Student: Carissa Ianazzi Professor: Erin Holtkamp

Course EDU 5230 Date: 8/2/21

Grade: 1 Topic: Nonfiction Writing Content Area: ELA

Instructional Objective(s)

Following a whole class model, students will take their research and transfer it onto a nonfiction
writing book, utilizing a writing checklist and performing an average of a “3” on a teacher
created rubric.

NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts
about the topic, and provide some sense of closure.

Indicator: This will be evident when students take their research graphic organizers and develop
them into a nonfiction writing booklet where they have a topic sentence, at least three facts, and
a conclusion.

MOTIVATION (Engaging the learner(s)*)

For the motivation, the teacher will utilize a nonfiction big book to read to the class. Students
will point out the different text features and brainstorm ideas they can incorporate into their own
nonfiction writing pieces.

MATERIALS
· SMART board
· Student dictionaries
· Graphic Organizers
· Nonfiction Writing Templates

· STRATEGIES (Learning Strategies*)

Cooperative Learning: Students will be grouped together based on the animal they chose to
research in interdisciplinary groups. They will be able to collaborate, ask each other questions,
and work together.

Modeling: The teacher will model taking the information she modeled about the arctic fox and
putting that information into the nonfiction book. Student volunteers will participate and ask and
answer questions throughout.

Class Discussion: Students will discuss how to take their research and use that information to
create full sentences in their nonfiction books.

Graphic Organizers: Students will use differentiated nonfiction writing templates to support or
challenge their needs.

ADAPTATIONS (Exceptionality*)

· Meaningful pairing of students, pairing lower level ELLs with bilingual speakers
of that language when possible
· Wait time
· Differentiated nonfiction writing templates
· Sentence Starters

DIFFERENTIATION OF INSTRUCTION

Content: The teacher will use a big book as an exemplar to showcase the features of a nonfiction
text. The big book will be utilized as a shared reading where all students can see the book and the
features. The teacher will also utilize direct instruction to model how to take facts in bulleted
form from their research graphic organizer and put into full sentences in their nonfiction book
templates. Students will be given sentence starters as support if needed. Students will also have a
checklist to guide them throughout the activity, and to help them self-assess their work.

Process:Students will be put into interdisciplinary groups based on the animal they chose. They
will have the opportunity to collaborate with their group members to share facts, bounce ideas
off of each other, and ask questions as they are working. The teacher will also walk around to
provide support and feedback throughout.
Product: Differentiated nonfiction book templates, sentence starters

DEVELOPMENTAL PROCEDURES

1. Following the motivation, the teacher will explain that today we are going to be
taking our research and utilizing the information to create their informational writing
pieces. The teacher will refer to the nonfiction big book they read previously.
2. The teacher will then model utilizing the arctic fox research from the previous
lesson, and transferring it into the nonfiction writing booklet. She will review sentence
structure such as beginning with capitals and ending with punctuation, as well as creating
twin sentences. The teacher will model transferring one research question from the
graphic organizer onto the nonfiction book template. When she is done she will model
drawing a picture to match, and then adding text features such as bolding words, labeling,
adding captions, and etc. She will use the checklist to help self-assess her work, and
ensure she has a topic sentence, at least three facts, and a conclusion.
3. The teacher will walk around to help provide affirmative and corrective feedback.
She will support and challenge students while providing feedback.
4. Students will then come back together and volunteers will share their work and
then students will share a comment, compliment or question they have on each person’s
work.

ASSESSMENT (artifacts* and assessment [formal & informal]*)

Formal: Students will be formally assessed on their finished nonfiction books, which will be
graded based on a teacher created rubric.

Informal: Students will be informally assessed as the teacher walks around with a clipboard as
she monitors student engagement and progress during writing workshop.

INDEPENDENT PRACTICE

Students will be taking their research and transferring it to their nonfiction writing booklets.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND

ACADEMIC ENRICHMENT

Direct Teacher Intervention: For students who are struggling, the teacher will provide a direct
intervention. While the teacher is walking around during group work, she will be monitoring
student learning. If she sees students struggling, or any errors, she will directly work with that
student, asking them questions to lead them to the correct answer.

Academic Enrichment:
For academic enrichment, students will utilize various text features to further develop their
writing such as a glossary, index, table of contents, caption, diagram and etc.