Geneva Lesson Plan Writing Week 2

LESSON PLAN
Name: Date: Lesson Start and End Time:

Julia Riggle 4/11
12:05-12:40
Academic Area: Grade Level: Co-op initials with date:

Writing First
Pre-Instruction Planning
Topic Create a New Invention!
PA Anchor/Standard or CC.1.4.1.B
Eligible Content
Identify and write about one specific topic.
CC.1.4.1.A
Write informative/ explanatory texts to examine a topic and
convey ideas and information.
Lesson Objectives TSWBAT write a commercial advertising an invention they
create.
Materials Teacher:
Promethean Display of Outline
Students:
Tool Boxes
Create a New Invention Drawing
Planning for Learners Differentiation:
Product: Students will write a unique script for a commercial
advertising their new creative invention.
Process: For students who have difficulty generating an idea of a
new creation, I will provide random ideas they can draw from a
bag.
Modifications/Accommodations:
Lesson Presentation
Introduction To begin this lesson, I will show commercial videos of age and
developmentally appropriate inventions for first graders.
Lego: https://www.youtube.com/watch?v=T0pTtj1-u9E
This advertisement tells us we can build anything we want- art,
11-22
masterpieces, and solutions.
Minecraft: https://www.youtube.com/watch?v=MmB9b5njVbA
“How is the game advertised by the describer?” “What words
are used that make someone want to buy it or use it?”
This invention allows users to explore a virtual place through
deserts and caves and essentially build anything you want.
Next, I will ask students “In your opinion what is the greatest
invention ever created?” and “What makes it so great?”
-Cellphone?
-Refrigerator?
Sequence of activities Students will be partnered and brainstorm an invention they
including assessments would create, who they would create it for and why they would
create it.
The students will draw and color a picture of their invention.
The students will be assessed on creating and drawing a picture

of their invention with 100% accuracy.
The students will be assessed on working cooperatively with
their partner with 100% accuracy.
The students will be assessed on participating in classroom
discussion with 100% accuracy.
The students will be assessed on defining invention with 100%
accuracy.
Lesson Wrap-up The teacher will approve each invention and collect their
drawings.
Self-Evaluation This activity was implemented to support student creativity and
enhance writing skills. I have differentiated this assignment in
many ways. First, I allowed students to work independently or in
partners. Next, I provided students who struggle writing with an
outline. Lastly, the assignment allows students to create their
own unique invention to write about. The students enjoyed this
activity.
LESSON PLAN
11-22
Julia Riggle 4/12
12:05-12:40

Writing First
Eligible Content
CC.1.4.1.A
create.
Materials Teacher:
Students:
Pencil
Create a New Invention Outline
bag.
Lesson Presentation
Introduction To begin this lesson, I will display a picture of an invention. I
will display a picture of drones and lead the class in a short
discussion of how drones could be useful.
This invention is useful for search and rescue, disaster response,

wildlife monitoring, firefighting, and many more purposes.
Today inventors are working to create drones that can deliver
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cargo.
“Do you think this invention is useful?” “What else could we

use drones for?” “Do you think drones are safe?”
Sequence of activities Students will meet with their partner. The students will use the
including assessments outline to write a paragraph about the invention they made
yesterday.
Students will be assessed on writing an initial draft of their

