Lee Teraoka

ITE 314
10/28/13

Writing Lesson Planning Sheet

Use this writing lesson planning sheet to collaborate with your mentor
teacher and UHM field supervisor/instructor regarding your writing lesson.
1. Target teaching dates: Nov 6
2. Schedule observation date on Terry or Jennifers Google calendar.
Lesson must be on planning, drafting, revising or editing.
3. Circle the function and form of the writing lesson

Functions
Cause and effect
Compare and contrast
Creativity
Critiquing
Description
Explanation
Information
Opinion
Personal
Persuasion
Procedural
Sequence
Other (specify):

Forms
Letter
Poetry
Essay
Story (narrative)
Report
Technology (specify)
Other (specify):

(Gibbons, 1991; Tompkins, 2010)

4. Circle or write in the writing instructional approach to be used in the

lesson
a.
b.
c.
d.

Language Experience Approach (preschool-grade 2)

Interactive Writing (preschool-grade 1)
Writing Process (Grades K-6)
Other:

5. If using the writing process what modifications will be made? Teacher

candidates should teach at least the planning and drafting stages.

Brain storming ideas what makes Mrs. Botelho a great teacher (allow students to
choose their own person)
Learning "I think ______ because________" statements. Stating an opinion and providing
evidence
Beginning, Body, Conclusion format
Writing will be in a letter format, which will be given to Mrs. Botelho later.

6. What will be the published piece (e.g., print, performance, technology

project)?

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Writing Lesson Plan: Opinion writing: A giving person

Name: Lee Teraoka

Grade: 2nd

Date: Nov 6 - Nov 14

Content Area: Writing

Duration: (How many minutes, days?)

Materials needed:
The Giving Tree
White board/dry erase pens
"I think ______ because_______" statement
Paper

Guiding Questions:
Think of a person in your life that is always a "giving person".
Enduring understanding:
There are many people around the world that help people out. We should
appreciate those people that are helpful in our lives
Purpose of lesson
The purpose of this lesson is to have students give a positive opinion about
a giving person and provide evidence. The product would an essay to their
person they picked as a giving person
What component/s will be the
lesson focus?
Use of providing evidence (written) and
a reason to a opinion

Strategy or skill emphasis

Narrow down a topic
Opinion
Evidence
Essay form
Language modalities to be used in this lesson:
Listening, speaking, writing, presentation
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and
performance skills.

Students will create an opinion writing essay

that explains who they believe is a giving
person

Student Engagement Techniques

and Grouping
ACEI 3.4-Active Engagement in Learning
Think-Pair-Share

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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)

ELL

Process

Emergent writers

Process

Students will only be

required to create reasons
for 2 people. This will help
students to focus their
ideas on only two people
in the drafting phase.
Students will be heavily
guided through the writing
process. Students will
participate in small group
discussions while fluent
writers to help them edit
their draft.
Students will be given
more guided practice
through the writing
process from teacher
during the drafting phase
to help create specific
reasons. Teacher will ask
writer to verbally
communicate their
sentence before writing it
down on paper.

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

CCSS W.2.1 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 to connect opinion and reasons, and provide a
concluding statement or section.
CCSS W.2.5 With guidance and support from adults and peers, focus on a
topic and strengthen writing as needed by revising and editing.
CCSS SL.2.4 Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
I can write an opinion writing essay piece with supporting details
that has been edited by my teachers and peers and presented in
front of my teachers and peers

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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.

Students will write an opinion essay with supporting evidence about a giving person
in their life. Students will use the writing process (prewriting, drafting, revising,
editing, publishing) to create their letter. A rubric will be used to conduct a
formative assessment.

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 (3 minutes)
a. Call students to the floor
i. inform students when the timer rings to please come to the
timer rings
ii. Set timer to 15 seconds
b. Greet students once they are quiet, explain to students
c. I can write an opinion writing essay piece with supporting
details that has been edited by my teachers and peers and
presented in front of my teachers and peers
d. Explain that we will be thinking about qualities of a giving person and
thinking of someone you think is a good example
2. Building background (8 minutes)
a. Ask students of qualities of a giving person
i. What does a giving person mean to you? (ask 3 students)
ii. Do you need have money to be giving? (whole class answer)
iii. With your fingers, show me how many giving people you can
think of?
b. Explain there are many giving people in the world. Some are
acknowledged, but many are not. Giving is doing something from the
goodness of your heart, and doing something because you want to do
it.
c. Ask them to reflect about someone in their community that is a giving
person.
d. Explain to students that we will be reading The Giving Tree which is
fiction book which has a character that is giving.
e. Today we will be brainstorming ideas who we think fits the qualities of
a giving person. We will then narrow it down to one person and write
reasons why you believe they are a giving person.
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3. Focus/Mini lesson (I do): (15 minutes)

