Observation 4

Content/Subject: Writing

Lesson Title: End with a Feeling

Name: Carly Szczytko

EFFECTIVE INSTRUCTIONAL DESIGN STANDARDS-BASED LESSON PLAN

Standards CCSS

CCSS.ELA-LITERACY.W.2.3

Objective/Target and I can

statements written in
student friendly language

I can use a graphic organizer to recall details of an event and

put them together in a sensible fashion.

Lesson Management: Focus

and Organization

Expectations:
Actively engaged through eye-contact and participation.
Listen while others are speaking.
Hands and feet to self.
Follow the expectations listed in our classroom constitution.

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

Non-verbals will be given throughout the read aloud in the form

of smiles, nods, thumbs up, for positive reinforcement.
Introduction: Creating
excitement and focus for the
lesson target

Teacher and students will meet by rocking chair to review the

various writing tools weve learned so far via the writing menu
wall.
Teacher will remind students of the different leads and endings we
have used in our writing.

Input: Setting up the Lesson

for Student Success

1. Task Analysis:
-1. Introduction: Writing Menu group meeting
-2. Discussion of how to fill in a bubble map
-3. Modeling and Guided practice: Filling in the bubble map with
Halloween details
-CFU: Ask students, Who can tell me one detail I could add
to my bubble map? or What question could I ask myself to find
add more details?
-4. Independent Practice: Writing time; Halloween
-5. Closure: Share Halloween writing pieces

Observation 4

2. Higher Level Thinking: Revised Blooms or Webbs D.O.K. Questions to

engage students thinking:
Depth Of Knowledge:
1. Recall:
The student will be able to... recall how to begin a piece of writing
with a lead and how to end a story with a certain ending.
2. Extended Thinking:
The student will be able to create a writing piece with the help of a
graphic organizer.
3. Accommodations; differentiating to meet student needs
Standing at desk
Voice level
Working at back table with teacher
4. Methods, Materials, and Integrated Technology
Writing journal, pencils, projector, bubble map, writing diner
writing menu
Modeling: I DO

Introduce the Bubble Map to students by explaining what it is and

how to use it.
A bubble map is a graphic organizer. It is a tool we can use to
organize all of our thoughts before we begin writing.
There is one bubble in the very middle. This is where we put our
main topic. The bubbles around the middle one is where we put
the details we want to add to our writing.
*Explain to students that we do not write full complete sentences
in bubble maps. We write small details/notes as a reminder of the
big sentences we want to write in our actual writing piece.
Teacher uses School as an example of how to fill in a bubble
map.

Checking for Understanding:

Teacher will ask clarifying questions throughout, such as:

What goes in the middle/center bubble? Main idea/topic
What information goes in surrounding bubbles? Details
Do I need to write in complete sentences when filling out a
bubble map? No

Observation 4

Guided Practice: WE DO

Fill out Bubble Map together.

Halloween goes in middle bubble; details in the surrounding
bubble.
Think aloud, what type of things might I want to include in my
writing about Halloween? Costumes, number of pieces of candy,
trick-or-treating, who was there, think 5 senses, adjectives, end
with a feeling

Collaborative (YOU DO
TOGETHER) and/or
Independent Practice (YOU
DO)

Students will be given a lined sheet of paper to begin their writing

piece.

Remind students to use their best handwriting and ask for help
spelling.
If a student completes their Halloween writing piece, they will be
instructed to continue writing (a new piece, or finish up an old
piece) in their writing journal.

Students turn in bubble map and writing piece when finished with
both.
Closure

Share our Halloween writing pieces aloud to whole group (or with
partner, depending on time).
Tomorrow, we will learn a new ending to use in our writing.

Assessment

Teacher will use the information given in the bubble maps and
writing pieces, themselves, as an assessment in order to gage
whether or not the material was understood. If material was not
understood, teacher will plan a reteach for the next writing lesson.

Reflection: for every lesson questions to ask yourself after

the lesson

Name three things that you did right:

Name three things that you could do better:
What would you do differently?
What is a goal you have for your next lesson?