Name: Rahima Begum

Grade: Kindergarten Date: 11/28/2023

Observation #: 4th and final CPAST Unit and Lesson Title: Using Patterns to Write Show-and-
Tell Books: Band lll. Seasion 12. Writing Books that Kids
Want to Read
Time Duration: 40 minutes
10:20-11
Content Standard Alignment: (At the very beginning, please also include the description of the standard, rather
than just the “code.” You can probably find this in your curriculum guide.)

 K.W.2. Combination of drawing, dictating, and writing to compose informative/explanatory texts in which
they name what they are writing about and supply some information about the topic.
 EEW.K.2. With guidance and support, select a topic and use drawing, dictating, or writing to share
information about the topic.

Lesson Objectives/Instructional Goal(s): (Statements of student learning, not student activity (Students will be
able to) - must include the specific Learning Target for this lesson)

 Students will understand that writers create books on topics important to them.
 Students will identify personal interests and choose a topic for their own book.
 Students will demonstrate the ability to write a book page by page, utilizing existing knowledge.

High Leverage Practices: (Which Core Practice(s) are you targeting in this lesson? Building Respectful
Relationships, Eliciting Student Ideas, Conducting a Group Discussion, Modeling, etc. Provide examples of how the
core practice(s) is/are advancing student engagement and learning.)

The core practice I am targeting are build respectful relationship, eliciting students’ ideas during whole
group and small group discussions and modeling.

 The lesson will foster a respectful classroom environment by encouraging students to appreciate
diverse perspectives in choosing book topics.
 Students will share and discuss their chosen topics with peers, fostering a collaborative
learning environment.
 Through modeling, students will learn how to identify and choose a specific person, place, or thing
for their writing.
 Students will engage in the writing task, applying their existing knowledge to create a book.

Instructional Materials/Resources: (If you are using a curriculum guide, include the title; if you are using a book,
include the title; if you are using a video/video clip, include the link and/or title. APA formatting is appreciated.)

 "To Write a Show and Tell" curriculum manual

 "To Write a Show and Tell" anchor chart
 Blank booklets with lines for writing and a drawing box.
Crowder /rev 8-23
 Methods and Instructional Strategies
Introduction- Engaging
the Learner: (The “Hook”)
How will you invite the
learners into the
lesson/engage their interest?
This may include a pre-
assessment.
 I will show our
classroom library
and ask, “Who
loves reading
books?”
 "What books do
you wish there
were more of in
our library?"

Instructional Activities:
(Begin with how you will
inform the students of the
Learning Target for this
lesson. It is recommended
that you write what you will
do step-by-step or as a
numbered or bulleted list, at
least for your first few
lessons. You may want to
include key questions/
prompts that you will use
 "Today, we will
learn that writers
write books
about things
they love."
(Direct instruction, guided practice, small group, cooperative learning, independent
work, visible thinking, wait time, think-pair-share, writing, etc.
 Discuss people, places, and things they want more books about.
 Use simple prompts: "What do you love? Who do you want to read
about?"
 Encourage them to choose one and draw/write a page about it.
 Think-Pair-Share: "Share your ideas with a friend."
 Whole Group: Discuss favorite topics together.
 Small Group: Discuss favorite topics and guided writing.
 Independent Work: the majority of the students' will draw and write
about chosen topics; the rest of the students’ will get guided writing
and drawing.

Crowder /rev 8-23

Wrap Up-
Synthesis/Closure:
(What will you briefly do to  I will try to have some of the students share one thing that they wrote
in their book.
“end” the lesson, to inform  Emphasize, "Writers write about what's important to them."
your subsequent instruction,  Connect back to the learning target: "Today, we learned writers choose
correct any possible topics they love for their books."
misunderstandings, and/or
tie up any loose ends? This is
very important.)

Transition(s): (How will you move the students from this lesson to the next? Brain Break, GoNoodle break, bathroom
breaks, snack, or just put away materials and get out the materials needed for next lesson?)
 After this lesson, students will transition to lunch and lunch recess.
 They will line up in their designated place and hug themselves with an air bubble in their mouth.
.
Differentiation According to Student Needs (you do not need to include this until our 3rd and 4th
observation): (Be certain to consider struggling students, as well as students who catch on very quickly – be sure to
thoughtfully plan learning groups to facilitate learning for all) Here are some good ideas – but I’m sure there are other
fantastic references: https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-
download/#unique-identifier

Guided Support:

 Work closely with struggling students, offering personalized assistance.

 Use small group sessions to address specific needs and reinforce understanding.
 Monitor progress and adjust support accordingly.

By accommodating individual needs, we create an inclusive environment where every student can
thrive and feel supported in their learning journey.

Assessment (Formative and Summative): (This is not necessarily some type of formal assessment, but
how do you plan to check for student understanding? Exit slips, Turn & Talk, Thumbs Up/Thumbs Down,
making rounds around the room are all examples, or consider a technique you have seen your mentor use.)

Formative Assessment:
 Use "Thumbs Up/Thumbs Down" to check understanding during discussions.
 Conduct quick "Turn & Talk" sessions for peer sharing.

Summative Assessment:

Crowder /rev 8-23

  If I have time at the end, I will ask each student to share one thing they learned about
being a writer.

These assessments help me understand how well students grasp the lesson and allow for
adjustments to support their ongoing learning.

Personal reflection on the lesson:

(What questions will you ask yourself after you teach the lesson?)

 Did every student participate and share their ideas?

 Were the instructions clear, and did students understand them?
 Did the activities engage and excite the students?
 Did I provide enough support for struggling learners?
 What worked well that I should remember for future lessons?

Crowder /rev 8-23