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Madeline Smith November 17th, 2017

Mrs. Weidman approx. 11:00 a.m.


Grade 1
Writing

Speech Bubbles

Lesson Topic: Writers develop their drafts to bring their readers into their small
moment narratives by adding speech bubbles into their sketches to help them know
what was being said during their scene.

Lesson Essential Question: How does adding speech bubbles to our small moment
narratives help the reader understand what is happening in our writing?

Standards:
CCSS.W.1.3. Write narratives in which they recount two or more appropriately
sequenced events, include some details regarding what happened, use temporal
words to signal event order, and provide some sense of closure.

Learning Objectives and Assessments:

Learning Objectives Assessments


The students will be able to describe The teacher will informally assess
how speech bubbles add to a story or through whole-group discussion.
narrative.
The students will be able to add speech The teacher will informally assess by
bubbles to their illustrations. reviewing the students small moment
narratives prior to and after the lesson
to assess additions.

Materials:
Dont Let the Pigeon Drive the Bus! by Mo Willems
Speech Bubbles anchor chart
Pencil
Clipboard
Writing folders/small-moment narratives

Pre-lesson Assignments and/or Prior Knowledge: Students will be familiar with


the concept of speech bubbles, as they have added speech bubbles to their personal
narratives in a prior unit.

Lesson Beginning: The teacher will call the students to the reading rug. The teacher
will state the essential question to informally assess the students prior knowledge
of the subject. The teacher will read, Dont Let the Pigeon Drive the Bus! by Mo
Willems. Before readings, the teacher will ask the students to look for speech
bubbles and think about how they add to the story.

Instructional Plan:
After the story, the teacher will ask the students how they thought the speech
bubbles added to the story. The teacher will ask the students how writers
use speech bubbles (what is the process?) While on the reading rug, the
teacher will use the whiteboard to briefly write down students ideas.
Important points for writing speech bubbles include:
o Reminding the writer who was in the scene they are writing about
o Making sure the writer includes all the characters in their sketches
o The writer asks: What was each person saying?
o The writer creates a speech bubble next to the characters mouth and
writes the words that they were saying inside of it
The teacher will state the directions to the students prior to the remainder
of the lesson.
o The Teacher Helper will call the students to retrieve their writing
folder from the back of the classroom.
o The students will take out their small moment narrative pieces.
o The students can either 1.) return to their desk to work, or 2.) grab a
clipboard and work in a part of the classroom where they feel
comfortable.
o The students will review their small moment narratives and add
speech bubbles to their illustrations.
If there is time remaining, students will discuss their speech bubble
additions with a partner and give constructive feedback.

Differentiation: Students can choose whether they would like to work at their desk
or work with a clipboard around the room. Certain students work better in a
selected area of the classroom compared to the formal structure of their desk. The
teachers in the classroom may work one-on-one with a student depending on their
academic abilities and comfort for additional support.

Questions: How does adding speech bubbles to our small moments help the reader
know what is happening in our writing? How do we use speech bubbles? Where do
we add speech bubbles? How did speech bubbles add to Dont Let the Pigeon Drive
the Bus?

Classroom Management: The teacher will remind the students of their classroom
rules and behavior expectations prior to the lesson. Students who are not following
directions or are being a distraction to other students will be reminded with a
warning before being moved to the back of the classroom and, if needed, another
first grade classroom for the remainder of the lesson. The other teachers will walk
around the classroom to assist in classroom management and distractions. Students
will help with materials and directions to promote leadership. Materials will be
readily available.

Transitions: Students will be called individually to ease transitions. Materials and


lesson plan will be easily accessible to the teacher to ease transitions and avoid
distractions during transitions.

Closure: The students will return their small moment narratives to their writing
folder, their writing folders to the bin, and any extra materials to their proper place.
The teacher will restate the essential question to the students. The teacher will
assess comprehension through a thumbs-up, thumbs down informal assessment.