Saito, p.

Writing Lesson Plan: Halloween Book Report

Name: Lauren Saito

Grade: Second Grade

Date: October 30, 2013

Content Area: Reading, Writing

Duration: 2.5 hours (prewriting, drafting, editing)

Materials needed:
1. Read aloud book Halloween By Jerry Steinfield
2. Chart paper (circle map modeling, rough draft modeling)
3. Halloween book report poster board (planning stage)
4. Halloween book report worksheets (planning stage)
5. Dotted line papers (drafting stage)
6. Computer paper to draw pictures (drafting stage)
7. Final drafting paper (publishing)
8. Expo pens
9. Pencils
10. Erasers

Guiding Questions:
How do writers use details to support their opinions?
Enduring understanding:
Students learn to take a stand on a given topic.
Purpose of lesson
The purpose of this lesson is for students to demonstrate their ability to form an opinion by
writing a Halloween book report using the writing process.
What component/s will be the lesson focus?
Standard 4: Opinion Writing: CONVENTIONS AND
SKILLS: Use the writing process and conventions of
language and research to construct meaning and
communicate effectively for a variety of purposes
and audiences using a range of forms: writing
process and opinion writing.
Language modalities to be used in this lesson:
Receptive languages: reading, listening
Productive languages: writing, speaking

Strategy or skill emphasis

Write in a variety of grade-appropriate
formats for a variety of purposes and
audiences, such as: opinion writing
(prewriting, drafting, editing).

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Critical Thinking Skills

ACEI 3.3-Critical thinking, problem solving and performance
skills.

Student Engagement Techniques and

Grouping
ACEI 3.4-Active Engagement in Learning

Students will use critical thinking skills by

Students will collaborate brainstorming ideas
comprehending and choosing favorite parts of in their table groups and as a class, forming
the story to create a book report. Students will their opinion about the story read in class.
brainstorm using a circle map and book report
outline to form and organize thoughts.
Higher Order Thinking Skills:
Students will use all levels of Blooms triangle.
Students are to comprehend, understand, and
remember what the story is about so they are
able to brainstorm their favorite part of the
story and apply ideas on a circle map. Then,
students are to analyze their favorite part of
the story describing in detail why it is their
favorite part in sentences as the rough
drafting process. Lastly, I will carefully
evaluate their work to make sure they have
met each mark in the rubric (see writing
template rubric).

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DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of learner

List type of differentiation

Instructional approach

(ELL, SPED, Accelerated Learners,

Striving learners, 504 students, reading)

(learning environment, content,

process, product, performance task)

(Write the instructional

approach/accommodations that will be
used for these learners)

Student A:
Student is an English
Language Learner. Through
observations, student
understands directions and
procedures. Student
sometimes asks for
clarifications after the lesson.
Clarifications such as defining
a word or sentence.

In my lesson, I do not need to

create any type of major
differentiation for student A.
Though, I will monitor student
while class works
independently during the
rough drafting stage so I can
answer any questions student
has regarding content.

As for my instructional
approach, I do not need to
create any type of major
differentiation for student A.
Through observations,
student is a good listener and
understands task fluently.
Though, I will accommodate
student by asking questions
throughout my lesson to
assure that the understand
instruction so there will be
less clarifications after the
lesson.

In my lesson, I do not need to

create any type of major
differentiation for student B.
Though, I will allow student to
choose a different word that
is not in the vocabulary box
and create two other words
that are synonyms to the
word he chose. Student can
add more sentences to his
outline book report by using
another sheet of paper to
continue his sentences.
Exposing student to challenge
is important in his growth of
an accelerated learner.

As for my instructional
approach, I do not need to
create any type of major
differentiation for student B .
Through observations;
student understands and
follows rules of a self-directed
learner during teacher
instruction. Student will be
my leader in the class when
he is done with his work.
Usually during math, student
B is the teachers leader who
helps other students with
their work, giving him the role
of leadership and community
contributor.

Student B:
Student is an Accelerated
Learner in all areas of
academic. Through
observations, student
understands directions and
procedures with no
supervision from teachers or
peers. Student always
completes classwork before
others.

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1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

Common Core, Writing, Text Types and Purposes

I can write opinion pieces introducing the book by stating an opinion, supply reasons that
support the opinion, use linking words, and a provide a concluding sentence.
2.W.1 Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement
or section.

I can write informative texts that introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
2.W.2 Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section

Common Core, Writing, Production and Distribution of Writing

I can focus on a topic and strengthen by writing with support from adults and peers.
2.W.5 With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
Common Core, Writing, Research to Build and Present Knowledge
I can recall information from experiences or gather information from provided sources to
answer a question.
2.W.8 Recall information from experiences or gather information from provided sources
to answer a question.

