Office of Field Services and Certification

Washington State University College of Education

Lesson Plan Template

Teacher Candidate: Emilee Rodriguez Date: 10/27/2023 Estimated Time for Lesson: 45 min

Grade/Subject: 1st grade Lesson Title/Focus: Things I Like

Materials, Resources, and Technology Used in this Lesson:

Materials/Resources Writing print-outs (lined paper with space for a picture)
Pencil
Markers, crayons, colored pencils
Teacher’s anchor chart
Technology

Central Focus of Learning Segment (Summary statement of the overarching learning outcomes
associated with learning standards and learning objectives):

Students will be able to create three sentences about things they like and draw appropriate
related pictures to help the audience interpret their writing.

State Learning Standard(s) (Please select 1 or 2 Learning Standards from content areas):

CC.W.1.1: Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some sense of
closure.

Language Proficiency Standard(s):

ELD-LA 1 Inform Expressive: Multilingual learners will construct informational texts in language
arts that describe attributes and characteristics with facts, definitions, and relevant details.

WIDA Proficiency Level Descriptors for the Expressive Communication Mode:

At the end of Level 1…
- SENTENCE – Grammatical Complexity: Extend or enhance meanings through words,
pictures, phrases, and chunks of language (flowers and trees)
At the end of Level 2…
- DISCOURSE – Organization of Language: Create coherent texts (spoken, written,
multimodal) using phrases or short sentences to represent ideas with an intended
purpose (to describe, narrate, share opinion)
At the end of Level 3…

- DISCOURSE – Density of Language: Elaborate or condense ideas through a few types of
elaboration (adding a familiar adjective to describe a noun)
Learning Targets (Objectives), Language Development, and Assessment:
Learning Targets: Write
the objectives in student-
friendly language.
CC.W.1.1: I can create
three sentences about
things I like.
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Washington State University College of Education
How will you provide Assessment: Describe
opportunities for language how you will gather
development for students? evidence of student
Include Academic vocabulary, thinking, understanding,
Language function, Discourse, & or performance for this
Syntax. learning target. Include as
appropriate: Journal
entries, rubrics,
reflections, exit slips, etc.
Students will have words of Students will turn in their
common activities, places, things, writing samples at the end
and people along with visuals to of the lesson. If the
help build vocabulary. Students students chose to present
will have a sentence starter to their ideas verbally, they
work with to help them with can present to the teacher
grammar and sentence at the end of class.
structures. Students will be able Students will have the
to talk to their peers to ask option to present their
questions and get support. If work to their peers.
needed, the teacher can help
students with syntax and While completing this
organizing their ideas. Students assignment, students will
can reference the word wall for be assessed by their peers
common words that they need to according to the learning
support vocabulary. objectives. Students can
get feedback from their
Using interpreters and internet peers to improve on their
sources, MLLs will be provided work or get guidance if
with these same writing supports they get stuck. This
in their home language. includes making sure that
their sentences make
sense, and that the
student has three related
sentences.
Students can complete
this objective in their
home language. The
teacher can get support

ELD-LA 1: I can describe
the things I like to do using
at least one descriptive
word.
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Washington State University College of Education
Students will have writing
supports around the room that
they can reference while they
write. They will gain a better
understanding of how to describe
the world around them. Students
will be developing a better
understanding of English syntax
when it comes to word order
when using adjectives.
Students will circle the descriptive
words that they use.
MLL students will have these
same writing supports provided in
their home language.
from an interpreter when
reviewing the assignment.
Students who complete
the assignment in their
home language will use
this version to help try to
complete the assignment
in English. For this
objective, the teacher will
focus on assessing the
home-language versions,
as this objective is not a
language objective.
Students will turn in their
work and/or present at
the end of the lesson.
Students can use self-
assessment and peer
assessment for this
objective. When students
complete the assignment,
they will circle their
descriptive words and
show a partner. If they
can't find any descriptive
words to circle, or their
partner notices that they
didn't circle the right
words, they get instant
feedback on what they
need to fix.
MLL students can choose
to complete this
assignment in their home
language. Students who
complete the assignment
in their home language
will be encouraged to use
this version as a starting
point to try to write an
English version. For this

Level 1: I can create
pictures that relate to the
topic I have chosen.
Level 2: I can use phrases
or short sentences to show
people that I like
something.
Level 3: I can use
adjectives I already know
to describe familiar nouns.
I'm ready to turn my work in when...
 I have written three sentences
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Washington State University College of Education
Level 1: Sentence
Level 2: Discourse
Level 3: Discourse
Content Objective Checklist
objective, the teacher will
focus on assessing the
home-language versions,
as this objective is not a
language objective.
Students will turn in their
work and/or at the end of
the lesson. The teacher
will briefly check-
in/”interview” with the
students to prompt them
to show how they met the
learning objective. If a
student can't show how
they met the learning
objective, they can work
with a teacher to come up
with a plan to revise their
work.
Level 1 Prompt: “What did
you draw? Did you draw
what you wrote about?”
Level 2 Prompt: “What did
you write about? How did
you show that you like
what you wrote about?”
Level 3: “What did you
write about? What
descriptive words did you
use?”
These objectives will be
used when looking at the
English versions of the
assignment that the
students complete.
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Washington State University College of Education

 I have a picture that relates to my sentences

 My partner says my sentences make sense and are about the right topic
 I have circled all my descriptive words and shown them to a partner

Students’ Prior Knowledge or Experiences with the Content of this Lesson:

Sequence of Learning Activities (Beginning, middle, and end - include revisiting the learning
target):
Include short descriptions of what the students will be doing (application), placed alongside
corresponding teacher actions & minutes. Include major statements (such as definitions or
directions, as needed). Include major questions the teacher will ask. Include a motivational
intro & strong conclusion.

