First Name Isabel Last Name Choe

11/14/2016
UH Email isabel8@hawaii.edu Date 11/15/2016
Semester Fall Year 2016
11/14/2016 10:15-11 a.m. (45 minutes)
Grade Level/Subject K/Writing Lesson Duration 11/15/2016 10:15-11 a.m. (45 minutes)
Title Gobble Gobble: Informative Writing

Central Focus (Enduring Understandings)

A brief description of the important understanding(s) or key concept(s)
Good writers need to be able to compose informative/expository text(s) through writing, drawing, and/or dictating. Informative
writing helps the writer learn facts or deepen their understanding about something specific. Informative writing also allows the
reader to learn something new or expand their knowledge on a specific topic.

Content Standard(s)/Benchmark
The Common Core State Standard(s) (CCSS) that aligns with the central focus and address essential understandings, concepts,
and skills
Writing: Topic Types and Purposes: K.W.2: Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment
The students will be able to write facts about turkeys in their turkey booklets (Day 1 & Day 2)
The students will be able to draw pictures that corresponds with the facts that they wrote (Day 1 & Day 2)
The students will be able to do 1 or 2 pages of informative writing on their own after having it explained and modeled to them
(Day 1 & Day 2)

Students’ Prior Academic Knowledge and Assets

The students’ content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw upon to
support learning

Academic Knowledge: How to do informative writing, finger spacing, sounding words out, sight words
Personal/Cultural/Community Assets: Experience with eating a turkey on Thanksgiving. Possibly seeing a turkey in real life,
picture, or video.

Academic Language
Oral and written language that the students need to learn and use to participate and engage in the content.
Turkey: A large bird that is typically eaten on Thanksgiving.
Informative Writing: Non-fiction writing (based on facts) that teaches the reader about a topic and has a conclusion.
Non-fiction: Based on facts, real people, and real events.
Conclusion: The end or the final part

Assessment
The tools/procedures to monitor students’ learning of lesson objective(s) to include formative assessments applied throughout
the lesson and a summative assessment of what students’ learned by the end of the lesson (include checklist or rubric)
Formative Assessment(s):
 Students will be able to write down information that they learned about turkeys
 Students will be able to draw a picture that corresponds with what they wrote
 Students will be able to assist in creating anchor charts on informative writing and turkeys

Summative Assessment (turkey booklet):

Informational Skills
Not Yet Developing Proficiency Meets with Proficiency Meets with Excellency
 I can draw or write my I can draw pictures and I can draw pictures to I can draw pictures with
ideas write however they do match the text details to match the key
not match each other ideas in the text

Writing Skills
Not Yet Developing Proficiency Meets with Proficiency Meets with Excellency
I am off topic I can draw, dictate, and I can draw, dictate, and I can draw, dictate, and
write a phrase or single write about the topic and write with a topic
word on topic include some sentence, provide facts
information on the topic, and include
a conclusion

Day 1
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that 1) uses clear steps that convey the use
of multiple strategies, resources, and technology and 2) offers opportunities offered for inquiry, active learning, individual
work, and pairs/small group interactions
Procedures Teacher will…. Students will…
Anticipatory Set/Building Intro: Have the students come to the Quickly come to the large group area
Background. Introduce desired large group area
results; ask essential question(s); Introduce informative writing: give Actively watch and listen to me
connect with student experience. Is this definition of informative writing
a review or new information? How does (informative writing teaches the reader
the lesson link to previous learning? Is is non-fiction, teaches the reader about a
pre-assessment necessary? topic, and has a conclusion)
This is an intentional experience or
activity that ALL students engage in to Link to previous knowledge of Turn and talk to a partner about some of
ensure everyone starts at the same level informative writing (centipedes and the information they wrote in the
of understanding. millipedes book) centipedes and millipedes book.
(10-15 minutes) Allow time for students to recall
working on the book and think of some
of the facts that they wrote
Call on some students to share what
they remembered
- Create anchor chart on informative Share with the class what was talked
writing [Spider web chart. Include that about
informative writing is: non-fiction
(factual), teaches the reader about a
topic (person, place, event, or thing),
has sentences that provides facts and
details, and has a conclusion]
- Review as a class the information
(elements) from their centipedes and
millipedes book, relate it to informative
writing, and fill in the anchor chart