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2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative assessments to guide and
assess student learning, including criteria). Write the teacher assessment tool for each stage of the writing process. Include
copies at the end of the document.

Purpose: Student will demonstrate their ability to form an opinion by writing a Halloween book
report using the writing process.
Students will write an opinion book report about a book using part of writing process
(prewriting, drafting, editing).

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3. Activities/Instructional Strategies
ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3: Critical thinking, problem
solving and performance skills; ACEI 3.4: Active engagement in learning; ACEI 3.5: Communication to foster learning

(List how you plan to build background knowledge and the sequence of teaching students how to
apply the writing process.)
1. Introduction (10 minutes)
2. Explain student learning expectations, benchmarks, and purpose of learning these concepts,
verbally.
Do you like pizza or pasta better
Do you like to walk or run?
3. Describe student expectations:
Active participation
Introduce the 2.W.1 benchmark in a simpler version so students are able to understand
their focus: I can write opinion pieces introducing the book by stating an opinion,
supply reasons that support the opinion, use linking words, and a provide a concluding
sentence.
o You will be writing opinion pieces today. What does an opinion mean?
An opinion is what someone believes or thinks. You will write about
your one favorite part of the book we read together as a class today. We
will be using the writing process steps you learned about in the
beginning of second grade.
Ask questions:
o Do you remember the steps of the writing process? What are they?
o Prewriting, drafting, revising, editing, publishing
o Provide a poster board of the writing process so students have a visual
idea of the order.
o Remind students that we will be going through the prewriting and
drafting stage today. Our goal is to complete the drafting stage.
4. Explain to students how we will look at the illustrations of the book and practice answering
opinion questions.
5. Building background (10 minutes)
6. Introduce the book, Halloween by Jerry Seinfeld
7. Allow students look at the book cover and ask the students to answer the following question
(have students turn and talk):
o Do you like or do not like Halloween? Explain your answer. For
example, I like Halloween because I get to see all of you as different
people.
o Provide students with my own example: I like Halloween because I get
to see all of you dress up!
o I like Halloween because ___________. I dislike Halloween because
___________.
8. Choose 3-5 students to share their opinion sentences to get students into the Halloween spirit
before we read the Halloween story.
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9. Acknowledge student opinions and explain what opinion means, again.

o Provide students with my own example: My favorite ________ part of
the story was when ______________.
o Opinion is how you feel about something. If you like or dislike
something. Everybodys answers will be different because it is their own
feeling. Now we will read an exciting story about Halloween. I want you
to think about your favorite part of the story and try to use these words
on this poster to make a sentence and describe why this was your
favorite part of the story. If this story did not make you feel any of these
words, make up your own word.
10. Lead into the Halloween story
11. Read aloud, Halloween by Jerry Steinfield
12. Provide a word list (from book report outline) students can use for our oral discussion as an
introduction to opinion writing.
o scary, interesting, funny, surprising, boring, etc
13. Select (turn and talk) and ask random students (3-5) to orally fill in this sentence:
o My favorite _______ part of the story is when ____________.
14. Inform students that we will now be working on opinion writing using a circle map to
brainstorm what theyre favorite part of the story is.
o What step of the writing process does a circle map belong under?
15. Prewriting (circle map belongs under brainstorming which is a concept under prewriting)
o Walk quietly back to your seats and think about your favorite part of
the story you would want to put on the circle map. I will choose 3-5
students to share your thoughts and we will write your opinions on a
circle map as a start to the prewriting stage.
8. Excuse students to their seats (first row, second row, third row, fourth row).
9. Focus/Mini lesson (I do): 15 minutes
10. Explain to students what writing steps we will complete today (poster on board).
o Prewriting, Drafting, Revising, Editing, Publication
11. Ask students (again) what writing stage uses circle maps.
o Hint: What writing process would we use if we just started the writing
process?
o Answer: Prewriting, because we are brainstorming our ideas before we
write on dotted line paper.
16. Ask a question to class: What part of the writing process is our goal that we want to complete
today?
12. Introduce the circle map and our focus topic (my favorite part of the story is.)
o There are many ways to brainstorm your ideas using many different
thinking maps (point to the wall). Today we will use a circle map
because we want to brainstorm our thoughts on one subject which is
just our favorite part about this story.
13. Ask students to share their opinion about their favorite part of the story and write on circle
map.
o I asked you to think about your favorite part of the story is using a
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word (or your own work) from this list.

