Subject/Grade: English Language Arts Grade 1

Lesson/Date: Writing on Demand December 10th, 2020

Time: 12:20-1:20 (end at 1:15 to be in line to go wash hands for recess)

Stage 1: Desired Results

Lesson Writing on demand. This is weekly writing samples which are given with a prompt. This work
Overview: is done independently to see where the students are at in their writing. At the end of the lesson
the writing samples should be collected for assessment.
This week they will be given the following prompt:
What is a wonderful dream that you remember?
GOs: General Outcome 1
 Students will listen, speak, read, write, view, and represent to explore thoughts, ideas,
feelings, and experiences.
SOs: Experiment with language and forms
 Students will experiment with different ways of exploring and developing stories, ideas
and experiences
Express ideas and develop understanding
 Students will make observations about activities, experiences with oral, print and other
media texts
Learning Experiment with language and forms
Objectives  Students will experiment with different ways of exploring through stories, ideas and
experiences with the given writing prompt.
Express ideas and develop understanding
 Student will make observations about the activity with the writing prompt through the
writing and visual aspects.

Stage 2: Assessment Evidence

Formative These will be turned in to Miss. Summative These will be turned in to Miss.
Assessment Wright as a form of assessment at the Assessment Wright as a form of assessment at the
end of the lesson. end of the lesson.
Group Discussion (This will occur in
consolidation)
1. Can anyone tell me what is
good drawing I could have
added if my wonderful dream
was…? What detail could I
have added to my picture?
2. What is something I could
have written to tell you about
my wonderful dream?

Stage 3: Learning Experience

Prior to  Have my resource Resources:  Worksheets
Lesson:  Have worksheets printed out  Pencils
before class starts so each  Crayons
student has 1.  Paper chart in front of the room
 Visual on-board timer  Markers
 On board timer
 Book: Bowwow Powwow
Subject/Grade: English Language Arts Grade 1
Lesson/Date: Writing on Demand December 10th, 2020
Time: 12:20-1:20 (end at 1:15 to be in line to go wash hands for recess)
Time: Content/Description Differentiation/
Assessments:
Introduction:
1 Review of Previous Concepts/New Learning:
minutes Good Morning Everyone!
approx. Today we are going to be doing writing on demand, and you will have the
chance to work independently on the prompt. First, we are going to look read
a book and them brainstorm together about the prompt and a few examples
together, then you will be able to work on it yourselves.
 Have students quiet and listening before beginning as they need to
respect classroom expectations (whole body listening)
 Go over expectations for my personal attention grabber (Hocus Pocus)
2 Transition Used as a tool
minutes HOCUS POCUS… EVERYBODY FOCUS (attention grabber) for classroom
approx. What to focus on: management
Ensure students have nothing on their desk and are listening during the example
and learning activity one.
*Wait time
Body:
25 Learning Activity 1: Reading of a book This aids to
minutes visual and
approx. Book: Bowwow Powwow auditory learns
Author: Brenda J. Child to help explain
Illustrated: Jonathan Thunder and show them
This book is being incorporated as an FNMI incorporation for a lesson. prompt for what
they will be
Talk about the book working on.
-ask questions Reading.
*incorporate wait time
Brainstorm:
1. Come up with ideas of dreams as a class to help have some ideas
together before writing on our prompt
2. Set expectations of how being giggly and silly is not acceptable
3. Be firm

2 Transition Used as a tool

minutes *Before passing out work sheet reiterate expectations to the class on how the for classroom
approx. class will run. (voice levels, behavior, independent work expectations) management
Alright I am going to pass out the worksheet. While I am doing that can
everyone please have their pencils out and ready to work? Once you get a
worksheet you will be able to start.
 PASS OUT WORK SHEET
20 Learning Activity 2 & 3: Go over examples of the Prompt and ideas & Independent
minutes Example work time
approx. PROMPT: WHAT is a wonderful dream you have had? works as a way
Go through example as a class for students to
show what they
*THESE ARE BEING TAKEN IN FOR ASSESSMENT SO NO HELP know.
Subject/Grade: English Language Arts Grade 1
Lesson/Date: Writing on Demand December 10th, 2020
Time: 12:20-1:20 (end at 1:15 to be in line to go wash hands for recess)
OTHER THAN INSTRUCTIONS CAN OCCUR. SHOW YOU KNOW. Having the task
on the board
Independent worktime along with
PROMPT: WHAT is a wonderful dream you have had? visuals is a
 Circulate through the classroom answering questions and speaking with good way for
students as they are working to ensure they understand. You also want to students who
make sure they are on task. succeed more
*Visual timer on board visually to be
able to stay on
Once you are finished and feel like you are ready to color in your picture task.
please raise your hand and I will come check, and then you will be able to go Circulating the
your bin to get your crayons, and color in your picture for the remainder of classroom is a
the time. good way to
ensure students
stay on task,
and it helps
answer any
questions if they
have any.
2 min Transition Used as a tool
approx. HOCUS POCUS… EVERYBODY FOCUS (attention grabber) for classroom
management,
and a clean-up
time.
Consolidation:
5 Review of Key Concepts/Point to Next Class: Reviewing back
minutes Amazing job today everyone! We are going to have some time to share our to my example
approx. prompts so I will be picking people who are sitting quietly with their hands and asking
raised to share their work. some question
*Pick 2-3 students of other things I
Group Discussion: Looking back at my example could have
1. Can anyone tell me what is good drawing I could have added if my added shows if
wonderful dream was…? What detail could I have added to my picture? the students had
2. What could is something I could have written to tell you about my an
wonderful dream? understanding
*Pick on 2-3 students (incorporate wait-time between questions) for the prompt.

Great job today everyone! Next class will be a writer’s workshop again on
Monday!
Stage 4: Reflection
1. How the students responded to the lesson as planned and taught:

2. Specific strengths of the lesson plan and delivery:

Subject/Grade: English Language Arts Grade 1
Lesson/Date: Writing on Demand December 10th, 2020
Time: 12:20-1:20 (end at 1:15 to be in line to go wash hands for recess)
3. Specific weaknesses in the lesson plan and delivery:

4. What must be addressed to improve this plan?

5. How I have grown from this teaching experience: