GENEVA COLLEGE

BEAVER FALLS, PA

WRITING LESSON PLAN

Name: McKayla Jacobs Date: April 1, 2021

Course: EDU 346 Grade Level: Kindergarten

I. Topic and General Goal

Good Handwriting: Presenting proper handwriting skills without teacher modeling.

II. PA Common Core Standards

CC.1.4.K.F Demonstrate a grade-appropriate command of the conventions of standard English grammar,

usage, capitalization, punctuation, and spelling. Capitalize first word in sentence and pronoun.
Recognize and use end punctuation. Spell simple words phonetically.

III. Learning Objectives

TSWBAT answer their given question appropriately.

TSWBAT demonstrate basic skills of handwriting such as letter formation, spacing, and capital letters.

TSWBAT transcribe their answer to their Monkey Book Page neatly.

IV. Materials

ELMO Projector

Flashcards

There is a bird on you head! By Mo Willems

Pencil

Sloth Book Page

Monkey Book Page

Transcribing Paper (Wilson Lined)

V. Lesson

A. Introduction

To introduce the lesson, the teacher will ask the students, “What does it mean when you see a question
mark?” while placing the flashcard with the question mark under the projector. After waiting for a
volunteer to answer, the teacher will further explain that a question mark is used when someone is
asking a question and then ask for a volunteer to share a sentence that would need a question mark.

The teacher will then ask the students, “What does it mean when you see an exclamation
point?” while placing the flashcard with the exclamation point under the projector. After waiting for a
volunteer to answer, the teacher will further explain that an exclamation mark is used when someone is
excited about something or usually yelling and then ask for a volunteer to share a sentence that would
need an exclamation point.

The teacher will then ask the students, “What does it mean when you see a period?” while
placing the flashcard with the period under the projector. After waiting for a volunteer to answer, the
teacher will further explain that a period is used to end a statement and then ask for a volunteer to
share a sentence that would need a period at the end.

B. Lesson Development (Activities, Procedures)

The teacher will then read the book There is a bird on your head! By Mo Willems. Before reading, the
teacher will review the meaning of the Theodore Seuss Geisel Award. Then during the read aloud, the
teacher will remind the students to look for punctuation marks in the book and to also look for Pigeon
hiding as discussed in the last lesson.

C. Closure (Summary)

After introducing all the above punctuation marks, the teacher will close the lesson by reintroducing the
book the students have been working on by saying, “Remember when I [Miss Jacobs} came around
while you were all coloring your monkey pages, I asked you a question about your favorite things?”. “I
[Miss Jacobs} went home and wrote all of your answers on pieces of paper for you, so today you are
going to do something known as transcribing. Does anyone know what that means?” After waiting for a
response from a volunteer, the teacher will show the students an example of an answer on a slip of
paper under the projector and explain that when you transcribe, you write the exact same thing on a
different piece of paper and say, “you all will be doing this today with your monkey pages and your
answers you gave me [Miss Jacobs] on Tuesday”.

The teacher will then hand out each student’s monkey page and their transcribing answer paper. Each
student will transcribe their given answer then hand their papers back to the teacher.

VI. Assessment/Evaluation

The students will be informally assessed by their ability to answer their given question in an appropriate
manner.

The students will be formally assessed by their ability to use good handwriting skills.
The students will be formally assessed by their ability to transcribe one to two words to another page.

VII. Differentiation

Content: Each table in the room is set up with lower, average, and higher-level students at similar tables.
Because of this, I decided to give each table a different question to answer based on their skill level.

VIII. Interdisciplinary Connections

Food: Some students will be asked to answer what their favorite food is.

Colors: Some students will be asked to answer what their favorite color is.

Seasons: Some students will be asked to answer what their favorite season is.

TV Shows: Some students will be asked to answer what their favorite TV show is.

Animals: Some students will be asked to answer what their favorite animal is.

IX. Self-Evaluation

Overall, this lesson did not go exactly how I planned. Due to time, I ended up needing to do this lesson
before Easter, so there was a huge time issue with the students. Aside from Easter break, it was also
April Fools’ Day, and my cooperating teacher was absent, so there was a substitute in the room. This
lesson definitely challenged my behavior management skills in the classroom and helped me to see how
different a classroom truly is when there is a substitute. The only perspective I have had is as a student,
so it was interesting to see how the students reacted to a substitute and how different the class acted
today.

The students were engaged in my story that I read and were interested in what I had to say but were
just a little wild today due to the circumstances. If I would do anything to change this lesson to teach it
again, I would complete the writing portion in a small group setting. Unfortunately, with COVID, we are
unable to do this right now, but I think the students would have wrote better and completed the task
more efficiently in a small group with me.

Cooperating Teacher Signature: _________________________________________