invention with 100% accuracy.
Students will be assessed on writing a paragraph describing
three reasons why their invention is useful with 100% accuracy.
Students will be assessed on writing complete sentences with
punctuation, capital letters, and finger spaces with 100%
accuracy.
Lesson Wrap-up To end the lesson, I will edit the student’s outlines of their
invention. I will collect drafts once I have edited with them.
Students who finish early can create a slogan or catch phrase to
promote their invention.
Self-Evaluation Today the students moved from the planning sheet to the draft
copy of their commercial writing. To begin the lesson, I showed
the students age and developmentally appropriate inventions and
products that they would be familiar with. Then I asked the
students what kind of words were used to describe the invention.
The students listed adjectives and phrases that were appealing to
customers. I explained to the students they should write about
what makes their invention unique and what would make
someone want to buy their invention. The students were able to
use their planning sheet to guide writing about their inventions.
LESSON PLAN
11-22
12:05-12:40
Julia Riggle 4/13
Writing First
Eligible Content
CC.1.4.1.A
create.
Materials Teacher:
Students:
Pencil
Create a New Invention Outline
Create a New Invention Final Copy
bag.
Lesson Presentation
Introduction To begin this lesson, I will ask students to think about how they
will convince people to use their invention. “Why would I want
to buy your invention?” “How will it help me to buy your
invention?”
Sequence of activities Students will rewrite final copies of the advertisement for their
including assessments inventions. They must include why someone should want to
buy it.
The students will also draw a final picture of their invention.
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The students will be assessed on writing a final copy of why
their inventions should be sold and purchased with 100%
accuracy.
The students will be assessed on cooperating with their partner
to complete the invention project with 100% accuracy.
Lesson Wrap-up To complete this lesson, I will collect the final drafts to hang
them up in the hallway or in the room.
Students who finish early can come up with a catch phrase or
slogan to promote their invention.
Self-Evaluation Today I began to meet one-to-one with the students to help them
edit their projects. Once I met with them, they were directed to
write their final copy of the invention. The students who
struggle writing continued to struggle even with the outline. I
pulled those students who struggled to small table to edit
together. Then, they began to write their final copy. I used
scaffolding by telling students “Writing is talking written
down.” Additionally, I would ask the students a question about
their invention and tell them to answer in a complete sentence. If
the student was able to answer, I directed them to write down
what they just said exactly how thy said it.
LESSON PLAN

Julia Riggle 4/14
12:05-12:40

11-22
Writing First
Eligible Content
CC.1.4.1.A
create.
Materials Teacher:
Flipgrid
YouTube:
Students:
Pencil
Create a New Invention Final Copy
Ipad- Flipgrid
bag.
Lesson Presentation
Introduction To begin this lesson, I will show commercial videos of
inventions mentioned previously in class. I will choose a product
that is advertised creatively.
Sequence of activities Students will meet with their partners to record an advertisement
including assessments for their invention on Flipgrid.
The students should read the paragraph they wrote as a script for
their advertisement of the invention they created with accuracy
and fluency. The students should decide with their partner what
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sections they will take turns reading during the recording.
Maybe the students will read the catch phrase together. The
students will practice reading the script with prosody to catch
their audience’s attention. The advertisement should be
appealing and should help to sell their product.
The students will be assessed on reading with prosody,

accuracy, and fluency with 100% accuracy.
The students will be assessed on recording a Flipgrid and
submitting it by the end of the class with 100% accuracy.
The students will be assessed on participation with 100%
accuracy.
Lesson Wrap-up To complete this lesson, students will upload their advertisement
to my classroom on Flipgrid.
Self-Evaluation I was not able to implement the Flipgrid due to time restraints.
In the future, I plan to write as a class with whole group
instruction. I will direct the students to write sentence by
sentence or paragraph by paragraph to move students along at
the same time. I can do this by projecting my response as the
students write their own version. This will solve the problem of
going overtime. Additionally, students will be able to hear their
classmate’s response.
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LESSON PLAN

Name: Date: Lesson Start and End Time:

Academic Area: Grade Level: Co-op initials with date:

The students will draw and color a picture of their invention.

The students will be assessed on creating and drawing a picture

Academic Area: Grade Level: Co-op initials with date:

This invention is useful for search and rescue, disaster response,

“Do you think this invention is useful?” “What else could we

Students will be assessed on writing an initial draft of their

Name: Date: Lesson Start and End Time:

The students will also draw a final picture of their invention.

Name: Date: Lesson Start and End Time:

Academic Area: Grade Level: Co-op initials with date:

The students will be assessed on reading with prosody,

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