Taught by: _________Mindy_____________________________ Grade: ________________2nd_______________________

School: _______________GPA_________________ Date: ____________March 11, 2021____________________________

Before the lesson:

Lesson Overview: What is this lesson about?

A good lesson is responsive to all students engaged in learning. Provide a brief description of what this lesson
is about, the content areas addressed, who it is for (i.e. think about gender, race, culture, ethnicity, disabilities,
abilities, etc.), and how it relates to a larger unit, theme, or lesson. If you are not teaching the class create a
hypothetical description of a class from a previous experience.

This lesson is day 3 in week 2 of unit 1 in our writing curriculum. This week we have moved on from “Things
I Like” to “I help” stories. This is for a small group writing intervention. The curriculum is called “Being a
Writer” and it is for grade 1. In this lesson we will go over the book we read in the first 2 days, then we will
talk about the “I help” sentences that we brainstormed. Then the students will practice writing I help
sentences using proper mechanics and structure.

List any pre-requisite skills or information needed for learners to be successful.

 Background knowledge of the book “Farmer Duck” that we did in the first two lessons.
 BK for building a story using sentence started and ideas that we brainstormed together (we did a
“Things I Like” book for the first week of lessons in this unit)
 Sentence structure and mechanics (capital letters, spacing, punctuation)

Universal Design for Learning: How will you maximize supports and minimize barriers for all students?
Engagement Representation Action and Expression
7.1 Optimize individual choice 1.1 Offer ways of customizing 4.1 Vary the methods for response
and autonomy the display of information and navigation

7.2 Optimize relevance, value, 1.2 Offer alternatives for 5.2 Use multiple tools for
and authenticity auditory information construction and composition

7.3 Minimize threats and
distractions
8.1 Heighten salience of goals
and objectives
8.2 Vary demands and resources
to optimize challenge
8.4 Increase mastery-oriented
feedback
9.1 Promote expectations and
beliefs that optimize motivations
2.2 Clarify syntax and structure
2.4 Promote understanding
across languages
3.1 Activate or supply
background knowledge
3.3 Guide information
processing and visualization
5.3 Build fluencies with graduated
levels of support for practice and
performance
6.2 Support planning and strategy
development
6.3 Facilitate managing information
and resources
6.4 Enhance capacity for monitoring
progress

9.3 Develop self-assessment and

reflection

Time: What is the estimated time needed for this lesson?

 Lasell College Education Department
Lesson Plan Template (2015-2016)
30 minutes

Lesson Goals: What are you teaching?

Overarching question:

What are some ways we can help our families in friends in our lives?

Common Core/Framework Alignment:

CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.

Objective: (Students will be able to…)

Students will be able to use the “I help when I” sentence starter to write “I help” with proper mechanics by
using the ideas we brainstormed together to build their sentences.

Language Objective (if ED 309 and above):

Same as above

Opportunities for IEP goal integration:

- small group opportunity

- sentence starters
- one line per word
- writing paper
- short directions
- reduced amount of work needed to produce
- brainstorming sentences before writing them

Lesson Assessment: How will ensure that students learn?

Formative (The goal of formative assessment is to gather feedback that can be used by the instructor and the
students to guide improvements in the ongoing teaching and learning context. These are low stakes
assessments for students and instructors.):

-observations while doing the lesson

Summative (The goal of summative assessment is to measure the level of success or proficiency that has been
obtained at the end of an instructional unit, by comparing it against some standard or benchmark.):

-final product (sentences) at the end of the lesson

 Lasell College Education Department
Lesson Plan Template (2015-2016)
Lesson Materials: What supplies, people, and technology (high and low) will you use?

-writing notebook
-pencil
-lined writing paper for teacher model
-laminated lined sentence paper for sentence starter
-Farmer Duck book if necessary, for review
-white board marker
-sight word ring if necessary, as a resource
-alphabet strip as a resource
-a crayon used to help with spacing

Lesson Methods: How are you teaching?

Beginning/Focus: How will you hook student into the topic? Some examples could include: Model, read
aloud, introduce, share an example, set up a problem, activate prior knowledge. Approximate Time: ____5
mins_____
Teachers and staff say and do Learners will say and do UDL Integration
We will begin with reviewing what we Learners will listen to the questions and
listening to when we read “Farmer answer them with the events in the story.
Duck” in the first 2 lessons.

What was the book about?

What did the farmer make the duck

do?

How did the animals help the duck in

the story?
Probing questions: What happened
when the animals found the farmer
sleeping? What did the animals do
when they woke the farmer up?

Then we will move on to talking about

the “I help” sentences that we had
already been brainstorming in
previous lessons.

I will show the sentence starter “I help

when I” and the students will say ways
that they can help their friends and
family.

Middle - Guided Practice: How will you guide the students in learning by gradually reducing responsibility?
Examples: whole group to another delivery method such as centers, small groups, pairs, heterogeneous
grouping Approximate Time: ___5 mins______
Teachers and staff say and do Learners will say and do UDL Integration
We are going to go over ways that we Learners will help me come up with
help that we already brainstormed, sentences to model based on the ideas that
 Lasell College Education Department
Lesson Plan Template (2015-2016)
and I will model writing the sentences we brainstormed.
on a paper.

We will do this with 3 sentences.

I will model using the sentence starter

and skipping lines between each
sentence.

I will also model using spacing,

capitals, and punctuation.

Once I have modeled writing these

sentences, the students will practice
writing the same ones, on their own
using the correct mechanics and
expectations.

Independent Practice: How will instruction lead to independent practice? Approximate Time: ___15
mins______
Teachers and staff say and do Learners will say and do UDL Integration
The students will practice writing the Learners will write their own sentences
sentences that I just modeled on their using correct mechanics
own using resources such as the
alphabet line, sentence starters, sight
word ring and teacher support. I also
will write one line per word, so the
students knew what to write where.
Then on the second sentence, they will
write their own lines to help them.

They will work on listening to the

sounds they hear in each of the words
and will spell them phonetically.

Closure: How can you bring the activity to closure so that students have a direction, or an idea of how this
learning makes sense in context of the bigger picture? Approximate Time: ___5 mins______
Teachers and staff say and do Learners will say and do UDL Integration
At the end, once the students have Learners will go back and check their work
written all the sentences, they will go to see if they met the goal.
back and check if they used correct
mechanics while writing and will read
the sentences back to me.