Lesson: Writing

Lesson Title: Being a Writer: Week 5 Day 2 Materials Needed: Click, Clack, Moo book List of silly animal sentences from day 1 Silly animal sentences sentence starters (see differentiation) Standards Common Core CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Lesson Objective: Students will develop a story by choosing one of their silly animal sentences from their list (from Day 1) -------------------------------------------------------------------------------------------------------------------1. Lesson Sequence: Read Click, Clack, Moo o Clarify vocabulary as you read (ex. typewriter, strike, impatient, furious, ultimatum) Ask for some students to share what were some funny things the story wrote that the animals were doing Add more farmer brown problems sentences (ex. farmer brown has a problem, his pigs play guitar, his sheep like to wear shirts) o Do this on chart paper so all can see o Add this to list from day 1: have students share their ideas (I may provide first idea so they can see a model of what we are looking for) Select one sentence from our created list by putting a circle around it o Turn to a blank chart paper page o Using the chosen sentence, add a few sentences (in an order that makes sense) to compose a shared story Teach the word compose to students Compose is another way to say put your ideas together to make a story Have students help add sentences o Practice sounding out unfamiliar words o Review, and add, a few sight and/or sound and/or descriptive words Reread the shared story Now, students will choose their sentence from their personal lists and compose their own silly animal story with this sentence Tell students they will now compose their own story Review what compose means

o Encourage the use of sight/sound words and descriptive words Review sight, sound and descriptive words (what they are) They are words that help us visualize the story better o Circulate looking for capitals and periods o Students can start by sketching first or writing first (let them choose) o For students struggling to get started, provide the list of sentence starters to these students (see differentiation) If time allows, students will share stories with a partner o Have them sit knee-knee and practice using the phrase I liked your story because May need to model this to those who are at this step

2. Demonstrate knowledge or skill: (Modeling) I will model silly animal stories by reading aloud click, clack moo Return to list one and model 1-2 more sentences of silly animal sentences using farmer brown examples like in the story After, model choosing a silly sentence I could write a story about o Circle the sentence Model for students that I will sue this sentence to help me compose (review compose quick) a silly animal story Model writing a few sentences that go in a logical order o Model use of capitals and periods, and use of complete sentences o Model sounding out unfamiliar words o Model adding sight/sound and descriptive words (after partners have generated some ideas) 3. Provide guided practice: Have students help add a few (3-4) more sentences to our shared writing story o Assist with story logic flow as needed 4. Collaborative Practice: Have students generate (review word) a few sight, sound and/or descriptive words we could add to our story 5. Provide extended practice and transfer: (Independent practice) Students will then return to their desk to choose which of their silly animal sentences they would like to use They will then compose their own silly animal stories 6. Assessment The assessment for Day 2 occurs while students are working. I will be walking around (using the attached assessment sheet (adapted from the Being a Writer curriculum)) and mark how students are progressing on the task. 7. DIFFERENTIATION of Content, Process or Product:

For all students, I will provide the option as to how they would like to start their stories. Students can either begin by writing first, then adding their drawing after, or if it suits them better, they may sketch their picture first (to help them develop more ideas of their story) then they may write their story. For those students who may have difficulty getting started, I will provide them with the list silly animal sentences sentence starters to help give them ideas of how to begin their story, and how to help their stories flow together. For my advanced writers, I will encourage them to continue using complex sentences, such as those from day 1, and will verbally encourage them to use multiple sight, descriptive and sound words to give their stories depth and more voice. These options will be provided once all students have started working and I can go to the necessary students to provide them with the appropriate differentiation to match their needs without drawing attention to their differences in the task. These resources can be used with all students so everyone has the same resources, and all will have a reference if needed to strengthen their ideas, and learning.

NOTE: This lesson plan was adapted from the 2nd Grade Being a Writer Curriculum