Elementary and Early Childhood Education
Lesson Plan Template
Name: Leila Weeks
Course: YCE 2
Subject Area(s): Writing
Background Information for Lesson Planning
Step 1: Identify Learner Description
Learners
(Classroom
Context)
Assets (i.e., Funds of
Knowledge)
 Personal Assets:
Describe your students’
interests, knowledge,
everyday experiences,
family backgrounds, etc.
 Cultural Assets: Describe
your students’
traditions, languages and
dialects, worldviews,
literature, art, music,
dance, etc.
 Community Assets:
Describe your students’
community resources,
such as local landmarks,
community events and
practices, etc.
Step 2: Identify Learning Standard (s)
Curricular
Priorities List the standard(s) that apply
to the lesson. Write the
number and the statement.
Remember to include those
that apply to every subject
area you are integrating in
the lesson.
Learning
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Date: 2/1/24
Lesson Plan #: 2
Grade Level/Time Frame: 1st Grade/20-30 minutes
Learning Needs Number of Supports, Accommodations,
Students Modifications
IEPs or 504 plans 0 N/A
EIPs 0 N/A
Bilingual/ 6 Verbal translations are given when
Multilingual needed, documents sent home to
parents are translated into home
language(s), specialized teacher
comes in for support during small
group instruction.
Gifted 0 N/A
Other learning 0 N/A
needs
Personal Assets: Students come from various backgrounds and
experiences. Most of the students have similar interests outside of school.
They love to participate in sports and other extracurricular activities and
have great knowledge in utilizing technology. They love to play engaging
games on the computers/iPads and play with popular kids’ toys.
Cultural Assets: There are various cultures represented in the classroom. 8
of the students come from Spanish-speaking homes, and 1 student comes
from a home that speaks Portuguese. These students follow their culture’s
traditions along with American traditions like Christmas, Thanksgiving, etc.
Community Assets: The school is located in the Woodstock area within
Cherokee County. There are several places to shop like Target and Kohls
nearby. There are many community resources surrounding the school
including a mobile home community, community churches, and small
businesses.
ELAGSE1W2: Write informative/ explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense of
closure.
I can use headings and write facts to teach the reader even more about a
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 Background Information for Lesson Planning
Objective(s)/Learning topic.
Target(s)

This (or these) should be

measurable; should indicate
what students will be able to
do at the end of the lesson.
Can be written as “I can”
statements [Check with your
instructor]

Cross-Disciplinary Skills Students will be writing about their favorite type of extreme weather,
and/or Connections which ties into what they are covering in science.

Prior Academic Knowledge
and Prerequisite Skills
 What prior academic
knowledge and/or
prerequisite skills will
this lesson activate?
 What prior academic
knowledge and/or
prerequisite skills will
students need for this
lesson?
Students have been using several writing strategies since the beginning of
the year including:
- GUM Strategy
- Incorporating Onomatopoeia
- Adding Adjectives
- Twin Sentences
- Reread Writing
Students can use these strategies/prior knowledge to write new
informational pieces.

Potential Misconceptions Possible misconception or developmental approximation: Understanding

and/or Developmental
Approximations
What potential
misconceptions or
developmental
approximations are possible
with this content and how
will you address each?
headings as:
- Something that tells us about the whole book
- Something located at the bottom of the page
If a student understands headings as something that tells us about the
whole book/located at the bottom of the page, I will emphasize that
headings are like our heads, and they are located at the top of the page. I
will also emphasize that headings tell us about the whole page.

