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NEVADA STATE COLLEGE

TEACHER PREPARATION PROGRAM


LESSON PLAN FORMAT
Writing on magnets

Description of Classroom:
First Grade lesson to be given on Tuesday March 10, 2015

Background:
Students will write about their predictions that they did before. We will have tested their predictions
later on Monday.

Objective(s):
SW write about their predictions they made before.

Nevada Standards:
1.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
1.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
1.L.2b
Use end punctuation for sentences.
1.L.2e
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCRA.L.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
1.W.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide
some sense of closure.
1.W.7
Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic
and use them to write a sequence of instructions).
CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
CCRA.W.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.

P.2.B.3 Students know magnets can be used to make some things move without being touched. E/S
P.2.B.4 Students know things fall to the ground unless something holds them up. E/S

Key Vocabulary:
Predictions

material

Best Practices: (put an X next to those that you address in your lesson)
Preparation
Adaptation of content
Links to background
Links to past learning
Strategies incorporated
Integration of Processes
Listening
Speaking
Reading
Writing

Scaffolding
Modeling
Guided practice
Independent practice
Verbal scaffolds
Procedural scaffolds
Application
Hands-on
Authentic (Meaningful)
Linked to objectives
Promotes engagement

Grouping Options
Whole Class
Small groups
Partners
Independent
Assessment
Individual
Group
Written
Oral

Strategy
Gradual release of responsibility
Set
Read Magnets by Anne Schriber

Lesson Sequence: Italics are for teacher notes.


1. We are going to be writing about our predictions and what we found out about what is magnetic
and not magnetic.
2. You will be writing a topic sentence like: Heres what I have learned so far on magnets. Write it
on the board.
3. You then will write about what you have learned about magnets. Ex. I found out that string is not
magnetic. Paper is not magnetic either. The metal on my desk is magnetic, I know this because the
magnet stuck to it.
4. You then will write a closing sentence for ex: This is what I have learned so far about what is
magnetic and not magnetic. Write this on the board.
5. Write one sentence on your white board about what you learned about magnets.
6. When writing paper, I expect you to sound out the words your write and spell them out as you hear
them. Slow down with your writing, and not rush through it or they will have to redo it. Use
capitalization and punctuation when needed.
7. Give them writing paper to start their writing.
8. When they are done, they will write in their journal. No reading.

Supplementary Materials:
Writing paper

Review/Assessment:
Students sentence on white board will show me that they are using the proper conventions of writing
and that they have learned something about magnets. Their paper that they write will show me what
they know about magnets and if they are following the proper writing conventions they have learned
so far.

Reflection:
I usually send lesson plans that I felt I did the best on. Well, this time I feel that this
one went horribly wrong. I have been working on making sure I clarify my directions
that I mixed up my lesson plans and did a whole other days lesson. I didnt have the
students write on their predictions that they made the day before. So this lesson didnt
get done.
This is where I have started doing something new. The planning for next week lessons,
I put in the directions and made sure I know what I want to teach the students, why, and
the purpose of it. I will be carrying it around with me so that I can follow those
directions and wont mess up the lessons.
If I were to have done this lesson again, I would have the directions especially
including stating objectives and a closure. I would have this with me so that I follow
those directions and wouldnt have messed up with what lesson I was doing.
I am hoping that with this new technique and strategy, that my lessons have more
clarity and that I can teach what I am supposed to without getting flustered or doing
another days work. This was a great lesson for me.
Form: 005
JDC 4/22/08