a. Show students the title of The Giving Tree, explain to the students
that there are two main characters in the book. The Tree and boy play
two different roles, and I will ask students to pay close attention to the
tree.
b. Read The Giving Tree
i. Instead of reading from the book, use visuals made to help
support
ii. Move visuals step by step as the book flows
c. Discuss with students
i. how do we feel after hearing the story?
ii. What do you think
d. Explain Tangible and Intagible
i. Tangible - touch, ex. I gave my friend my last dollar so she could
catch the bus home
ii. Intagible - unable to touch, ex. I helped my friend out clean out
his yard
4. Guided practice (We do) (5 minutes)
a. Explain pair share:
i. Share with their side partners what the tree did in the story that
was giving (timer: 30 sec)
b. Call on 4 students to say one think they talked in their pair share what
they heard or said.
c. Write down on the board things the tree did that was giving I am
looking for)
i. Tree gave away his apples so the boy could sell it for money
ii. Tree gave away his branches so the boy could make a house to
keep warm
iii. Tree gave away his trunk so the boy could make a boat to sail
away
d. Rewrite key descriptions on T chart to model for students
e. Ask students if the tree asked for anything in return
i. Qualities of a giving person is to give something away without
anything in return
ii. Doing something because they want to, not because they have
to
iii. Seeing someone happy is what makes them happy
f. Explain giving qualities in a context of a person (Use Mrs. Crook as a
example if needed)
i. Mrs. Crook gave books to all of second grade because she
wanted to
ii. Mrs. Crook gave candy away to students in the second grade
g. Ask students to give me a specific example of a giving action?
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i. follow up question: did they ask for anything in return?

h. Explain tangible and intagible
i. Give students different lines of words that are examples of
tangible or intagible
ii. Group students in elbow partners and have students determine
whether the example is tangible or intangible.
iii. Write the words tangible and intangible on the board
1. Have pair stand up
2. Read out loud their example
3. Determined if example is tangible or intangible
4. Explain why
5. Post example on the board
5. Work Time (35 minutes)
6. Collaborative Group work (You do it together) (20 minutes)
a. Excuse students back to their desk, pass out scratch paper and have
students take out a pencil
b. ask students to create a list of people they think is a giving person
that fits the qualities we just talked about (timer: 3 minutes)
c. Select a person by circle someone on their T chart they would like to
write about that they believe is the most giving
d. Pass out T chart and allow students to write down the person they
chose give at least one reason why they think they are giving (timer: 5
minutes)
e. Ask STs to Share with their neighbors who they chose and what are
the 3 reasons, two tangible and one intangible
7. Independent work (You do it alone) (15 minutes)
a. Explain to students they will write 3 reasons for each person they put
on their T chart, 2 tangible and 1 intangible
b. Encourage students to think of powerful examples that they could list
down on their chart for example:
i. Mrs. Crook is a giving person because she bought all the second
grade teachers a book from the book fair for teachers to use in
their classroom.
c. Set the timer for 15 minutes, and also walk around the classroom to
check students progress
Differentiation: Non writers/ELLS
Students need to complete reasons for at least 2 people on their T chart.
Must have 3 reasons for 2 people.
8. Closure: (3 minutes)
a. Gather students attention
b. allow students to share who they have selected and why.
c. Select students to share out loud.
d. Ask questions
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i. What does it mean to give?

ii. Are you really giving if you expect something in return?
iii. Why it is important to give?
iv. Is helping others rewarding?
e. Explain to students giving without asking anything in return is a great
quality
i. Refer to being good citizens
f. Ask if anyone has questions