17. Write my example on circle map: My favorite _____ part was when _________.
18. Provide 20-30 seconds of students to share in their table groups what their favorite part of the
story is.
19. Select 2-4 students to share their favorite part of the story and write opinions on the circle
map.
20. Circle one sentence on the circle map and explain to students how to take their sentence my
favorite part and expand opinion using the Halloween book report outline. Inform students
to pay attention because this is important and they have to do this part themselves this
afternoon.
21. Show students how to fill out book report outline using the circle map as a reference to the
book report outline.
22. Pass out a circle map
o First, you will look at the sentence I circled in my circle map. It says that
my ________ favorite part of the story was when ____________.
19. Use the words in the word box, I need to select one word that describes this sentence. I will
explain that they can think of another word but there needs to be two other words with their
chosen word that all mean the same thing (synonyms).
o My word I used was ___________. Remember if you think of your own
word that is not on the list, you have to think of two words that mean
the same as the word I chose. Two other words that mean
___________________ is ___________________ and
____________________.
20. Show students how to number their three vocabulary words (1, 2, 3) because this is important
to matching the number to the outline lines.
21. Direct students to the next part of the book report outline where students have to share their
opinion and choose between two different choices.
o I liked/did not like, my favorite/the worst, I enjoyed/did not enjoy, I
would/I would not.
22. Continue to instruct children how to fill in the blanks of the Halloween book report outline by
completing the sentences. Make sure students attention is on you.
o Fill out why you liked/disliked the book _____________ by
_______________ because it was ____________ (this is #1 word you
circled on your vocabulary list.
o Now, fill out my favorite/the worst ________ (this is #2 word you circled
on your
vocabulary list) part was when ____________________________.
Please be detailed like my example.
o Next, fill out I enjoyed/did not enjoy this part because ___________. Be
detailed as
possible.
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o Why did you enjoy/did not enjoy this part? Then, fill out why you
would/would not recommend this book because it was ____________
(this is #3 word you circled on your vocabulary list).
o Lastly, rate the book by drawing stars on your outline. 5 stars if you
think this book was the best, all the way to 1 star if you think this book is
a thumbs down.
o Ask how many stars would you rate this book?
23. Complete the Halloween book report outline.
23. Guided practice (we do): 20 minutes
24. Look back at steps 10 22 and do the same steps together as a class. Wait for students who
need help and answer any questions.
24. Review circle map, making sure students circled their favorite part of the story (steps 14 17)
25. Review how to fill out the planning sheet (steps 18 22)
25. Work Time: 10 minutes
26. Allow students to work independently through short break periods while everyone catches up
to write.
o Expected to work quietly while filling out their planning sheet.
26. Collaborative Group work: 10 minutes
27. Direct students to actively participate and follow classroom rules when the class and I fill out
the circle map and outline
Self-directed learners, being positive and respectful
Monitoring students progress, see #2 assessment tool.
27. Closure: 30 seconds
28. Announce that students we will do the next part of the writing process called drafting.
29. Rough Drafting (I do): (25 minutes)
30. Building background (5 minutes)
31. Explain to students what the next part of the writing process is.
What is the next part of the writing process? Drafting is when you take your
information from your outline that you made this morning and form sentences and
paragraphs onto dotted line paper. You are learning to use the writing process so that
your writing has been through a series of work, meaning, putting a lot of time and
effort into your work so that at the end you can publish your work for others to read.
This means that your end product will have no errors.
32. Direct students to the next part of the lesson, which is writing their first rough draft, but using
the book report outline as a guide.
33. Focus/Mini lesson (I do): (20 minutes)
34. Explain topic sentence, big idea, detail, and conclusion.
Topic sentence: Subject of the paper/first sentence in the paragraph.
Big idea: Main idea/focus of the paper.
Detail: Examples of your main idea.
Conclusion: Closing.
35. Model how to highlight each transition on outline.
What is my topic sentence in this outline? Green. When you get your paper, you will
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highlight the topic sentence green. Now, what color is the big idea? What is the big
idea in this outline? You will highlight the big idea yellow. Last but not least, what is the
detail in this outline? What color are details? You will highlight the details pink. For
your conclusion, lets make it green like the topic sentence. You will highlight your
conclusion green.
Everything that is on your outline will go onto your rough drafting. You can match the
colors to determine what sentences from your outline will go onto your rough draft.
Any questions? Lets begin. (STRESS INDENTATION)
36. Continue to complete the rough draft paper using the book report outline. Monitor student
progress by walking around the classroom, verbally coach and answer questions.
37. Complete the rough draft paper.
38. Guided practice (We do):
39. During the rough drafting stage, I am still modeling to students what to do from transitioning
words from their book report outline to dotted line paper because this is the first time students
are exposed to rough drafting.
40. Work Time: (overlapped with the 45 to 50 minutes during rough drafting)
41. During the rough drafting stage, I will model to the students what to do to prepare them for
their individual work to complete the book report outline and dotted like paper. Therefore, there
is no individual work for this stage of the writing process because second grade level stresses lots
of modeling before doing individual work.
42. Collaborative Group work (You do it together):
43. Encourage students to actively participate and follow classroom rules when the class and I
highlight the book report outline and transition into rough drafting on dotted paper because they
have to fill out their own after I model what to do. I chose to model to the students and not have
them work independently (yet) or to work in small groups because the writing process is new to
these students. When students have been modeled what to do over and over again, I will
eventually have them work in small groups and then do the whole writing process independently.
To ensure they are learning, I will know students are ready to move on to the next step of the
writing process when students have all participated in some way by shouting out answers,
answering questions, and showing their full attention on the speaker without getting sidetracked.
I will also ask them questions to keep track of their progress.
44. Independent work (you do it alone):
45. Modeling to students on transitioning their book report outline onto a rough draft dotted line
paper. I will monitor students active participation by having everyone shout out answers, or call
on students to answer. I have a rubric to assess students on their individual work (see #2
assessment tool) when they do their own individual rough drafting and publishing.
46. Closure: (How many minutes?): 5 minutes
47. Describe what I modeled with them and answer any questions they have. I will announce that
students will down do their own Halloween book report paper, but we will do it together incase
they need help.
48. Individual Rough Drafting (I do): 30 minutes
49. Introduction: 2 minutes
50. Announce to students that it is their turn to do write their book report outline based on their
opinions of the book we read.
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51. Pass out Halloween book report outline.

