, pausing to discuss certain characters and points throughout
the story.
● Class will discuss characters in story, now adding what we know about them from the text
(Google slideshow frame 3).
● Class will brainstorm characters from the story and their personality traits.
● Teacher will add each character and personality trait the class discusses to graph on Google
slideshow frame 4.
● Teacher will introduce journal writing opinion prompt (Google slideshow frame 5).
● Class will discuss what an opinion is, and that we need a reason for our opinion.
● Teacher will model writing format: an opinion on her favorite crayon and a reason why it is
her favorite, and a sentence providing closure to the writing piece.
○ Teacher will have scaffolded prompts available that have highlighted areas for
students to fill in specific information such as character and reason.
● Teacher will highlight the text feature that we capitalize books and the name of the character
in our writing because they are proper nouns.
● Teacher will check for understanding by asking for thumbs up/thumbs down from students.

● Instructional scaffolding and differentiating strategies for Academic and Literacy

Development

● Visuals, charts, and graphs help students understand, organize, and visualize the content.
● Slideshow helps students stay on topic and have visual reference to characters in story.

● Instructional Assessment Strategies

● Teacher can assess for understanding through discussion and through collaborative
brainstorming activity completion.
● Teacher will check for understanding through thumbs up/down.

​c. Application Activity

● Students will be excused to begin writing assignment.

● Teacher will circulate through room observing students, assessing for understanding, and
assisting in the writing process.
● Supports including the writing prompt, sentence frames, and graph of characters and their
traits will be available for students to utilize.
● Students will have choice of flexible seating options throughout room.
● As students finish their prompt teacher will read their writing and help them edit for grade
appropriate spelling and punctuation mistakes.
● Teacher will give finished students a small crayon template to color in their favorite color
that will go on a classroom graph.
● Teacher will monitor class for completion of writing and coloring activities. When many are
finishing teacher will give time warning of 3 minutes left.
● Class will clean up materials used and will find their way to their seats.
 ● Teacher will call students by table to come and add their crayon to the chart.
● Class will discuss what colors they chose for their favorite.
● Teacher will bring closure to activity by reviewing the activities and content taught today.
● Teacher will answer any questions students have about the lesson.
● Teacher will introduce the next lesson in this unit, writing a letter to your favorite crayon.
● Application Activity scaffolding and differentiating strategies for Academic and
Literacy Development

● Differentiated writing prompts include sentence frames, highlighted spaces for word input,
dictation, and the option to draw a picture.
● Through collaborative editing students assist in editing their work.
● Reviewing concepts and content activate prior knowledge about the lesson.

● Application Assessment

● Teacher will use rubric to assess writing prompt to check for understanding of content and
lesson objectives.

VIII. Accommodations for Individual Learners

● Sentence frames and highlighted entries of journal prompt.

● Ability to answer prompts, gallery walk, and writing prompt through pictures.
● Ability to add more information to gallery walk stations challenges students.

IX. Home Connection/Homework (if appropriate)

● No homework will be given for this lesson.