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Day 2
Part 2 (Drafting stage)
1. Introduction (5 minutes)
a. Call students to the floor, and to bring their T chart. Use timer as
cue when to come to the floor (timer: 1 minute)
b. Explain to students that I hope they were able to think of 3 detailed
reasons
c. Explain to students that they will be given a writing prompt. They
must write all three of their reasons.
d. Explain to students that today we will be working on drafting our
essay who you think is a giving person
2. Building background (5 minutes)
a. Share with students that they must have narrow it down to one
person after writing down their reasons to why they are giving
b. Share with their neighbor one person they wrote down and their
reason
c. Explain to students that they will be writing an essay. An essay is a
short piece of writing on a subject. Our essay's topic is who we think
is a giving person
d. Add here: the I Can statements for the day.
3. Focus/Mini lesson (I do): (10 minutes)
a. Model writing an essay format
b. Tell students that I created a T chart explaining why I think my
mom is a giving person and created a draft
c. Read out loud two tangible and one intangible examples from T
chart
d. Explain now they will be creating a draft using the 3 reasons why
the person they picked is giving
i. Show what a finished draft would look like
ii. Provide more details to each of the reasons
1. "My mom gave away a brand new kala concert
ukulele to a person who was going through cancer
treatment."
2. "My mom gives money to her local church every
week to help a random person in need."
3. "My mom volunteered at my schools fund
4. Guided practice (We do): (10 minutes)
a. Send students back to their desk
i. 1 get ready
ii. 2 stand up
iii. 3 go back to your seats
b. Critique a good writing sample and a bad writing sample
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i. First sample will not have clear writing objectives and does
not follow the writing format
5. Work Time (30 minutes)
6. Independent work (You do it alone) (20 minutes)
a. Explain to students they will be given 20 to work on their draft,
which must include their intro, body and conclusion
b. Walk around the classroom side coaching students if they are
staying on task and letting them where they should be on their
essay
c. Re-direct students that finish early and have them re-read their
work
d. Remind students that I am looking for quality producers
7. Collaborative Group work (You do it together) (30 minutes)
a. Ask students to pair share with their essay to the person sitting
next to them
b. Allow students to grab out their color crayons
c. Explain to students that they will color code each part of the letter
where their intro, body, conclusion is
d. Show students the example of a good letter where the parts were
color coated (check spelling)
e. Explain to student they will only put a dot where they have the
parts of the letter are
8. Closure: (5 minutes)
a. Explain that the next time I see them, they will be listening to their
table partners letter and give feed back
b. Ask students
i. Self reflect, has there been anything they have done lately
that would be fit as being giving
c. Ask students what is a introduction, body and conclusion
i. Have students pair share with their neighbors
ii. What is an intro?
iii. What is the body?
iv. What is the conclusion?

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Day 3
Part 3 (Revising and editing)
1. Introduction (5 minutes)
a. Keep Students at their desk, and have them take out their draft
of their essay
b. Ask if students are starting to understand what are qualities of a
giving person
c. Ask students if they have done something this past week they
believe is a characteristic of a giving person
d. Explain the next part of the writing process is to edit your work
i. define edit: edit means to read your own writing and fix
whatever you think might not make sense.
2. Building background (5 minutes)
a. ask students:
i. Have you ever read something that didn't make sense to
you?
ii. Do you think we should always go over our work before
turning it in?
b. Describe what the editing process is
i. Reviewing writing to ensure others can understand
ii. Reading a paper out loud to ensure sentence fluency
3. Focus/Mini lesson (I do): (15 minutes)
a. Review sentences that do not have proper format or grammar
b. Write sentences on the board for students to read
c. Read out loud sentences for students to hear if there is any
errors in the sentence.
i. "I like you when you cook dinner." Not using "I think___
because____"
ii. "You help me always homework at home"
iii. "I think you help me with my homework because your my
mom"
d. Rewrite sentences to show students what a good sentence.
e. Explain students to read sentences out loud to check if the
sentence makes sense.
4. Guided practice (We do) (10 minutes)
a. Tell students they will be working with their side partner (adapt if
student does not have a side partner)
b. Model speaker and listener by role playing
i. Speaker reads entire essay without stopping
ii. listener provides one positive comment and ask questions
about sentences
iii. Listener provides feed back if there was a sentence that
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didn't make sense to them

c. Listener writes a question mark on the draft which sentence didn't
make sense to them
5. Work Time (20 minutes)
6. Collaborative Group work (You do it together) (20 minutes)
a. Allow students to turn to their side partner
i. Student A - reader
ii. Student B - listener
b. Allow student A 1 minute to read their paragraph
i. Allow student B 1 minute to read on their own
ii. Allow student B 2 minutes to give feedback of both positive
and negatives about readers essay
iii. Listener marks a question mark next to the sentence that
didn't make sense to them.
c. Allow student B 1 minute to read their paragraph
i. Allow student B 1 minute to read on their own
ii. Allow student B 2 minutes to give feedback of both positive
and negatives about readers essay
iii. Listener marks a question mark next to the sentence that
didn't make sense to them.
d. Switch peer shares with the person sitting across from them and
do a second peer share. Complete 6.b. and 6.c. again.
e. Collect draft and give to MT and TC to review and correct any
changes that were missed.
7. Independent work (You do it alone) (10 minutes)
a. Give students nice paper and explain that they will write their
final essay will be on this piece of paper
b. Explain they should write as neat as possible and to keep in mind
they have to fit everything on one side of the paper
c. Remind students to use COPS
d. Allow students 10 minutes and set the timer
8. Closure: (5 minutes)
a. Tell students that we are at the final stage of creating our letter
b. Explain that the next process of this letter will to present our
letter to the class so everyone can learn who they think is a
giving person