55. Building background: 5 minutes
56. Explain to students that I did the book report outline (point to poster), which is the planning
stage of the writing process. Then explain to students that I took the information from the book
report outline and wrote it out on dotted line paper so its written in one paragraph.
56. Focus/Mini lesson (I do): + modeling 10 minutes
57. Explain to students that it is their turn to work on their own book report outline.
Now you have your own nice blank book report on the outline. Lets work on it
together. Remember to put your own opinions on the paper.
58. Start with having students think of their favorite part of the story and pick a vocabulary word
form the vocabulary box (or choose their own). Make sure students circle the entire column of 3
words with the same definition. Help students to pick 2 synonyms if they use their own words
(write additional vocabulary words on white board).
59. Go through each sentence together. Walk around to make sure students picked their
vocabulary word.
60. Pass out dotted line paper for rough drafting once everyone filled our their book report
outline. STRESS INDENTATION.
61. Explain expectations of the draft.
Your rough draft will have everything from the book report outline. You should have
based on your information from the outline. Make sure you copy everything from the
book report outline onto the rough draft paper neatly with letters I can read and check
your spelling. This focuses on the neatness and presentation of writing.
62. Encourage students to do this part themselves exactly how I modeled it but explain how their
information will be different. Walk around and help students.
63. Announce to students who finish early with their rough draft (accelerated students), let them
able to draw a picture of their favorite part of the story with details.
64. Guided practice (We do):
65. Walk around and monitor students when they get to their rough drafting stage because this is
the stage I am having students work independently. I will have explained what their expectation is
for rough drafting that I will assess after they complete their rough draft and I look at it.
66. Work Time: 15-25 minutes
Students continue to work quietly and asking questions.
67. Independent work: 15 20 minutes
68. Walk, while students are independently working on their rough draft, I will monitor their
progress by walking around and asking and answering questions. See #2 assessment tool. After
students complete their rough draft, I will collect it and assess it using the assessment tool. This
assessment tool is based on organization, detail, and neatness.
69. Closure: 5 minutes
70. Announce and conclude that they have done 3 parts of the writing process (planning using the
circle map, prewriting with the book report outline, and rough drafting using their dotted line
paper). Ask students if they know what is the last step of the writing process and explain that we
will finalize their paper later (MT does not want to do revising or publishing stage).
71. Publishing: 15 minutes
72. Explain how to publish their rough draft paper onto publishing.
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Students will write what they wrote on their rough draft paper onto the new publishing
paper.
73. Pass out clean dotted line paper.
74. Complete publishing stage.
75. Announce students can draw behind their paper if they are finished with their published pice
of writing.

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6+1 trait= Organization #1

I can write an opinion

book report that
introduces the topic
sentence, big idea,
details, and concluding
statement.
2.W.1

6+1 trait=
Word choice

I use linking words

(e.g., because, and,
also) to connect
opinion and reasons.

6+1 trait=
Presentation

Writing process:
Rough Draft

Writing process:
Rough Draft

Writing process: Rough Draft

Benchmark

Writing Rubric Template

2
(developing proficiency)
I have 2 of the following
requirements in my book
report with some
I have 0 - 1 of the
structure: topic sentence,
following requirements in big idea, details,
my book report with no
concluding sentence.
structure: topic sentence,
big idea, details,
concluding sentence.
1
(well below)
I did not state my
opinion.

