Teach Erin Date: April District Keller School Liberty

er: Haas 20, : : Elem.

Subjec Writing
UNT
Grade
Lesson
2013Plan
First
Unit Earth Lesso Dreami
t area: Level: grade Title: Week n ng of
Title: the
Future
Purpose and Lesson
Standard(s): Essential Question(s)
1.17. Writing/Writing Process. Students use - HOTS:
elements of the writing process (planning, * Before Walter had his
drafting, revising, editing, and publishing) to dream, what did he
compose text. Students are expected: imagine the future
would be like?
(A) plan a first draft by generating ideas for
writing (e.g., drawing, sharing ideas, listing key * Why were the
ideas) fishermen celebrating
when all they caught
(B) develop drafts by sequencing ideas was one little fish?
through writing sentences

1.18. Writing/Literacy Texts. Students write

literacy texts to express their ideas and feelings
about real or imagined people, events and ideas.
Students are expected:

(A) Write brief stories that include a

beginning, middle, and end

Content Assessment Lesson Steps/Activities including

Objective( of Timeline & Grouping
s): Objectives:
Student How will you Anticipatory Set
will be know if
able to students have -Read Just a Dream by Chris Van Allsburg
write a story met the
on what objectives -Have a class discussion after reading story:
they think (formal/inform
the Earth al)? Before Walter had his dream, what
will look like did he imagine the future would be like?
in the Grade based Why were the fishermen celebrating
future. on rubric when all they caught was one little fish?

Objective/purpose

The student will be able to write a story

on what they think the Earth will look like in
the future.

Input

What are ways that we can take care of the

earth? How actions can affect the future.
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Model
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Owen
Writing Rubric

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Followed direction. Work is finished.
1
Name and number is written on their paper.
2
Stayed on topic.
3
Used uppercase and lowercase letters correctly.
4
Writing is neat. Used the lines.
5
All sentences end with a punctuation mark.
6
Spelt sight words correctly.
7
Writing makes sense.
8
Includes details.
9
Composition consists of at least five sentences.
10
Cameron
Writing Rubric

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Followed direction. Work is finished.
1
Name and number is written on their paper.
2
Stayed on topic.
3
Used uppercase and lowercase letters correctly.
4
Writing is neat. Used the lines.
5
All sentences end with a punctuation mark.
6
Spelt sight words correctly.
7
Writing makes sense.
8
Includes details.
9
Composition consists of at least five sentences.
10
Brady
Writing Rubric

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Followed direction. Work is finished.
1
Name and number is written on their paper.
2
Stayed on topic.
3
Used uppercase and lowercase letters correctly.
4
Writing is neat. Used the lines.
5
All sentences end with a punctuation mark.
6
Spelt sight words correctly.
7
Writing makes sense.
8
Includes details.
9
Composition consists of at least five sentences.
10

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Pre-lesson

Needs Strengths

Brady starts his sentences with Brady is imaginative.

and.
Grayson tends to go off topic. Morgan is good at putting sentences
together.

Henry needs to work on Carsons vocabulary is growing

handwriting.
Luke can be silly. Davis is good at writing a lot

Owen needs to work on spacing Kenichi reads at a high level and has a
high vocabulary

Rylee can lose focus when writing Savannah is good at using capitals
correctly

Cameron needs to work on spelling Steven has lots of good ideas

sight words
Reese needs to work on Mallory is a good writer
punctuation
Addison needs to work on adding Addison is a good writer
details
Maddox needs to work on Maddox is creative
capitalization

Post Lesson

Needs Strengths

Morgan needed help staying on focus. Reese had a good beginning, middle,
and end.

Carson needs to work on elaborating. Rylee asked how to spell words when
she needed help.

Savannah loves to write I love it in Cameron wrote complete sentences.

everything she writes.
Davis needs to work on handwriting. Luke was creative.

Kenichi needs to add more to his Brady put a lot of thought in to the story
story.
Steven needs help expressing his Grayson did a good job of mimicking the
ideas story.

Mallory needs to work on time Owen had great ideas

management
Henry still needs to work on Morgan was able to express her ideas

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handwriting.
Carson needs to work on Reese is a hard worker
capitalization
Grayson needs to work on using his Cameron used good adjectives in her
lines. writing

Reflection
What did you learn?
I learned that you have to be flexible. I had to teach my lesson on a Friday
because my teacher was out one day do to training and I was going to be out
do to me being a bathroom monitor during the STAAR test. Also the day that
I taught my lesson was a half day do to the end of the six weeks, fun Friday
where the class got to bring electronics, and the fire alarm went off in the
middle of my lesson. As a teacher I know things will come up and I have to
be able to juggle and hand all that is thrown at me.
What would you do differently?
I would think through everything more I think they needed more of a better
explanation of what they are supposed to write about. I would really think
through the steps and what my end goal really is for them to achieve.
How were the students able to talk about their work?
Some of the students read me what they wrote before they turned it in. They
were able to read their writing to me and that helped them to see errors that
they may had made.

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Could you have done a better job of encouraging the student to
control the conference?
No they were in full control because it was up to them if they wanted to read
it to me before they turned it in to be evaluated.
What else could you have done?
I did not do a revise and edit with them and I could have done that before
they turned it in. I had a checklist I wanted to use but ended up not including
it in the end. I also could have had them write a real final copy and publish it
for the class or school to read in the hall.

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