Name:AnaMiguel Subject:Literacy:ComposingNonfictionText Topic:Captions

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014

Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

WritingStandard:2.Useacombinationofdrawing,dictating,andwritingtocomposeinformative/explanatory textsinwhichtheynamewhattheyarewritingaboutandsupplysomeinformationaboutthetopic.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9

Students should be able to write an accurate caption and related information for their page.
Assessment: Formal and Informal Assessment. TPE: 2 & 3 What evidence will the students produce to show they have met the learning objective?

Students caption clearly describes the corresponding photograph. Their sentence for the page is on topic.
What modifications of the above assessment would you use for language learners and/or students with special needs?

Students who need extra support writing will be using sentence starters for both their captions and writing. I will also work individually with students with EIPs to write out words not included in the sentence starters. For both students I will write the word(s) with a highlighter and have them trace it. This same technique will be used with three students that need assistance with their fine motor skills.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8 Prerequisite skills from prior school experiences

Students are familiar with the word caption since we have previously discussed nonfiction texts. They have also previously discussed what they would like to write on their page.
Strategy to connect school learning with prior experiential knowledge and/or cultural background

Students will be writing their own caption to a photograph they have taken for our class book. In my opening move, I will show them examples of nonfiction captions and model how I myself choose a caption for a students photograph.
Pre-assessment strategy

Students will be sharing out their answers when prompted for help in writing the caption for my photograph.
Academic Language. TPE: 7 & 9 What content specific vocabulary, text structures, stylistic, or grammatical features will be explicitly taught?

Caption Page Sentences begin with a capital letter and end in a period.
Equity. TPE: 4, 5, 6, 7 & 8 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language levels) Describe your differentiated instructional strategy.

Before students are sent to their desks, they will be asked to pair share what they will be writing for their captions. They will also share what they will be writing for their page.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10 What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing. Time Teacher Students

Opening Move: Look at all of our beautiful photographs for our big book. Hmm, I think theyre missing something. Can you tell me what? Raise your hand if you want to take a guess on whats missing. Pre-Assessment: (Thumbs up if you agree with____) *Picks up animal big book to see. We will be writing our own captions on our own pictures! But I think I need some help with my picture. Can you help me? Show them my picture. *Pre-Assessment: What can I write? Take a few answers from students. Can I write: Theres a tree, the sky, a girl with a red balloon, (long winded). Should my caption be long or short? Give example of short innacurate caption: My pony. It also has to be about the picture, what we can see, not made-up. If I make it up, is that still nonfiction? (Connecting with their background knowledge). How about: (accurate and short caption). Model how to sound out the words, or use text from around our class. Now that I have my caption, I am going to write my sentence for my page. In our class what is my page about? Oh yea, ex:in our class we love to math. *Make the mistake of not capitalizing i go back and revise it.

Class should be observing the photographs. They should notice that the captions are missing.

Resources/ Materials

Knees to knees. I want you to take 20 seconds to think about what you will write about in your page and also what are you going to write for your caption.

Assign partner A and partner B Partner A, show partner B your photo and tell them about your caption. *Switch off Partner A, tell partner B what will you write about in your page: In our class we *Switch off We are going to go to our desks to work for 15 minutes. Thats not a lot of time, so you really have to focus. We are all going to try our very best so we can have a wonderful class book. You can ask any adult to help you and you can also ask your classmates who can write for help. Dismiss them to their tables.