Sequence of Learning Activities (Incorporate UDL principles):

Minutes What will the teacher be doing? What will the student be doing?
Further prompt to include both
practical planning and learning
demands.
5 Teacher will be facilitating a discussion Students will be participating in a
among the students about things that discussion on the carpet. They will be
they like to do. The teacher will ask practicing their expectations for
students what they like to do in their free speaking and listening, like not
time, and define “free time” for the distracting themselves or others,
students as time when they can choose sitting crisscross, mermaid, or
to do whatever they like, giving recess as mountain, and raising their hand if
an example. The teacher will give a few they’d like to share.
short sentences about things that they
like to do and use gestures, body
language, and their tone to convey that
they are talking about things that they
like.

Whenever students share something they

like, the teacher will write the word or
phrase on the board and quickly draw
supporting visuals and gestures.

5 Teacher will then explain that the
students are going to write about things
that they like and explain why they like
them using descriptive words. As an
example, the teacher will write three
Students will be watching the teacher
model the writing process and
answering the guiding questions the
teacher is asking. This will help them
understand how to do the assignment
 Office of Field Services and Certification
Washington State University College of Education

simple sentences about what they like to independently.

do, modeling expectations as they go.

As the teacher writes, they will explicitly

point out things like correct grammar,
punctuation, and word spacing (“Notice
how I wrote ‘I like to…’ What do you
notice about the word ‘I’? Is it capitalized,
or lowercase? Why? When I finish my
sentences, what should I do?”). While the
teacher is reviewing grammar, they will
use a pointer to emphasize what they are
talking about.

Additionally, the teacher will explain that

descriptive words go before the noun
they describe. They can do this using
pictures, asking students to describe
them, and writing down their answers.
The teacher can use the pointer to show
that the adjective comes before the
noun.

The teacher will draw a simple picture

along with their three sentences. These
three sentences can three different
activities, but the teacher will explain
that students can write their three
sentences about one activity, if they like.
Teacher will orally provide an example of
this – “I like peaches. Sweet peaches
taste good. They are my favorite fruit.”
30 The teacher will hand out the writing The students will be writing three
papers and have students begin writing. sentences about things that they like.
The teacher will remind students where If needed, they can reference the
to find the information they are looking sentence starters, vocabulary words,
for around the classroom to develop and teacher example writing on the
good problem-solving skills. If a student board. There are also common sight
needs help writing something that can’t words and student names on the word
be found anywhere in the classroom, the wall for students to copy. Students can
teacher will ask the student to sound it ask their peers for help, or simply just
out. After the student attempts the word, discuss what they are writing about
the teacher can write the correct spelling while they work.
 Office of Field Services and Certification
Washington State University College of Education

on the board for the students to

reference. Students will also have access If a student finishes early, they can
to flash cards with simple, common read silently on their own or choose to
nouns and adjectives that include write more in their free-write journal.
pictures.
If a student needs more time after the
30 minutes, the teacher will collect
their paper and have them finish it
during free choice time.
10 Teacher will collect student work. When Students will have the option to share
everyone has finished the assignment, their work with their peers. When a
the teacher will call everyone to the student isn’t sharing their work, they
carpet. The teacher will call students one- are expected to listen respectfully.
by-one and ask if they’d like to read what Students have the option to comment
they wrote and share the picture to the one positive thing about their peer’s
whole class. Students can choose to read work.
what they wrote, have the teacher read
what they wrote, or simply not share at
all. After a student shares their work, the
teacher will call on one person to share
something they liked about that
student’s work.

Lesson Review:
 How will you differentiate instruction and outcomes to meet the needs of students?
Include as appropriate: Universal Design, grouping, ELL, Special Ed., interests, culturally
responsive supports, etc.
o Students can present about anything they like to do, as long as it is school-
appropriate. Students can talk with their peers for support. Students are given
sentence starters and words that they can copy from the board along with
visuals to help them understand what they are writing. Students can write about
whatever interests they have, as the teacher will help them write whatever they
want. Students have the option to present their ideas orally. MLLs are provided
with additional language supports in their home language and culture and are
given multiple avenues to show their mastery of the content.
 What are your supporting theories/principles? (Why are you doing what you are doing?)
o Students benefit from having writer’s workshops where they can explore their
writing ideas with their peers and with casual teacher support. This gives
students the opportunity to express themselves while they are developing their
writing skills. Students with limited writing abilities can still show their
understanding of the content and language standards without actually writing,
as they deal with the organization of ideas rather than the act of writing itself.
 Office of Field Services and Certification
Washington State University College of Education

 How will you provide opportunities for student voice? (e.g., student self-assessment,
metacognition, choice related to the learning target, peer assessment)
o Students will be able to choose what they write about and whether or not they
want to share their work. Students have multiple opportunities for self-
assessment and peer-assessment. MLL students who complete a check-in
assessment have opportunities to use their voice to create revision plans and
learning goals with the teacher in a low-stakes, one-on-one collaborative setting.
 How does this lesson connect with what students have previously learned and a
progression of future learning you have planned?
o This allows students to connect their interests with the word work they have
been doing in small groups. Students will continue to practice creating texts
throughout the year. Students are connecting spoken language with written
language as well as incorporating their interests into the classrooms. MLLs are
connecting their home language with the English language.

Reflection (Complete after the lesson is taught) How did the lesson go? Why did you do what
you did? What building blocks in student thinking, understanding, and performance did you
observe? What needs remediated or extended in future lessons?