Possible misconception or
developmental
approximation:
_____XXX______

If the student does

____XXX______, I will
________________________
__.

Vocabulary and Academic Language

Step 2: Vocabulary: Includes Vocabulary Language Supports
Identify words, phrases, and
Curricular symbols Multiple meaning words (if applicable): N/A
Priorities used within disciplines.
 Multiple
meaning words
are words and

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 Vocabulary and Academic Language
phrases with Academic vocabulary: N/A
subject specific
meanings that
differ from
meanings used
in everyday life
(e.g., table, Subject-specific vocabulary: Provide student-friendly definitions!
ruler, force) Headings
 General Adjectives
academic
vocabulary
used across
disciplines (e.g., Adjectives Anchor Chart
compare,
analyze,
evaluate)
 Subject-specific
vocabulary
defined for use
in the discipline
(e.g., vowel,
numerator,
constitution,
photosynthesis)

Language Supports:
instructional supports
that help students
understand and
successfully use the
language function (e.g.,
sentence starters, graphic
organizers)

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 Assessment and Instructional Design

Step 3: Assessment Plan

Design Briefly describe any formative and/or summative assessments you will use throughout your lesson in the table
Assessmen below.
t Learning Type of Evaluation Supports, Accommodations, and/or
Framewor Objective(s)/Target(s) Assessment Criteria Modifications
k (What (How will you
assessment will know or measure
you use to if the students
measure have met the
progress on the learning
learning objective(s)/learn
objectives) ing target(s)?)
I can use headings and Formative – I Students must be I will be walking around the room as
write facts to teach the will walk around able to write at support.
reader even more about the classroom least one fact Several visual aids will be presented on the
a topic. and check on about their board:
the students as chosen extreme
they write. I will weather that
use a data chart aligns with the
to make note of heading on the
who is meeting top of their page.
the objective or
not.

Pre-Assessment Data Summary

Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
Students have been showing their writing abilities and I have a grasp on what each student is strong in and what
each student could improve upon. This knowledge guides me as I assist and support each student. Therefore, I
can differentiate my practices based on the student I am working with.

How will your assessment strategies allow you to provide specific feedback to the whole class, small groups, and/or
individuals?
The results of my formative assessment will show if my lesson is being grasped or not. If students seem to be succeeding in
meeting the objective, I can give them positive feedback and praise. If students seem to be struggling, I can quickly reteach the
concept and give support.

Step 4: Research, Theories, or There is a great deal of research surrounding the idea of allowing students to have a
Create Principles of Child “voice and choice”. Giving students these two things instills passion and motivation
Learning Development for writing in them. Students will be much more engaged and receptive of the
Activities concept if they get to write about something they are interested in.
What specific research,
learning theories,
and/or principles of
child development will
guide (or guided) your
instructional choices for
this lesson? How are
they applicable to your
learning
objective(s)/learning
target(s)?

Materials Needed Teacher Resources:

Informational Writing PowerPoint
Teacher Resources Anecdotal Notes Chart
(must include
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 Assessment and Instructional Design

podcasts): List all

textbooks, children’s
literature, CDs/DVDs,
videos, and on-line
sources that are
resources for you, the
teacher, in determining
the content and in
teaching the lesson.
Provide proper APA
references.

Student Resources: List,

and include, all
handouts, worksheets,
and other materials,
including assessments,
that you will have
students use in this
lesson. Please make sure
you cite your reference
in APA style. Include
slide shows you plan to
use. Note that slide
images can be copied
from Power Point and
pasted into Word
documents. List all other
materials needed, and
the amount of each.

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 Assessment and Instructional Design

Student Resources:
Student Books
Pencils

Technology Connection 1.1 Empowered Learner - Students leverage technology to take an active role in
 ISTE Standards choosing, achieving, and demonstrating competency in their learning goals,
(Required for informed by the learning sciences.
Clinicals I and II) 1.1.a – Students articulate and set personal learning goals, develop strategies
 How will you, the leveraging technology to achieve them and reflect on the learning process itself to
teacher, use improve learning outcomes.
technology to drive
instruction? I will utilize a PowerPoint presentation designed by my CT to drive instruction. The
 How will the students will engage with the presentation to enhance their learning.
students use
technology to
enhance their
learning?

Connection to the Arts Students have an opportunity to creatively express their ideas through illustrations.