Modeling/ Mini Lesson. Explicit
teaching of targeted concepts and/or
strategies that students are expected to
learn and demonstrate their
understanding. Consider: What/how
Essential question: Can anyone tell me
why you think it’s good to do
informative writing?
- Call on student(s): Look for students
who are raising their hands quietly
Read an informational book about wild
turkeys to the students
- Stop when necessary to
reiterate, talk, and ask
questions (ie. Where do turkeys
Turn and talk (think, pair, share)
Think of an answer
Raise their hands
Actively watch and listen to the book
Be engaged by answering questions
about facts presented in the book
will you model? How will you support
students to activate their own thinking?
(10 minutes)
Work time. An opportunity for students
to apply the learning taught during the
mini lesson. Contains two distinct
components:
1. Guided Practice. An opportunity for
students to practice the learning with
support.
(5 minutes)
2. Independent Practice. An
opportunity for students to apply the
learning independently.
(5-10 minutes)
Closure. Provides an opportunity to
summarize the learning and connect to
future learning.
(5 minutes)
Day 2
Instructional Strategies and Learning Tasks
A description of what the teacher will be doing and what the students will be doing that 1) uses clear steps that convey the use
of multiple strategies, resources, and technology and 2) offers opportunities offered for inquiry, active learning, individual
Procedures
Anticipatory Set/Building
Background. Introduce desired
results; ask essential question(s);
connect with student experience. Is this
a review or new information? How does charts on informative writing and
the lesson link to previous learning? Is
pre-assessment necessary?
This is an intentional experience or
activity that ALL students engage in to
ensure everyone starts at the same level
of understanding.
(10 minutes)
live? What colors are
turkeys?) about the facts
presented in the book
- Fill in new anchor chart for Assist in filling in a new anchor chart
facts about turkeys about turkeys
Booklet: Have the students talk to a Turn and talk about a sentence they
partner about a sentence they would would write on the first page of their
write on the first page of their booklet. booklet
Ask for suggestions and model how to Offer their ideas/Actively watch and
write the sentence in their booklet listen to me model
Guided Practice: Have the students turn
and talk with a partner about the next
sentence they want to write. Once the
students have an idea in their head, send
them to their desks to work on their Think about the second fact/sentence
booklet. they want to write about
Independent Practice: Transition
students into going to their desks to Nicely go to their desks and work on
work on the second page of their their writing the second page of their
booklet booklet
- Transition: I will give you time
to work on a page by yourself.
If you need help, I can help you
or you can look at the charts on
the board. When time is up, I
want you to stop what you’re
doing and share what you did
with the person next to you.
- Walk around and monitor their
progress
- Stop to conference with
students about what they’re
writing about and see if they
have any questions
Allow students to share what they’ve Share/describe their work with their
done so far with the student next to peer(s)
them
work, and pairs/small group interactions
Teacher will…. Students will…
Bring them to the large group area Come to the large group area
Review the information and work we Look at anchor charts
did the day before (refer to anchor
turkeys)
- Ask questions: Does anybody Turn and talk (think, pair, share)
remember what informative
writing is? Does anybody
remember a fact about turkeys?
Initiate turn and talk (think,
pair, share) Answer questions

Modeling/ Mini Lesson. Explicit
teaching of targeted concepts and/or
strategies that students are expected to
learn and demonstrate their
understanding. Consider: What/how
will you model? How will you support
students to activate their own thinking?
(10 minutes)
Work time. An opportunity for students
to apply the learning taught during the
mini lesson. Contains two distinct
components:
1. Guided Practice. An opportunity for
students to practice the learning with
support.
2. Independent Practice. An
opportunity for students to apply the
learning independently.
Closure. Provides an opportunity to
summarize the learning and connect to
future learning.
Instructional strategies and planned supports for individuals, and/or groups of students with specific learning needs that provide
adaptations connected to instructional strategies, the learning environment, content, and/or assessment/performance task for
individuals and/or small groups (e.g., ELL/MLL, struggling, accelerated, 504/IEP, etc.)
TYPE OF LEARNER
ELL/MLL
Struggling
Accelerated
504/IEP
- Call on students
Talk about conclusion
- Define conclusion: The
conclusion is the end of
something
- Refer back to the informational Turn and talk (think, pair, share) about
turkey book (mentor book) what could be a conclusion for their
because it has a conclusion turkey booklet
- Have the students turn and talk Offer their ideas/Actively watch and
to create a conclusion for the listen to me model
turkey booklet and model it for
them on chart paper
Guided Practice: Go over alphabet cards Actively watch me with their eyes and
(the sound each letter makes). ears
Have the students turn and talk to a Turn and talk
partner about what they want to say to
conclude their turkey booklet. Once the
students have an idea for a conclusion in
their head, send them back to their desks
to write their concluding page.
Independent Practice: Transition Nicely go to their desks and work on
students to their desks to work on a new their writing and work on their
page in their booklet conclusion
- Transition: Just like yesterday,
I will give you time to work on
a page by yourself. When
time is up, I want you to stop
working and share what you
did with the person next to you
- Conference with students I may
not have had time to
conference with yesterday
Have students share their conclusion Share with their peers and actively
with their neighbors watch and listen with their eyes and ears
Bring students back to the large group Nicely hand me their work
area to collect their work
Differentiation and Accommodations
List the type of accommodation or differentiation (learning
environment, content, process, or performance task) and
describe how you will differentiate.
Provide sentence starters
Turkeys are_________
Turkeys can run________
OR
Turkeys can fly_______
Do more modeling and guided practicing
Provide them with extra help to complete task(s)
No helpful (sentence) starters. Add more details in their
sentences and pictures
More modeling and guided practice
Frequent check-ins
(if possible 1-1 assistance)
 Others (describe)

Instructional Resources and Materials

Books, texts, and other materials needed for the lesson
Drawing/writing paper, alphabet cards, anchor charts, markers, informational books about turkeys, turkey booklet for students to
write and draw in