Lesson: Writing

Lesson Title: Being a Writer: Week 5 Day 1 Materials Needed: Dogs Dont Wear Sneakers book Chart paper and marker How to get writing ideas bb poster (already in classroom) Silly animal sentences ideas sheet (see differentiation) Standards Common Core o CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a wellelaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

Lesson Objective: Students will create silly animal sentences to generate a list of writing ideas -------------------------------------------------------------------------------------------------------------------1. Lesson Sequence: Review ways we have learned to get writing ideas o Drawing pictures o Making lists Read aloud dogs dont wear sneakers o Why is this title funny? o Read from back cover sentence animals dont usually do Ask how the author got this idea for her story If necessary point out that she started writing single sentences and got the idea for the story from those Reread pg. 24 of book Tell students we will continue work on practicing how we get ideas for stories. Today we will generate silly animal sentences to get story ideas. o Teach the word generate to students Generate is another way to say create ideas Model writing silly animal sentences on chart paper o Think of maybe 3 Hippos dont drive trucks Tigers do like to make cookies Foxes do like to wear hats o Have students think of some examples to do a shared writing list Have them sit knee-knee with partner to think of 1-2 sentences, then have 1-2 share and write down their ideas

Tell students that they will practice writing silly animal sentences to help them get ideas for writing their own stories o Students should have 4-5 silly animal sentences Have students write their sentences o Provide silly animal sentences idea starter sheets to students who are having trouble getting started/thinking of more than one idea (see differentiation) o Circulate to check for capitals and periods

2. Demonstrate knowledge or skill: (Modeling) Reading of mentor text dogs dont wear sneakers Shared writing: generating silly animal sentences as a class o I will create 2-3 first 3. Collaborative practice: After my modeling, students will partner up, sitting knee to knee, and practice generating their own silly animal sentences with their partner(s) 4. Guided Practice: Students will share their silly sentences they and their partner thought of to the class and we will add these to our silly animal sentences list o Several partnerships (3-4) will share Or as many can share as can fit on the chart paper, then others can verbally share their ideas 5. Provide extended practice and transfer: (Independent practice) Students will then return to their desks and generate their own silly animal sentences that we will use the following day to generate story ideas, and to write a silly animal story. 6. Assessment The assessment for Day 1 occurs while students are working. I will be walking around (using the attached assessment sheet (adapted from the Being a Writer curriculum)) and mark how students are progressing on the task. 7. DIFFERENTIATION of Content, Process or Product: For this lesson, students who may need some extra ideas, or help getting started, I will provide them with the attached silly animal sentence ideas sheet. Students may also find it more suitable to their learning if instead of writing sentences that they draw a picture representation of their silly animal sentences ideas (this will be especially helpful for ELL students). For advanced learners pushing them to create more complex sentences to generate their ideas will be beneficial. For example dogs dont wear sneakers, except for when they go to the beach. These options will be provided once all students have started working and I can go to the necessary students to provide them with the appropriate differentiation to match their needs without drawing attention to their differences in the task. These resources can be used with all

students so everyone has the same resources, and all will have a reference if needed to strengthen their ideas, and learning.

NOTE: This lesson plan was adapted from the 2nd Grade Being a Writer Curriculum