How is creative
expression through
drama, movement,
visual arts, and/or music
embedded in the
lesson?

Supporting Diverse I will differentiate instruction by providing varying services to students based on
Learners what they need including:
- Sitting at the back table for individualized time
How do you plan to - Drawing lines/boxes for students who struggle to express their ideas and
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 Assessment and Instructional Design

differentiate your form sentences neatly

instruction related to - Sentence stems
the learning
objective(s)/learning I will support students who succeed in meeting the objective by:
target(s) (e.g., content, - Encouraging them to use adjectives and more details when writing their
process, product; facts
representation, action &
expression,
engagement).

Explain how the support

will assist a specific
student and/or group of
students with respect to
the specific learning
objective(s)/learning
target(s). For example:
 I will support my
students who
struggle with
reading by
differentiating the
content through
the use of leveled
reading books that
address the
concept of motion.

Make sure you address

the needs of the
student(s) identified in
Step 1

Culturally Responsive Students are writing about something that personally interests them – their favorite
Teaching type of extreme weather.

How is the content of

your lesson connected
to the students’ assets
(personal, cultural,
and/or community)
within your classroom?
Be specific.

Higher Order Thinking 1. What does a heading tell us?

Questions (HOTQs)
[These questions can 2. Should I write about how blizzards are really cool?
occur before, during
and after the lesson] 3. What fact could I write to share that blizzards are dangerous?

Create at least 5 HOTQs 4. What strategies will you use to help you as you write?
(along with anticipated
answers) using Bloom’s 5. Can you share your writing with a friend?
Taxonomy (level 3 and
above) or Webb’s Depth
of Knowledge (DOK)
levels (level 2 and
above), then identify
what level each question
represents.

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 Assessment and Instructional Design

Embed these questions

into your instructional
strategies and learning
tasks section below and
highlight them in green.

Instructional Strategies Intro:

and Learning Tasks Have students grab their books, go to the carpet, and reread what they have already
(Will VARY by content written.
area) Call and answer with learning target.

I do:
Turn and talk: “What does a heading tell us?”  A heading tells us about the whole
page! Emphasize that headings are similar to our heads.
Have students point to the heading on example books.
Introduce new heading: Are they dangerous?  Should I write about how blizzards
are really awesome?
Model what it looks like to write facts that match with the heading – Blizzards are
dangerous.
1. What does a heading tell us?
2. Should I write about how blizzards are really cool?

We do:
Turn and talk with a partner and brainstorm a fact I could write about how blizzards
are dangerous – call on multiple students to share ideas.
Together, write a fact: They make it hard to see and can give you frost bite. Frost bite
freezes your skin! (model GUM strategy as I write)
3. What fact could I write to share that blizzards are dangerous?
Challenge students to use adjectives as they write their facts.
Have students whisper their facts into their hands before sending them off to write.

You do:
Students will work on writing their heading and facts.
4. What strategies will you use to help you as you write?
5. Can you share your writing with a friend?

Lesson Closure Students can come to the carpet and share their writing with one another. I will
award select students as handwriting hero, incredible illustrator, and fantastic filled
Give a brief synopsis up pages.
regarding how you will
wrap up the lesson. How
will students summarize
and/or share what they
have learned related to
the objective or learning
target?

Re-teaching, Re- Emphasize that headings tell us about the whole page.
Engagement, Practice Remind students that the facts they write must be related to their heading.

Describe at least one **Students not meeting the objective can be pulled to back table and given extra
new strategy for re- support.
teaching the content
and/or skills presented
for students who did not
successfully meet the
learning objective(s) or
learning target(s)
identified in the lesson.

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 Assessment and Instructional Design

Extensions Challenge students to use adjectives in their writing to teach the reader even more.

Describe at least one

new strategy for
enriching, challenging,
or extending the
content and/or skills for
students who
successfully met the
learning objective(s) or
learning target(s)
identified in the lesson.

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