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2.12 The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and
expository writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
C. LEARNING OBJECTIVES
UNDERSTAND
Students will begin to understand the elements that make up a strong
paragraph.
Students will begin to understand how to write a strong introductory
sentence.
KNOW
Students will be able to include an introduction, 3 supporting sentences,
and a conclusion sentence.
DO
Students will add supporting details to their quick write piece.
Students will revise their introductory sentences in their quick write piece.
D. ASSESSING LEARNING
I will assess learning both formally and informally. I will do so by observing students
while we discuss the mentor text, listening to their conversations with their peers when
discussing how they revised their writing, and based on the conversations I have with
them throughout the lesson. These observations will help me assess students
understanding of what makes a strong paragraph, how the author uses it, and how they
can use it in their own writing. I will also assess the impact of this lesson by closely
evaluating their writing using a rubric to see to what extent the included the 5 parts of a
paragraph and the strength of their introductory sentence. By using a rubric, I can ensure
the criteria is the same amongst students.
A. CONTEXT OF LESSON
I will be teaching students about writing complete paragraphs with strong introductory
sentences using the mentor text A Fine, Fine School. This lesson will be taught as one of
Danielle Early
Bluestone Elementary, Felecia Williams, 2nd grade
November 14, 2017
Given to CT: November 7, 2017
the rotations during their literacy time. The students have been learning about what
makes a complete sentence, how to write a complete paragraph, and beginning to work
on writing introductory sentences that show, not tell. This lesson will serve to be a
review of strong paragraphs and introductory sentences as the students continue to work
on making their writing stronger. The end result of the lesson will be the students ability
to successfully write a paragraph using 5 complete sentences, one of which is a strong
introductory sentence.
I will read sections of A Fine, Fine School that show the use of complete paragraphs with
strong introductions. Students will do a quick write and then will be asked to revise their
writing, adding supporting details, and making the introduction stronger. After they have
revised their writing, they will be given time to discuss the ways they revised their
writing.
I came up with the idea for this lesson in conjunction with my CT. She gave me the areas
of writing that students needed to be working on. I found the book, and came up with the
activity based on the writing needs of the students, and they types of writing activities
theyve been working on.
B. MATERIALS NEEDED
A Fine, Fine School by Sharon Creech and illustrated by Harry Bliss
Writing notebooks
C. PROCEDURE
Discuss how you will address the topics below. Provide specifics about what you plan to
say, questions you may ask, and strategies you will use to make the lesson a success.
D. DIFFERENTIATION
Since students are working on making their writing stronger through revision, its
important for the teacher to monitor their progress and provide additional assistance
based off of the needs and strengths of the student. One way this can be done is by
varying the sentence complexity expected of students. Another way to provide this
support is having students make a list of what they want to add to their writing so that
they can organize their ideas before beginning to revise their writing.
E. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?
The students may struggle to add details to their paragraphs. In response to this, I
will work with students individually during the rotation by prompting them with
questions about their topic.
The students may struggle to follow my directions. I will remind them that the
expectations remain the same whether theyre at the group with Ms. Williams, or
if theyre at the group with me.
Observations
Rubric
As soon as possible after teaching your lesson, think about the experience. Use the
questions/prompts below to guide the writing of your 6- paragraph reflection (1
paragraph for each letter). Be thorough in your reflection and use specific examples to
support your insights.
A. How did your actual teaching of the lesson differ from your plans? Describe
the changes and explain why you made them.
As with any lesson written, this one did not go according to plan. There were
a number of factors that affected my lesson. The literacy block was
shortened by 15 minutes, which is not long in the grand scheme of things.
However, the students took a lot of time to transition, which reduced our
time to work to 15-20 minutes. My CT had indicated to me that the students
were working on writing paragraphs, including bold beginnings. When I sat
down with the students to do this lesson, it became evident that most of the
students were not prepared to write a complete paragraph, even with
guidance. Most of the time of this listen was spent on writing the paragraph.
Many of the students did not get a chance to finish their quick-write because
they did not know how to brainstorm paragraphs. Due to these weak skills,
most of the students were not able to go back and revise their work.
C. Based on the assessment you created, what can you conclude about your impact
on student learning? What did they learn? What evidence can you offer that your
conclusions are valid? Based on the assessment data you collected, what would
you do/teach next if you were the classroom teacher?
Based on the assessment I created, I cannot really conclude anything about
my impact on student learning. I am not confident that the students learned
much from this lesson. As I previously mentioned, the students did not
appear to have the skill set necessary to write a complete paragraph. Some
of the students, such as the one whose work is attached, grasped the concept
Danielle Early
Bluestone Elementary, Felecia Williams, 2nd grade
November 14, 2017
Given to CT: November 7, 2017
of a bold beginning, including detail sentences, and having a conclusion. This
student was also open to revising his work, adding details, and was able to
talk through ways to make his beginning stronger. Based on the assessment
of the students, as a whole, I would re-teach the lesson starting with the
basics of sentence structure and then move into the instruction on the writing
process, starting at brainstorming.
D. As a result of planning and teaching this lesson, what have you learned or had
reinforced about children as learners?
Planning and teaching this lesson was very eye opening for me. One big
thing I realized is that children need consistency. I think my CT does a great
job of teaching literacy, but writing is an area in which instruction is lacking.
So, the students struggled to actively engage in the lesson because it was
something new and unfamiliar. Additionally, when students are used to
having a relax and read period of time during their reading rotations every
day and you take that familiarity away from them, they are more reluctant to
engage because it is different. Both of these situations are things I had to
combat with my lesson. I can appreciate their desire for consistency, in
which they know what to expect and they know what the expectations are of
them.
E. As a result of planning and teaching this lesson, what have you learned or had
reinforced about teaching?
This lesson helped me accept that teaching is a balancing act, in which you
have to be flexible and responsive to the needs of students. This lesson
clearly did not go as planned, but I was able to take it and work with
students on at least getting some ideas together. I also learned that
consistency is a big part of teaching. One student in particular blatantly told
me that he wouldnt be conducting himself in a certain manner if he were
asked to do the activity with my CT. So, again, students crave that
consistency that through teaching we can provide them. And, finally, it was
refreshing to see the hard work that goes into planning a lesson pay off when
even just a small number of students begin to grasp a concept. When things
arent being taught or worked on consistently, you cant expect perfection
after one 15-20 minute lesson. So, I also learned patience through teaching,
both with myself and with my students.
F. As a result of planning and teaching this lesson, what have you learned or had
reinforced about yourself?
This lesson made me learn a lot of things about myself. First, I learned that I
feel like my lessons are more effective when I am able to assess what skills the
students possess before teaching a lesson so that I have realistic expectations
going into the lesson. I also learned that I need to embrace patience when
teaching these lessons. Countless times throughout my lesson, students were
incredibly disrespectful. And while it was frustrating, I had to intentionally
Danielle Early
Bluestone Elementary, Felecia Williams, 2nd grade
November 14, 2017
Given to CT: November 7, 2017
remind myself not to take this disrespect personally. Patience is something
that I must continue to work at. Finally, I also learned that I need to let go of
what I think are reasonable expectations based on the age of my students and
create reasonable expectations based on the skills of the students in my class.
Danielle Early
Bluestone Elementary, Felecia Williams, 2nd grade
November 14, 2017
Given to CT: November 7, 2017
Introduction
Detail 1:
Detail 2:
Detail 3:
Conclusion
Danielle Early
Bluestone Elementary, Felecia Williams, 2nd grade
November 14, 2017
Given to CT: November 7, 2017