Blaze Wilson

Subject: Writing
Topic: Qualities of good writing
Population of Students: General Education
Grade: First Grade
Number of Students: 22
Grouping: Whole Group
Time: 45 mins – 1 hour
Content Standards:
CCSS.ELA-LITERACY.W.1.3: Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal words to signal
event order, and provide some sense of closure.
Goal: Students will sound out/stretch words to add words and sentences to their narrative, “small
moment”, stories.
Rationale: It is important for students to stretch their words to promote emerging spelling skills.
Spelling and writing is used throughout life and is an essential skill. Students also need to
recognize sequences in stories. Our lives are full of stories and it is important that students can
tell them in a comprehensible manner.
Objective: Students will be able to sound out words as they write the beginning sentences of
their small moments’ stories.
Materials:
 Doc. Camera
 Computer
 Small moment story
 Markers
 (Students have their materials already)
 Write anything journals
Teacher Preparation:
 Turn on computer and doc. Cam
 Have story and markers out
 Have write anything journals ready
Assessment of prior knowledge: At the beginning of the lesson, we will recap what we did
yesterday and go over the key points to remember while writing. I will call on students to remind
us what we are looking for when writing.
Assessment of objectives on content knowledge: I will check each students work before they
write in their write anything journals. I will be checking to see if they use phonetic spelling and
if their story makes sense in sequence.
Blaze Wilson

Introduction: (5-10 Minutes)

 Transition students from bathroom break to writing
 Recap with students about what we did in writing yesterday
o Talk about what materials students need
o Talk about sounding out/stretching
o Talk about sequence/ stories making sense
 Transition students to their desks and allow time for them to get their materials
Body: (30- 40 Minutes)
 Prompt students to help write the next part of my “small moment”
 Point out the transition word “After”
 Have students contribute ideas and then have them write each word of the sentence on
their white board
o Talk through each word and model stretching
 After the sentence is written reread the story and talk about sequence
 Have students switch materials
 Then give instructions for students to write their next sentence
 Give instruction of what to do after their work is checked
 Have students start independent work
 Check student work (small moment)
 Check on students who are writing in their write anything journal
After: (10 Minutes)
 Ring windchimes to get student attention
 Have students clean up their materials
 Transition students to classroom jobs
General Differentiation Plans:
 Use different strategies to help students get through writing
o Write on whiteboard
o Write and trace
o Spelling correction
o Sequence prompting
 Change pacing based on student needs
 Encourage higher level writing when appropriate (especially in write anything journals)
Plans to reteach: This is a continuation lesson that has been taught over several days. To
reteach this lesson, I would put each story box on a full page and encourage students to
brainstorm different sentences and words. I would then scaffold them to choose their best
writer’s sentence.
Plans to Extend: To extend this lesson I would have students write more than one sentence
and add more description. I would also encourage students to build on their writing by
studying their sketches in closer detail.
Blaze Wilson

Reflection: I thought this lesson went well considering where the students were at. Students
showed that they were reaching our objective by sounding out words as they wrote. Students
also showed that they were reaching our goal by using phonetic spelling in their writing. To
improve this lesson, I would include more time for students to practice writing with me
before moving to their story. This extra time would help students gain more guided practice
with spelling. I think that I could have adjusted my lesson so that students would have
something to do while I am checking their work. I had wanted them to have their work
checked before they moved on to the next activity. In the future I would definitely give
students an incentive for working quietly. This would have helped with management.