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Writing Center - Formal Lesson

This lesson plan outlines a writing activity where preschool students will write about what would happen if they brought a dinosaur to school. To begin, the teacher will read the book "If You Take a Mouse to School" to help prompt creative thinking. Students will then each get a writing prompt to write a sentence about bringing a dinosaur to school and draw a picture. The teacher will assess students' writing skills and letter recognition through these writing samples. Support such as alphabet strips will be provided to students who need help writing letters correctly. Potential issues like needing one-on-one time are addressed, such as having students brainstorm together before writing.

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58 views

Writing Center - Formal Lesson

This lesson plan outlines a writing activity where preschool students will write about what would happen if they brought a dinosaur to school. To begin, the teacher will read the book "If You Take a Mouse to School" to help prompt creative thinking. Students will then each get a writing prompt to write a sentence about bringing a dinosaur to school and draw a picture. The teacher will assess students' writing skills and letter recognition through these writing samples. Support such as alphabet strips will be provided to students who need help writing letters correctly. Potential issues like needing one-on-one time are addressed, such as having students brainstorm together before writing.

Uploaded by

api-273091081
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN OUTLINE

JMU Inclusive Early Childhood Education Program


The following information should be included in the header of the lesson plan:
Amanda Bilyeu
Amanda Hemp Riverheads Elementary School, Preschool
April 8th, 2015
Date written plan is submitted to the practicum teacher
(Plan must be initialed and dated by the teacher when it is reviewedat least one day in advance.)
A. TITLE/TYPE OF LESSON Center Time, Writing
B. CONTEXT OF LESSON AND UNWRAPPING OF THE STANDARD
What pre-assessment did you do that tells you the students readiness, interests, and/or learning
preferences? Why is this is an appropriate activity for these students at this time? How does this
lesson fit in the curriculum sequence? How does this lesson fit with what you know about child
development?
This lesson fits in with what the students are learning about as it expands their thinking of
dinosaurs. This is the first week that the students are learning about dinosaurs, and will be learning
about dinosaurs for the next three weeks. This lesson has the students think about what would happen
if they brought a dinosaur to school. During one intentional read aloud each day, the students have
been reading the How Do Dinosaurs books, which look at how dinosaurs might do activities the
students do today, for example, cleaning their room, or eating their dinner. Although these books are
fiction, they do get the students thinking about what the dinosaurs actually did when they were alive.
These books tie into the lesson today when thinking about what would happen if they brought a
dinosaur to school.
C. LEARNING OBJECTIVES
Teaching Strategies GOLD:
Objective Eight (b) Follows Directions
Objective Eleven (a) Attends and engages
Objective Sixteen (a) Identifies and names letters, (b) Uses letter-sound knowledge
Objective Seventeen (a) Uses and appreciates books, (b) Uses print concepts
Objective Eighteen (a) Interacts during read-alouds and book conversations, (b) Uses emergent
reading skills
Objective Nineteen (a) Writes name, (b) Writes to convey meaning
Understand what are the broad
generalizations the students should
begin to develop? (These are
typically difficult to assess in one
lesson.)
I understand that each letter has a
sound and these letters can be formed
together to create words and
sentences.

Know what are the facts, rules,


specific data the students will gain
through this lesson? (These knows
must be assessed in your lesson.)

Do what are the specific thinking


behaviors students will be able to do
through this lesson? (These will also
be assessed in your lesson.)

The students will know:


How to write name
How to write to convey meaning
Both of these knows will be seen
on a spectrum and in different ways.

By the end of the lesson:


I will write and draw about what
would happen if I brought a dinosaur
to school.

D. ASSESSING LEARNING
What will your students do and say, specifically, that indicate every student has achieved your
objectives? Remember every objective must be assessed for every student!
For this lesson, the writing sample will be collected that is created by each student. The
students will be prompted to try and spell out each sound they hear in the word they are trying to spell.
This writing sample will allow for me to see which student can recognize the letter that makes each
sound. This writing sample will also serve as a way to determine which letters each student can
successfully write.
E. MATERIALS NEEDED
List all materials that will be needed to teach this lesson.
Who will be responsible for securing each item?
If You Take a Mouse To School
Writing prompt If I brought a dinosaur to school.
Pencils
Crayons/colored pencils
F. MISCONCEPTIONS or ALTERNATIVE CONCEPTIONS
Anticipate how your students will respond to the tasks and activities of the lesson. Identify the
possible misconceptions or alternative conceptions about the lesson content. Where do you think
students will have difficulty? What questions will you pose or changes will you make to help nurture
student thinking and understanding of the content?
One possible misconception would be if the students could not think creatively about this
writing prompt. As we have been learning about dinosaurs, we have gone over that dinosaurs do not
exist today. Some of the students may get confused when thinking about taking a dinosaur to school.
Due to the fact that we have taught them that dinosaurs and people have never lived on the planet at
the same time, some students might not be able to imagine what it would be like. If this is the case, I
will explain to the students that this is a time that we get to use our imaginations and pretend that
dinosaurs existed today. Prompting them with questions will help to get the student thinking
creatively, including: What would your dinosaur eat? Would your dinosaur play on the playground
with us? Where would the dinosaur nap during rest time?
G. PROCEDURE
The students (small groups, 3-4 students) will first listen to the book If You Take a Mouse to
School. Before the story is read, the prompt will be introduced and a purpose for reading the story will
be set. The students will be told to think about what it would be like to bring a dinosaur to school as
they listen to the story about bringing a mouse to school. The students will then each get a writing
prompt with the sentence starter of If I brought a dinosaur to school and be asked what would
happen. As the students think of different ideas, I will go around and help each student write what
they think would happen. As I am helping one student, the other students in the small group can begin
drawing their picture that goes along with their sentence.

H. DIFFERENTIATION
Describe how you have planned to meet the needs of all students in your classroom with varied
interest and learning readiness, English language proficiency, health, physical ability, etc. How will
you extend and enrich the learning of students who finish early? How will you support the learning of
children struggling with your objectives?
To meet the needs of all students in the classroom, the students who may need additional help
writing the letters the correct way will get an alphabet strip or paper with each alphabet letter on it.
They will be asked or shown the letter that they are trying to write and asked if they can try copying
the letter on their paper. This additional support will help the students who cannot identify all of the
alphabetic letters see the letter and how it is written correctly.
I. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
Think about this! It may help you avoid an embarrassing situation. This CANNOT include fire drills,
interruptions due to announcements, weather, or other emergencies.
One thing that could go wrong with this lesson is if all of the students need assistance at one
time. To try and make sure that each student is getting the assistance that they need, the students will
brainstorm as a group different ideas that they could write about. Once the student has an idea, he/she
can begin to draw the picture that will go along with the sentence. As the students are drawing their
pictures, I can help each student write his/her sentence. This way, all of the students will get the
additional support that they need to write their sentence. Additionally, the allotted amount of time
could be a factor in this center. Center time is not that long and with reading a book and writing about
it, I may not get to all students during this time. If this is the case, I will use the second center time to
get to the remaining students that have not had a turn.

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