3
(meets expectation)
I have all of the following
requirements in my book
report. My sentences have
structure to determine
each requirement.

4
(exceeds expectation)
I stated my opinion.
I have all the following
requirements in my book
report with sentence
structure. I added extra
sentences that make
sense in the correct
category to my book
report.

I have 0-1 linking words in

my book report.

I have 1 - 2 linking words

in my book report.

I have many linking words

in my book report.

I have many linking words

in my book report that I
came up with by myself
such as: this is why, for
this reason, as a result.

I do not have neat

handwriting or neatly
spaced letters, words,
and sentences.

I wrote some letters

neatly with some spacing
between letters, words,
and sentences.

I can write neatly with

spaced letters, words, and
sentences correctly.

I can write neatly with

spaced letters, words,
and sentences correctly.
My writing is straight,
and stays in the paper
margins.

2.W.1

I can print neatly and

spaced letters, words,
and sentences
correctly.

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6+1 trait=
Organization #2

Writing process:
Rough Draft

Saito, p. 14
I can fill in the blanks
to answer the
questions.

I did not fill in any blanks

with a vocabulary word.

I filled out most of the

blanks with a vocabulary
word.

I filled out all of the blanks

with a vocabulary word.

I filled out all of the

blanks and added my
own words.

2.W.8

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Writing process
stage

Drafting

6+1 Trait

Organizati Word
on #1
Choice
2.W.1
2.W.1

Grade level
benchmark
Student Names

Drafting

Drafting

Organizati
on #2
2.W.1

Student Assessment Data Table

Drafting
Revising
(MT does
not want
me to
teach
revising
or
publishin
g)
Presentati Organizati
on
on
2.W.1
2.W.1

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
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14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.

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Reflection Questions
1. Pedagogy-What happened during my lesson (what did the students and I say and do)? How effective was your lesson design
and teaching for each stage of the writing process. Describe your accommodations and the implementation for diverse
learners. Make connections to results from your student writing survey. [If you did not teach/complete each stage, then
explain your rationale and write what you would have done.

During my writing lesson on Halloween, students were actively engaged because they were able to create their own opinions
about the story. I began my lesson by reading a book to the class and brainstorming their ideas about their favorite part of the story.
Students said many things throughout the brainstorming process such inputting their own feelings about the story. I had a lot of
vocabulary words students were able to choose from on the white board such as surprising, interesting, exciting, etc as a way of
self expression. Many students thought this book was surprising because of the unexpected parts that happened in the story that
they did not think would occur.
The design of my writing lesson plan was easy to understand because of the clear organization step by step process I prepared
prior to teaching the lesson. Before the day of my formal observation, I prepared four lessons with the classroom introduce the first
three stages of the writing process. I focused on brainstorming, prewriting, and rough drafting. These were the three stages my
mentor teacher wanted me to focus on because she has not introduced editing, revising, or publishing stages of the writing process
with her students. It was important that I understood the writing process and the extent second graders should know. With that
knowledge, it was easier to teach the first three stages of the writing process. Also, at the school I am at, students are familiar with
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brainstorming using different types of thinking maps that help branch ideas from a main topic. For the prewriting stage, I created a
planning sheet that students filled out with guidance and modeling from me. In order to distinguish the different parts of rough
drafting (topic sentence, main idea, detail, conclusion), I highlighted the planning sheet in the different parts of a rough draft. Green
represented topic sentence and conclusion, yellow represented the main idea, and pink represented detail. Being able to distinguish
through different colors, students were able to copy what was on their planning sheet onto dotted line paper as their rough draft
paper. Copying from the planning sheet onto rough drafting is a great start for second grade, as we introduce them to the writing
process.
In my second grade classroom, I have 4 English Language Learners. For these students, I would walk around and assist them. By
assisting, I would point to a specific part that they are answering on the planning sheet and read the sentence to them. Then, I
would reword the sentence as a question. For example, I liked/did not like the book Halloween by Jerry Seinfeld because it was
__________. I reworded the sentence by asking a question, Did you like or dislike the book? Why did you like or dislike it? Was
there a part you really liked? Then, students would answer my question. This helps students expand on their answer without giving
them the answer, plus, its opinion writing.
Accelerated learners were given leadership roles when they completed their assignment earlier than their peers. I had these
three accelerated learners walk around to make sure their peers were highlighting the correct part of their planning paper and pass

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out papers. Academically, I had the three accelerated learners draw on the back of their paper if they completed their rough draft
paper.
2. Assessment- How effective was my assessment plan (e.g., rubric, formative assessment, monitoring, summative) for obtaining
information about my students learning? What would you have done differently?

