Justine Barker School: Kendall Elementary

IWU Supervisor: Dr. Angie Leffler Co-op Teacher: Mr. Ethan Evans
Teaching Date: N/A Grade Level: 2nd

Rationale: ​Voice is one of the most difficult writing traits to teach, but it is a trait that enhances
students writing. Writing that lacks voice is difficult to read and is ultimately less enjoyable. If a
teacher is teaching writing in order that others will read the writing, they must teach voice. This
lesson is an introduction to studying voice and allows students to begin to ask questions that help
create good voice in their writing.

Readiness
I. Goals/Objectives/Standards
a. Goals
- Students will understand and explore voice as they complete the writing prompt through
the writing process.
b. Objectives
- At the conclusion of the lesson, students will demonstrate their understanding of voice by
participating and discussion and taking part in the writing process.
c. Standards
- 2.W.3.3 Develop topics for friendly letters, stories, poems, and other narrative purposes
that –
• Include a beginning.
• Use temporal words to signal event order (e.g., first of all).
• Provide details to describe actions, thoughts, and feelings.
• Provide an ending.
II. Management
A. Time
a. c. 40 minutes
B. Space
a. The carpet
b. Student desks
c. Back table
C. Behavior
a. Clap once if you can hear me
b. Repetition clapping
c. Say “eyes on me” when I need students to look at me
d. f Jamey or Riley act out, I will remind them of their behavior charts
 e. Reinforce voice levels (level 0: no talking, level 1: whisper, level 2: indoor voice,
level 3: outdoor voice) and explain that during writing workshop, students should
be at a level 1.

D. Materials
a. “They All Saw a Cat” by Brendan Wenzel

III. Anticipatory Set (5 minutes)

Students, have you ever seen a cat? You probably have. Think about how you feel when
you see a cat. Some of you probably love cats, and others of you might either hate them
or even be afraid of cats. We all have different perspectives when we see a cat. I am
going to read this book. While I am reading, pay attention to the different ways they all
​ ead “They All Saw a Cat” by Brendan Wenzel.
see the cat. R
IV. Purpose
Just like all of these people in the book saw this cat from different perspectives,
we experience the world differently and have different perspectives. Today we are going
to take on a different perspective in our writing and try to use words that help the readers
of our writing really understand and feel that perspective.
V. Adaptation to Individual Differences and Diverse Learners
- Students will be able to work at their own pace. The only thing I expect from
students is that they have written and worked the entire time. If students do not do
this, I will direct them back to their writing and help them ask themselves
questions about perspective. Perspective can be fairly abstract for children,
because cognitively, they are egocentric and have the greatest understanding of
their own perspective. Helping these students understand
- I will make sure to conference with at least one student who is below average
(perhaps Zarah or Bentley) to help them to come up with ideas. These students
often do not work on what they are supposed to because they are so behind and
have trouble doing work that their peers do.
VI. Lesson Presentation (Input/Output)
- Mini Lesson (10 minutes):
Just like in the story everyone saw the cat from a different perspective, we are
going to explore different perspectives in writing. When a person can read and
understand that person’s point of view, that piece of writing has good voice. Let’s think
about a dog. What kinds of things would a dog say, what would he feel? ​I’m looking for
students to say that dogs are hyper, and would probably say a lot of words at once, etc.
We can write a story from his perspective. What would a dog say if you took his ball?
What would he say? T ​ ogether we would write a sentence from the dog’s perspective.
 Let’s think back to what we learned in Science the past few days about solids,
liquis, and gasses. What is a solid? ​A solid is something you can hold, it does not take
the shape of its container. ​What is a liquid? ​A liquid is like water, it takes the shape of its
container. ​What is a gas? ​A gas changes size and shape and does not fit in a container
and you cannot hold it. ​ Often times we talk about water when we talk about solids,
liquids, and gasses, because we experience water in all of these forms almost on an
everyday basis. Today, you are going to write from the perspective of water as a solid,
liquid or gas. First, you will pick which perspective; will you be water as a solid, water
as a liquid, or water as a gas? Then, you will think about what that water would say, how
would it feel? What would this water experience? Think about our discussion we had
about the dog earlier to help you.
- Writing Workshop (20 minutes):
Students will be encouraged to write through the stages of the writing process. Students
will be allowed to talk at a level 1 voice level as they talk and prewrite. I will conference
with students throughout the writing time.

VII. Check for Understanding:

- I will conference with students during this time. I’ll meet with at least 3 students, one
student who I know will be struggling, one who may understand but need support, and
one who I know will understand the prompt well. This way, I can take a formative
assessment of the entire class based on these students.
VIII. Review Learning Outcomes/Closure (5 minutes):
This will take place on the carpet. ​Students, who remembers what voice is? Can someone
​ llow for students to answer, if students do not answer I will remind them of the
tell me? A
definition. ​Good. I hope you all were able to explore voice today as you wrote. I’ve read a few
people’s paragraphs, and they are really good. Would anyone like to share theirs? I really liked
(Insert Student Name), ​would you like to share? ​I will chose a student who showed that they
understand voice. I will also talk to students while I walk around when I am not conferencing
with students and ask some students to share, so they do not feel as though they are being put on
the spot. ​Thank you so much for working so hard today.

Plan for Assessment

- Formative Assessment: I will conference with at least 3 different students, as I explained
in the Check for Understanding portion. This will allow me to see a basic overview of where the
entire class is at.
- Summative Assessment: The papers they are working on with serve as summative
assessment. I will have students turn in what they have finished at the end of the class time, even
if it’s not done. I want to see what students have understood so I can help them and clarify
misunderstandings.
Reflection and Post-Lesson Analysis
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did my students understand the concept of voice?
8. Did my students understand the connection between the book and the lesson?