Butterfly Writing

Name: Christa Jennings Date: Date will vary depending on when butterflies hatch Grade Level/Subject: Kindergarten Science and Writing Prerequisite Knowledge: -What stages butterflies go through when changing from an egg to a butterfly -How to write 3 sentences on a specific topic Approximate Time: 30 minutes Student Objectives/Student Outcomes: -Students will show their knowledge of butterfly lifecycles by writing a short story of how their butterfly changed Content Standards: CC.K.W.2 Text Types and Purposes: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic CC.K.W.3 Text Types and Purposes: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened CC.K.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question 12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring Materials/Resources/Technology: -Writing paper with 3 places for pictures and sentences -Lifecycle plates for reference -Completed butterfly hatching Implementation: 0-3

Time Opening of lesson: (Objectives, hook, behavior expectations) Start students in the rug following rug expectations Explain that we will be using our 3 sentence on a topic to write about our butterflies o Students should write about the first thing they saw their butterfly do or look like o Students will write about the pupa stage of their butterfly hatching o Students will write about what their butterfly looks like now Hand out writing pages and have student move to their seats to write their name on the paper o Students should then put their pencil down Procedures: Include critical thinking questions and accommodations for individual needs

3-20

20-30

Begin to write some important words that students will need on the board such as pupa, egg, hatch, etc. o Ask for any additional words that students will need to write their sentences Tell students that they should draw their pictures first to help them decide what they want o Walk around classroom to help students who may be struggling Guide students to make sure that beginning, middle, end are shown Help students to chop words if they are having difficulty Provide spacemen to students who need to remember spacing If necessary copy dictation for students who may be having difficulty writing but need to express ideas

Summary/Closing: Students will be called back to the rug with their paper to do an authors chair I will call students who are following expectations to share their writing first o Help students read what they have written Call on 2-3 students to give nice feedback on the writing. Student Assessment: Students will be assessed on their ability to show the stages of the lifecycle Students will be assessed on remaining on one topic for 3 sentences or more in their story