Black Hills State University: Planning for a Lesson

Foundational Elements (essential features of all lesson plans)

Lesson Title
I feel lucky when writing
Subject/Content Focus and Grade Band (unit title; unit focus)
Writing; sentences
Standards (state, Common Core, and/or other; performance indicators/skills)
K.W.8 With guidance and support provide a response to a question using a combination
of drawing, dictating, and writing by recalling information from experiences or gathering
information from provided sources.
Learning Objectives (learning outcome; learning target; learning focus; IEP goals/skills
addressed)
Students will be able to write about what makes them feel lucky in one sentence using
correct punctuation, spacing, and capitalization.
Assessment/Evaluation (types of assessments used throughout the lesson: formative,
summative, other; description of how student learning will be evaluated)
Students will be assessed if they have completed the ‘I feel lucky when’ writing by having
at least one full sentence using correct punctuation, spacing, and capitalization.
Lesson Structure, Learning Activities, and Instructional Strategies (step-by-step
plans and time allotted for each step, including introduction, learning activities, and
close/reflection/debrief; lessons may follow different structures such as Three-Phases of
a Problem-Based Lesson, Five Es of 3D Science, Gradual Release of Responsibility,
Direct Instruction/Teaching, or other structures/learning models)
○ Intro:
■ Start by reading the book My Lucky Day by Keiko Kasza
■ Once you are done reading the book as the students what made it the
fox’s lucky day and what made it the pig’s lucky day in the story.
■ Have a group discussion (or have students pair up if time allows) and
have students discuss what makes them feel lucky.
● Remind students this could be something they wear, do, etc.
○ Learning Activity:
■ As a whole group practice writing an example sentence on the
Promethean board.
● Remind the students what is written on the board isn’t what they
need to write, it is just what the teacher feels lucky about.
■ While writing the sentence discuss what is at the beginning of a sentence
(capital letter), how we use finger spaces between each word, what goes
at the end of a sentence (a period), and if they run out of room to write the
word on the line they should go down to the next one.
■ Have students go to their table spots and grab a pencil and eraser. Give
each student an “I feel lucky when’ paper.
■ Students will write down one thing that makes them feel lucky on their
paper. Remind them this is what they feel lucky with, not what their
neighbor or the teacher feels lucky with.
■ If students need help spelling their words have them start by sounding the
words out. For additional help have them help you sound out the word as
you write it on a sticky note for them.
■ Once students are done with their writing give them a shamrock to cut
out. Once cut out give them googly eyes to put on and glue the shamrock
to their writing.