My assessment focused on two standards: 2.W.1 and 2.W.8. The first standard is about writing an opinion book report that
introduces the topic sentence, big idea, details, and concluding statement. The second standard is about students being able to fill in
the blanks to answer the questions. I was able to look over student work and determine what standard they did or did not complete.
During the lesson, I was able to observe students their learning as a formative assessment without taking notes. I was observing
their behaviors and writing capabilities. It students were independent/dependent on classmates or teachers. Since this was my first
writing lesson plan, it was great to be able to get to know each students writing strengths and weaknesses for opininon writing
whether it be the brainstorming, prewriting, or rough drafting stage. I was suprisied that students whom I thought would need
assistance, did not need any at all.
Regarding assessment, I would not have done anything differently because I feel that focusing on standard 2.W.1 and 2.W.8
were the most important for my writing lesson. With guidance and modeling, students should be able to write an opinion book
report with all required elements, linking words, and legible printing. If anything, I would have allowed more time for students to get
accustom to the specific writing process stages. Due to my formal observation requirements, I had to rush some parts of the lesson
ITE 314-406, Fall 2013

Saito, p. 20

without spending quality time on each part of the lesson. Therefore, I feel that if I gave students more time, I would receive quality
work.

3. Data Collection- How did I do in meeting the desired results (e.g., purpose, broad understanding, benchmarks) for this lesson?
What are my next steps to improve students learning? Describe results for each benchmark that was used to assess students
work. You may add a graph to explain benchmark results. Complete your assessment data table as part of the submission.
Looking over student work, I noticed that majority of the students met the desired results for the lesson. If not, students were
completing assignment with limited amount of time. I made sure before and during the assignment, students were reminded of the
benchmarks they were required to have. The next steps to improve students learning would be to determine students results and
figure out what specific part students need daily practice on as a class and depicting specific students who are behind in a certain
category and work with them intensely to improve their learning.
Students needed to write an opinion paper that stated their opinion, uses linking words, focuses on main idea, details, and
concluding sentence. Students had enough guided practice to understand the concept of the order of concepts. Students had a hard
time elaborating on their details. Writing had to be legible with spaced letters, words, and sentences. Most students handwriting is
legible except for a couple of students. Lastly, students had to fill in the blanks to complete the sentences. Students exceeded
requirements if they added in their own words along with required vocabulary.

ITE 314-406, Fall 2013

Saito, p. 21

4. Content knowledge-Explain your understanding of teaching the function (e.g., compare and contrast, personal narrative,
argumentative, opinion) and form (e.g., poem, letter, essay) of this lesson. What areas for development in teaching writing to
early childhood/elementary students that you would like to work on and/or explore more information? Use student evidence
and professional references to support your answers.

Understanding how to teach a variety of functions and forms is important as a teacher because it gives students options when
they start opinion writing. For my writing lesson, I focused on opinion writing through a book report paper. I had to educate myself
on opinion writing. There were many parts to an opinion paper for second grade. Being able to decompose the second grade opinion
writing standard was my first step in understanding what to teach and how to teach it. The standard focuses on stating a topic,
supply reasons, use of linking words, and provided concluding sentence. I had to figure out a way to show examples of separating
each concept, by color coordinating each section.
Areas of development in teaching writing to early childhood/elementary students I would like to work on and/or explore more
information on is classroom management because of I noticed after watching my videos that I am not doing well on wait time. I
would like to develop a skill to control my classroom without getting frustrated.

ITE 314-406, Fall 2013

Saito, p. 22

References
Borich, Gary D. Observation Skills for Effective Teaching. Columbus, OH: Merrill Pub., 1990. Print.

ITE 314-406, Fall 2013

Saito, p. 23

Writing process
stage

Drafting

6+1 Trait

Organizati
on #1
2.W.1

Student Assessment Data Table

Drafting
Drafting
Drafting
Revising
(MT does
not want
to teach
revising
or
publishin
g)
Word
Organizati Presentati Organizati
Choice
on #2
on
on
2.W.1
2.W.1
2.W.1
2.W.1

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

Grade level
benchmark
Student Names

ITE 314-406, Fall 2013

Saito, p. 24
Student Sample A

Date: October 30, 2013

Rating: Well Below

Student A Circle Map

ITE 314-406, Fall 2013

Saito, p. 25

Student A Planning Sheet

ITE 314-406, Fall 2013

Saito, p. 26

Student A Drafting Paper

ITE 314-406, Fall 2013

Saito, p. 27

6+1 trait= Organization

6+1 trait=
Word choice
6+1 trait=
Presentation
6+1 trait=
Organization

Writing process:
Rough Draft

Writing process: Rough

Draft

Writing process:
Rough Draft

Writing process: Rough Draft

Writing Rubric Template

Benchmark

2
(developing
proficiency)
I have 2 of the
following
requirements in
my book report
with some
structure: topic
sentence, big
idea, details,
concluding
sentence.

