TCNJ Lesson Plan

Getting Ready to Write

Student Name: Nikita Garbayo School Name: Parkway Elementary School

Grade Level: Second Grade Host Teacher’s Name: Mrs. Cornelius

Guiding and/or Essential Questions:

● What are some fun things you do with your family?

● How will you write about the fun things you do with your family?
● How can you work to be a responsible member of your writing community?
● How can you work to be a responsible partner?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

● Students should have background knowledge on author Donald Crews from what we
have read and discussed about him in relation to sketching ideas before writing about
them and getting ideas from your own life.
● This also goes along with the term “freewheeling” sketches. Students should recall what
we discussed about making sketches (quick drawings to get ideas out) and how you
return back to these to write stories

Standards:
CCSS: CCSS:CCCRA.W.3
Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details and well-structured event sequences.

Learning Objectives and Assessments:

Learning Objectives Assessment

Students will be able to make sketches that Students will have sketches from the previous
they will return to and write a story about day that focus on fun things they do with their
family. They will then return to these two
sketches and write a story about one.
 Students will engage in responsible partner
discussions to brainstorm writing ideas
After choosing which sketch to write about
students will turn and talk to their partner and
take turns discussing what their story will be
about based on what is happening in their
sketch

Students will successfully write a story to go Students will work independently to write a
along with their drawings/sketches story that goes along with their
drawing/sketch

Students will practice being responsible and
share their stories
After writing students will be given the
chance to turn and talk to their partners.
During this turn they will take turns sharing
their stories. When finished I will ask a few
students to share what they talked about with
their partner.

Resources: (List materials, include any online or book references and resources)

● Powerpoint
● Chart Paper
● Markers
● Drawing/writing paper
● Pencils
● Crayons
● Timer

Plan for set-up/distribution/cleanup of materials:

● I will pass out the students sketches from the previous day
● Students will take crayons out of their desks
● The drawing/writing paper will be collected when all students have finished

Step by Step plan (numbered):

1. Lesson beginning: I will review what we made sketches about the day before, and
explain that we will be writing about those today. These sketches are ones about the fun
things they do with their family.
 2. I will then direct students' attention to my own model sketches I made with them. I will
ask for their attention and help as I begin to write about my sketch. I will think aloud as I
look at my sketch, and point out that while I write, I will be skipping lines so that I can go
back in and add in more information and detail if I decide to and have time. I will explain
that they will be doing this too.
3. I will then write a few sentences while thinking aloud and ask for students' suggestions as
well.
4. Once I am finished, I will have students look at their two sketches and choose one that
they will write about. I will tell them to pick the one that they feel like they can talk the
most about. If they can talk about it, they can write about it!
5. Once students have decided, I will tell them to turn to their partner and talk about what
story they will write to go along with their sketch.
6. Once partners are about finished, I will signal for their attention and tell them that they
will now write their stories. I will remind them how to be responsible writers in the
writing community.
7. If students finish their writing early they will be first asked to look back at their first draft
and add more detail or fix anything they find wrong. Once they are done with that they
may begin a new story about their family, or anything else they may have a desire to
write about.
8. Once students are finished writing I will tell them that they will turn and share their story
with a partner. I will first demonstrate how to properly share with a partner, and ask them
questions about how to be a good partner (eye contact, talking loud enough). I will tell
them to have 1 partner go first and put their hands on their head when that partner has
finished sharing. Once they do that and I tell them, they may switch and have the other
partner share to ensure that both partners share.
9. Closing Activities: Once students finish sharing their stories I will signal for their
attention. I will then ask for a few volunteers to ask how their writing went, and what
they enjoyed writing about. I will then ask about how sharing their stories went, and how
they knew their partner was listening. I will collect their finished writings, and if some
did not finish they will finish them on friday during fun friday free time.

Key Questions (that you will ask):

● What story will you write to go along with your sketch?
● How can you be a responsible writing partner?
● How did you know your partner was listening when you read your story?

Key Vocabulary
● Sketching
Logistics:
● Timing:
○ Lesson Beginning: 5 minutes
○ Demonstrating sketch and writing: 10 minutes
○ Partner turn and talk: 5 minutes
○ Writing independently: 20 minutes (check in at 10 minutes)
○ Demonstrating Partner Share: 3 minutes
○ Partner Share: 7 minutes
○ Closure: 5 minutes
● Transitions:N/A students stay at desks the entire time
● Classroom Management: I will keep students engaged and paying attention by asking
questions. I will also keep students on task and aware of time by setting a timer, and
warning them when the time for each activity is almost over. I will signal the end of each
partner time by using the signal of raising my hand and having students copy and also
verbally saying share time is over.

Differentiation Notes

● Content: All students will have the same content

● Process: All students will have the same process. However, I will be walking around the
classroom to ensure that multiple students will get help if needed and to keep others on
task. Simply reminding them of what they should be doing will get them on task again.
There are four students that I expect need help more than others. Two will need help
writing and to keep the flow of their writing, oftentimes they will not write unless aided
so I give them goals such as helping them think of a sentence and saying i'll come back
when they finish that one in order to keep them working. The other two will need help
staying focused and on task. They tend to get distracted but with some reminding of what
the task is they get back to work.
● Product: All the students will create a writing to go along with their drawing of an
activity with their family.