Subject: Writing

Grade level: Kindergarten

Unit topic (if applicable): Unit 6A: Research: Generating Questions and Writing Answers

Lesson goals: Have the students write 1-2 sentences about bunnies after reading a book and discussing the
different (character traits) facts about bunnies.
Lesson title or topic: Research on Bunnies

Estimated length of lesson: 45 minutes

TEKS Standards:

● K.13a – Plan a first draft by generating ideas for writing through class discussion
● K.17a – Form upper- and lower-case letters legibly using the basic conventions of print
● K.17b – Capitalize the first letter in a sentence
● K.17c – Use punctuation at the end of a sentence
● K.18a – Use phonological awareness to match sounds to letters
● K.18b – Use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words
● K.20b – Use pictures in conjunction with writing then documenting research

Learning Objective(s):

● Students will be able to write or draw what they learned about bunnies.
● Students will be able to write 2-3 sentences about the bunnies using the information they gathered.
● Students will be able to write using the proper mechanics, starting with a capital and ending with a
period.

Academic Language:

● Capitalization
● Punctuation
● Hutch
● Pellets

Grouping: The whole lesson will be with the students sitting at their desks.

Materials:

● Writing Checklist Anchor Chart

● Writing Checklist for students
● Elmo
● Student writing sheet
● Recording sheet
● Read-aloud video - https://www.youtube.com/watch?v=__j7XBAMLPA&feature=youtu.be
● Bunny parts
● Bunny booklet

Resources:

● DOK Question Stems

 ● YISD Writing Curriculum
● Scope & Sequence Kinder Lessons
● Lead4ard App

Connections to Other Subjects: I will be integrating Science and Fine Arts, by having the students research bunnies
and documenting what they learn, and by having them create a bunny once they finish their writing.

o Introduction: (5 min)

1. In order to begin the lesson, I will grab my student’s attention by asking “Who has ever seen a bunny in
real life?”

o Teacher Modeling: I Do – Research (5 min)

2. I will review with the students’ what we talked about while we were researching information about
bunnies. I will then show my students a video of a nonfiction book about bunnies. After this we will think
about our DOK STEM: “What information can you gather to support your idea about ______?” I will
provide a bank of words with pictures that the students could use that are not CVC words.
3. I will give my students a recording sheet where they have to document the information we learned from
the book we just read. They must draw a picture of a bunny, and write what the bunny eats, its shelter,
and what it drinks.

o Guided Practice: We Do – Review (10 min)

4. Once everyone has completed the recording sheet, we will review our writing checklist anchor chart.
5. We will discuss what it is I am going to be checking for when I read their papers once they are finished. I
will also be giving each student their own checklist to have at their desk to use while they are working.
6. The students must check their checklist before they come to show me their completed work.

Independent Practice & Assessment: You Do – Sentence (15 min)

7. Once we discuss their checklist I will pass out a writing sheet for them to begin their writing. The
students will write 2-3 sentences about what they learned about bunnies.
a. I will be assessing the students on their mechanics of writing, making sure they are starting
with capitals, using ideal spacing, having wall words as well as CVC words spelled correctly and
ending with a period. To reward my students, they will receive a nickel upon completion of
their writing. If a student is struggling, I will have them refer back to their checklist, the word
wall, or our word bank to help them.
b. Differentiation – I will give student X a writing sheet that has the sentences already started for
him; however, he must fill in the blanks using cards provided with the words to fill in the blank. He
must also recognize that a sentence starts with a capital letter and ends with a period.

o Conclusion (closure): (5 min)

To conclude the lesson, I will give the students the different parts to a bunny, and they will glue their sheets on a
construction paper, and make a bunny using their writing sheets as the stomach. (I will have a model for the
students to follow once they have completed their sentences)

Accommodations/Modifications/Enrichment:
* As per predetermined accommodations student “X” has preferential seating near teacher. This allows him to stay
engaged during the instructional time.

* Even though LEP students in this classroom have signed parental denial paperwork, there are supports in place to
facilitate their learning such as visuals, technology, peer collaboration, and teacher assistance.

*No gifted and talented students identified at this time.