3
(meets
expectation)
I have all of the
following
requirements in
my book report.
My sentences
have structure to
determine each
requirement.

I have 0-1 linking

words in my
book report.

I have 1 - 2
linking words in
my book report.

I have many
linking words in
my book report.

I can print
neatly and
space letters,
words, and
sentences
correctly.

I do not have
neat handwriting
or neatly spaced
letters, words,
and sentences.

I wrote some
letters neatly
with some
spacing between
letters, words,
and sentences.

I can write neatly

with spaced
letters, words,
and sentences
correctly.

I can fill in the

blanks to
answer the
questions.

I did not fill in

any blanks with a
vocabulary word.

I filled out most

of the blanks
with a
vocabulary word.

I filled out all of

the blanks with a
vocabulary word.

I can write an
opinion book
report that
introduces the
topic
sentence, big
idea, details,
and
concluding
statement.
2.W.1

I use linking
words (e.g.,
because, and,
also) to
connect
opinion and
reasons.

1
(well below)
I did not state
my opinion.
I have 0 - 1 of
the following
requirements in
my book report
with no
structure: topic
sentence, big
idea, details,
concluding
sentence.

2.W.1

4
(exceeds
expectation)
I stated my
opinion.
I have all the
following
requirements in
my book report
with sentence
structure. I
added extra
sentences that
make sense in
the correct
category to my
book report.
I have many
linking words in
my book report
that I came up
with by myself
such as: this is
why, for this
reason, as a
result.
I can write neatly
with spaced
letters, words,
and sentences
correctly. My
writing is
straight, and
stays in the
paper margins.
I filled out all of
the blanks and
added my own
words.

2.W.8

ITE 314-406, Fall 2013

Saito, p. 28

Commentary
Student A has some structure in her writing. Student does not elaborate why after she stated her
opinion on the story. She elaborates her favorite part of the story by reusing her main idea vocabulary
word as her explanation. Due to lack of elaboration, student did not use linking words in her book report
to connect her opinion to her reasons. Handwriting is somewhat neat, with some spacing between
letters, words, and sentences. On the planning sheet, student was able to fill out all the blanks with a
vocabulary word, without further elaboration.
The ongoing goals for this student are:
Ongoing goals for this student would be to further practice writing with details. Student understandings
how to describe her opinion on a topic through one word vocabulary is clearly understood. When asked
to write in detail why she liked or disliked that part of the story, she does not understand how to
generate higher thinking skills through details.

ITE 314-406, Fall 2013

Saito, p. 29
Student Sample B

Date: October 30, 2013

Rating: Developing Proficiency

Student B Circle Map

ITE 314-406, Fall 2013

Saito, p. 30

Student B Planning Sheet

ITE 314-406, Fall 2013

Saito, p. 31

Student B Drafting Paper

ITE 314-406, Fall 2013

Saito, p. 32

6+1 trait= Organization

6+1 trait=
Word choice
6+1 trait=
Presentation
6+1 trait=
Organization

Writing process:
Rough Draft

Writing process: Rough

Draft

Writing process:
Rough Draft

Writing process: Rough Draft

Writing Rubric Template

Benchmark

2
(developing
proficiency)
I have 2 of the
following
requirements in
my book report
with some
structure: topic
sentence, big
idea, details,
concluding
sentence.

3
(meets
expectation)
I have all of the
following
requirements in
my book report.
My sentences
have structure to
determine each
requirement.

I have 0-1 linking

words in my
book report.

I have 1 - 2
linking words in
my book report.

I have many
linking words in
my book report.

I can print
neatly and
space letters,
words, and
sentences
correctly.

I do not have
neat handwriting
or neatly spaced
letters, words,
and sentences.

I wrote some
letters neatly
with some
spacing between
letters, words,
and sentences.

I can write neatly

with spaced
letters, words,
and sentences
correctly.

I can fill in the

blanks to
answer the
questions.

I did not fill in

any blanks with a
vocabulary word.

I filled out most

of the blanks
with a
vocabulary word.

I filled out all of

the blanks with a
vocabulary word.

I can write an
opinion book
report that
introduces the
topic
sentence, big
idea, details,
and
concluding
statement.
2.W.1

I use linking
words (e.g.,
because, and,
also) to
connect
opinion and
reasons.

