Writing Lesson Plan Template

CAEP K-6 Standards

Maddie Day
Teacher: Mr. Hite
School: Converse Elementary
Grade: Kindergarten

UNIT BIG IDEA:

Title: On my Own
Subtitle: Learning new skills and building on my past skills.

LESSON RATIONALE
This lesson needs to taught, because throughout their time in school they will build on the
skill of writing and this lesson creates a basis or starting point to help foster that skill.

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s): Students will write/ draw a picture a solution to a problem
B. Objective(s):
1. Students will complete the task of writing/drawing a picture that illustrates their
solution to the problem in the story.
2. Students will also have to explain their drawing and solution to the problem from the
story to an adult in the room.
C. Standard(s): K.W.3.1: Writing:
Writing Genres: Argumentative, Informative, and Narrative*
Develop writing skills by writing for different purposes and to specific audiences or people.
*Use words and pictures to provide logical reasons for suggesting that others follow a particular
course of action.
D. Writing Trait for Lesson: Ideas

DI. Management Plan:

o Time:

1 Revision Date: October, 2018

 o Anticipatory Set: 3-5 minutes
o Mini Lesson: 10-15 minutes
o Read Aloud: 5-7 minutes
o Response/Drawing Time: 10-12 minutes
o Writing Conferencing: 15-20 minutes

o Space:
o Anticipatory Set: Seated on the carpet
o Mini Lesson: Seated on the carpet
o Read aloud: Seated on the carpet
o Response/Drawing Time: Seated at their desks
o Writing Conferencing: Seated throughout the room with various adults
o Closure: Seated on the carpet

o Materials:
o Pieces of plain paper (25)
o Book for Read Aloud: Knuffle Bunny by: Mo Willems
o Pencils
o Crayons
o Definition cards for Problem and Solution
o Document Camera

PLAN FOR INSTRUCTION

II. Adaptation to Individual Differences and Diverse Learners--

o For my group of special education students- I will allow these students to have the
aides in the classroom help them with the labeling of their drawings and the concept
of solving a problem.
o For my high achievers- I will encourage them to write a sentence using our world
wall for reference.

2 Revision Date: October, 2018

 o For all my students- I will be walking around to help my students and check for their
understanding of the concept of creating a solution for a problem.

III. Lesson Presentation (Input/Output)

1. Minilesson (Whole Group):
 Anticipatory Set: “My story about a problem I had. “Hi friends, I want
you all to come to the carpet and sit in your spots. (wait for students to sit)
Okay, I have a very funny story to tell you about my morning last
Thursday when I was here at school with all of you! I was walking into the
building in the morning and I had just put my lunchbox in the fridge in the
teacher’s lunchroom. I was sitting down at the table in their really fast so
that I could put cream cheese one my bagel. I looked at my lap when I set
down in the chair and I noticed that I had a hole in my pants well I moved
my leg to find out that the hole in my pants was not tiny. It was HUGE! I
had ripped my pants at school! I am so embarrassed, so I walked down to
our classroom and asked Mr. Hite’s for an IDEA to fix my pants. He
suggested I find some tape. He didn’t have any tape. I went on a hunt for
some tape. This took a long time. Until, I had an IDEA! I went straight to
Mr. Bobby and asked him if I could borrow some tape. I fixed my pants
and went on with the rest of our day. Isn’t that a funny story? ”
 Purpose Statement: “You see friends, today we are talking about
Problems and Solutions. We are learning these words because are going
to put them into practice.”
 Introduce Trait: “You all will be coming up with Ideas for a solution to
the problem in our story.”
 Share Examples:
o Prior to Reading: “I have two vocabulary words I want to
introduce to before we read our story. Our first word is
Problem: a problem is something that is hard to figure out.
Our second word is solution: an answer to a problem. I am

3 Revision Date: October, 2018

 going to warn you we will not finish this book right away
okay?
o Read Knuffle Bunny and stop at the line “WHERE IS
KNUFFLE BUNNY?” Have student return to their seats.
 Provide Information (Model): Alrighty, we are going to try to solve
Trixie’s problem in the story. I want you to create a solution using labels
and drawing a picture to show how you would help Trixie by using your
idea. But before we do that I am going to show you how I solved my
problem from Thursday morning. (explain my drawing of my solution to
my problem).
2. Writing:
 Response/ Idea/ Drawing Time: “I want you to grab the piece of paper
that I have set in the middle of your table. I want you to take out your
pencil and crayons and draw for idea for the solution to Trixie’s problem
in the book. Once you are done drawing and labeling your picture I want
you to lay your head down on your desk and I will call you over to my
table to explain your picture to me, Mr. Hite, Mrs. Bennett or Miss
Taylor.”
 Describe your plans for conferences: Students will bring their drawing
of their solution to an adult in the room and explain their solution to
Trixie’s problem.
3. Sharing (Whole Group):
 Describe your plans for sharing: I will draw sticks for who gets to share
their solution with the whole class. I will choose three students to share
their work on the document camera. Following the sharing, I will ask
students to return to the carpet for the ending of our story.

IV. Check for understanding:

Throughout the lesson I will be walking around to see how students are doing with
their writing and drawing. I will give assistance if needed by a student. I will allow
students to ask questions and reteach the concept individually if needed.

4 Revision Date: October, 2018

VIII. Review learning outcomes / Closure:
o (Finish reading the book)“Now that you know the solution to the problem how were the
solution you came up with for Trixie’s problem a little different. (draw name sticks and
allow 5 students to share) Thank you guys for being such great problem solvers and for
coming up with great and interesting solutions to Trixie’s problem.”

PLAN FOR ASSESSMENT

Formative:
 I will be informally evaluating the students at my station. I will keep track on a piece of
paper of how well they are understanding the concept. I will have a list of the student’s
names and I will rate this with a thumbs up if they understand the task, an okay sign if
they are almost there and a thumbs down sign that means they don’t understand at all.
 I will be meeting with each student during the writing conferences. I will see if they
understand the concept of what I was asking them to do. I will assess if they know how to
use labels and if they can explain their picture to me.

REFLECTION AND POST-LESSON ANALYSIS QUESTIONS:

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 I make sure to ask questions throughout the lesson?
8. Where did I use multiple intelligences?
9. Did I connect with every student?

5 Revision Date: October, 2018