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Day 4
Part 4 (Presenting)
1. Introduction (3 minutes)
a. Keep students at desk
b. Ask students, wouldn't it be great to hear what people thought
are giving people in the classroom?
c. Introduce that we will be sharing our essay with the class
d. Explain that I will be using technology as a way to present a
essay.
2. Building background (5 minutes)
a. Ask students if there are ways to present information to a bunch
of people so that everyone can see.
b. Explain that technology allows many forms of presentation and
power point is another form of presentation
c. Explain that I will be able to create a power point of everyone's
essay, and we will all be able to see the essay on the overhead
i. Power point is another way people can present work
d. Ask students to raise their hand if they have used power point
before.
e. Model a example of how power point works by clicking on right
arrow to move to the next slide.
3. Focus/Mini lesson (I do): (10 minutes)
a. Encourage students that it is important to learn how to present
b. Model reading a essay to my mom
i. Read a letter for my mom using the same format the
students used to create their letter
c. Ask students questions about my presentation
i. Did I say every word?
ii. Did I stop?
iii. Did I read loud enough for everyone to hear?
iv. Did I have to figure out any words?
v. Do you think I rehearsed reading my letter?
d. Explain that I will be calling up students to help them upload
their letter on a power point to help them present.
4. Guided practice (We do) (not sure on time)
a. Call up students to the back computer during DEAR block (before
calling up students, take pictures of each essay before calling up
students to upload it on a power point
b. Download individual letters on the computer and pull it up when
student arrives to the computer (Heres my advice to scaffold
this process. Create an Essay Letter folder on the desktop. Then
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make individual folders for each ST. Create a chart that identifies
where each STs folder is located. Then the ST can drag their
picture into the PPT. I can show you on Wednesday)
c. Upload picture of power point up on the slide show
i. open blank slide
ii. click on picture icon in the bottom right corner of slide
iii. find picture of their letter
iv. click on picture and upload their letter
5. Independent work (You do it alone) (45 minutes0
a. Call up students in the order the power point is
b. (You need to include time for STs to practice reading out loud
their essay. Model
c. Explain to kids, now we will be having students come up to read
their essay to the class room, things to think about and
remember
i. What does a good audience look like?
ii. Think of 1 positive comment about the letter.
iii. Think of 1 question about the letter.
iv. Speak loud and clear so people in the back can hear.
d. Give students the floor and let them present their letter
e. Call on 2 students that raise their hand to give a positive
comment and a question.
f. Tell everyone to clap for the speaker and call up the next person.
6. Closure: (5 minutes)
a. Explain: Look how many different people we found to be giving
people, the reasons people said, could you see yourself doing
those things?
b. Applaud for everyone's cooperation for my lesson
c. Give an envelope to each student for them to give to their
special person.

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Writing Rubric Template

6+1 trait= Pre writing

I can write an
opinion with
supporting
evidence

6+1 trait= Editing

Writing process: Editing Writing process: Pre -writing & drafting

Benchmark

I can take
comments from
my teachers and
peers to
strengthen my
letter

CCSS W.2.1 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 to connect
opinion and reasons,
and provide a
concluding statement
or section.

1
(well below)

Writes 2 or less
reasons about
who they think is
a giving persons.
(exception for ELL
learners)
All reasons are
unclear and need
to refer to writer
for clarifications

Does not apply any

comment from peers
and teachers

2
(developing
proficiency)

Writes 3 reasons
about who they
think is a giving
persons.
Two reasons are
unclear to reader
and writer must
clarify

Applies only one

comment from peers
and teachers in letter

3
(meets
expectation)

4
(exceeds
expectation)

Writes 3 reasons
about who they
think is a giving
persons.
One reason is
unclear to reader
and must ask
writer to clarity

Applies some, but not

all, comments from
peers and teachers in
letter

Writes 3 reasons
about who they
think is a giving
persons.
Reasons are clear
to readers without
having to ask
writer what it
means

Applies all comments

from peers and
teachers in essay

CCSS W.2.5 With

guidance and support
from adults and peers,
focus on a topic and
strengthen writing as
needed by revising and
editing.

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6+1 trait= Publishing

Writing process: Publishing

Teraoka p.15
I can read a
letter to my
teachers and
peers
CCSS SL.2.4 Tell a story
or recount an
experience with
appropriate facts and
relevant, descriptive
details, speaking
audibly in coherent
sentences.

Teacher ask student

to raise their volume.
Reads their essay
and does one of
following;
-stopping once
- re-reading sentence
-mumbling.

Teacher ask student

to raise their volume.
Reads their essay
and does two of
following;
-stops
- re-reading sentence
-mumbling.

Volume is loud and

clear.
Reads their essay
and does one of
following;
-stops
- re-reading sentence
-mumbling.

Reads their essay

without stopping, rereading sentences or
mumbling. Volume is
loud and clear

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Writing
process stage
6+1 Trait

Pre
writing

Grade level
benchmark

CCSS
W.2.1

Student Assessment Data Table

Drafting Editing
Publishi
ng

CCSS
W.2.5

CCSS
SL.2.4

Student
Names

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

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