1
(well below)
I did not state
my opinion.
I have 0 - 1 of
the following
requirements in
my book report
with no
structure: topic
sentence, big
idea, details,
concluding
sentence.

2.W.1

4
(exceeds
expectation)
I stated my
opinion.
I have all the
following
requirements in
my book report
with sentence
structure. I
added extra
sentences that
make sense in
the correct
category to my
book report.
I have many
linking words in
my book report
that I came up
with by myself
such as: this is
why, for this
reason, as a
result.
I can write neatly
with spaced
letters, words,
and sentences
correctly. My
writing is
straight, and
stays in the
paper margins.
I filled out all of
the blanks and
added my own
words.

2.W.8

ITE 314-406, Fall 2013

Saito, p. 33

Commentary
Student B had structure in his writing. I was able to distinguish each requirement that needed to be met
(topic sentence, big idea, details, concluding sentence). There were linking words in his rough draft,
where he was able to elaborate on his worst part of the story. Students handwriting is somewhat neat
with the spacing and letter formation. Letters seem rushed, yet legible. On the rough drafting paper,
student filled out the blanks and added his own words to elaborate to the details.
The ongoing goals for this student are:
Ongoing goals for this student would be to further practice using linking words in writing pieces. Use of
linking works allows students to further elaborate ideas. Student needs to practice writing legibly so that
letters and words do not seem rushed.

ITE 314-406, Fall 2013

Saito, p. 34

Student Sample C

Date: October 30, 2013

Rating: Meets Expectation

Student C Circle Map

ITE 314-406, Fall 2013

Saito, p. 35

Student C Planning Sheet

ITE 314-406, Fall 2013

Saito, p. 36

Student C Drafting Paper

ITE 314-406, Fall 2013

Saito, p. 37

6+1 trait= Organization

6+1 trait=
Word choice
6+1 trait=
Presentation
6+1 trait=
Organization

Writing process:
Rough Draft

Writing process: Rough

Draft

Writing process:
Rough Draft

Writing process: Rough Draft

Writing Rubric Template

Benchmark

2
(developing
proficiency)
I have 2 of the
following
requirements in
my book report
with some
structure: topic
sentence, big
idea, details,
concluding
sentence.

3
(meets
expectation)
I have all of the
following
requirements in
my book report.
My sentences
have structure to
determine each
requirement.

I have 0-1 linking

words in my
book report.

I have 1 - 2
linking words in
my book report.

I have many
linking words in
my book report.

I can print
neatly and
space letters,
words, and
sentences
correctly.

I do not have
neat handwriting
or neatly spaced
letters, words,
and sentences.

I wrote some
letters neatly
with some
spacing between
letters, words,
and sentences.

I can write neatly

with spaced
letters, words,
and sentences
correctly.

I can fill in the

blanks to
answer the
questions.

I did not fill in

any blanks with a
vocabulary word.

I filled out most

of the blanks
with a
vocabulary word.

I filled out all of

the blanks with a
vocabulary word.

I can write an
opinion book
report that
introduces the
topic
sentence, big
idea, details,
and
concluding
statement.
2.W.1

I use linking
words (e.g.,
because, and,
also) to
connect
opinion and
reasons.

1
(well below)
I did not state
my opinion.
I have 0 - 1 of
the following
requirements in
my book report
with no
structure: topic
sentence, big
idea, details,
concluding
sentence.

2.W.1

4
(exceeds
expectation)
I stated my
opinion.
I have all the
following
requirements in
my book report
with sentence
structure. I
added extra
sentences that
make sense in
the correct
category to my
book report.
I have many
linking words in
my book report
that I came up
with by myself
such as: this is
why, for this
reason, as a
result.
I can write neatly
with spaced
letters, words,
and sentences
correctly. My
writing is
straight, and
stays in the
paper margins.
I filled out all of
the blanks and
added my own
words.

2.W.8

ITE 314-406, Fall 2013

Saito, p. 38
Commentary
Student C had structure in his writing. I was able to distinguish each requirement that needed to be met
(topic sentence, big idea, details, concluding sentence). Student added in a saying by a character
(without adding dialogue because student did not learn this yet). Student was able to distinguish quotes
from the book that characters said and write it down on her paper. There were linking words in his
rough draft, where she was able to elaborate on his worst part of the story. Students handwriting is
written neatly with spaced letters, words, and sentences correctly. Her writing is straight and stays in
the paper margins. On the rough drafting paper, student filled out all of the blanks with a vocabulary
word.
The ongoing goals for this student are:
Ongoing goals for this student would be to practice using linking words in her detail sentences to further
elaborate in detail. Student needs to practice adding her own words to her rough drafting paper to add
to the required vocabulary to exceed expectation.

ITE 314-406, Fall 2013