LBS 310: Early Literacy Mini-Lesson

Name: Sarah Mercurio

Early Literacy Topic: Writing
Appendix D Lesson (Title & Number): Interactive Drawing, 6 page 341

Lesson Objective: Students will be able to draw the main character for a verbal story, create a
verbal story from their main character and present it to the teacher and class.

Connection to Pre-K Continuum of Literacy Learning: Literacy nonfiction, writing in genera

Materials: Coloring utensils and sheets of white paper

Introduction:
Expected Duration = 3 minutes

What is the teacher saying and doing? (Be
specific!)
Alright class, we are doing to put on our
thinking caps today. One, two, three (gestures
to put on a helmet)
What are the children saying and doing?
(Be specific!)
Students sit at their desk waiting for teacher
instruction Students follow the movement of
the teachers hands and put on their thinking
caps when she says three.

Today we are going to create a story. A verbal Students work through definition of the word
story. Who can tell me what the word verbal verbal with teachers facilitation.
means?
Students are watching the teacher explain the
First we need a character for our story, we are directions.
going to create a character using our
imagination! Your character needs to be
someone you have something to tell about. Like
he is tall or short, he likes ice cream when its
hot, or maybe he likes to play outside.
Students respond, ok and watch the example.
I am going to create my character with you and
then we are going to work by ourselves at our
desk to create our own character ok?
Students stay involved in creating the character
Teacher creates a character asking for students and answer the questions that come up in the
to give her ideas thinking about things the creation depending on how the character is
character might like to do or events they can turning out.
make up involving the character. The teacher is
sure to explain the creating of their character
saying words like arm, leg, head or other
specially words like beak, horns, tail feathers as
she creates her character.

The teacher then gives her character a name

and writes it underneath the character.
Finally, the teacher creates a verbal story using
her character. She is sure to say her characters
name and uses 4-5 sentences in her verbal
story.
Teacher checks for understanding and then
Students are listening to the story and adding
their own ideas.
Students answer the teachers check for
understanding and eagerly start to draw when
the materials are passed out
passes out materials to the students to start
working

Accommodations: use Spanish words to describe know attributes, Pajaro- bird, azul- blue, muy
bonita- very pretty

Lesson Development:
Expected Duration = 10 minutes

What is the teacher saying and doing? (Be
specific!)
Teacher is walking around the students offering
positive feedback on their creations.
What are the children saying and doing?
(Be specific!)
Students are actively engaged on creating their
character. Like their teachers example they are
talking about their character as they draw.

Teacher reminds students about good drawing The students are practicing good drawing
posture, etiquette with the materials, and how habits and are sitting tall in their chairs,
to be a good sharer. practicing good etiquette with the supplies
provided, and are sharing with their
Teacher takes this time to listen and observe tablemates.
her students progress, who is understanding
the task, who is not meeting standards. This
data will be looked at when it comes to look at
the effectiveness of the lesson.

At the one-minute mark the teacher askes the Students wrap it up and write their characters
students to wrap it up and write the characters name.
name at the bottom of the page. She points to
her own example as she does this.

Accommodations: helping students with table etiquette. Give students with special awareness
problems boxes on their sheet of paper to draw in and write their name on.

Assessment:
Students will each have a turn to tell their story about their character in front of the class and
teacher. In this time, the students will be sitting together on the rug listening to their classmates
tell their story. The teacher will be listening and asking questions at the end of the story. She will
give positive feedback.

Students will be assessed on how well they are engaged in the task during the observation in
the lesson portion of the task, how much they can say about their character, and if the met all
of the requirements in the lesson (character, name, two to three sentences about their
character).

Students will be categorized into three columns: Does not meet standard, meets standards, and
exceeds standard

Does not meet standard Meets Standard Exceeds

standard
Not completed, <2 sentence completed 2-3 sentences completed name >3
sentences

1.
2.
3.
4.
5.

Closure:.
Expected Duration = 2 minutes

What is the teacher saying and doing? What are the children saying and doing?
(Be specific!) (Be specific!)

Teacher brings students back together for a Students would share their favorite parts of
round of applause. Students are asked to share each others stories and think about what
about their favorite parts of each others story. would happen next in their story.
Teacher also says parts she likes while
incorporating phrases like good narrative
amazing snout I wonder what would happen
next getting the students exposed to new
words and keeping them thinking about their
stories. Students think about the process of writing
and move on to the next part of their day.
Teacher would explain what they did one more
time, create a character, tell a story, share
with their class. Tell how writing is not always
just in letters it takes a lot of thinking about it
before we can write a story. Congratulates the
kids on a job well done and moves on to the
next part of the day.

Accommodations: I would give extra time to students with diverse needs to tell their favorite
parts of the presentation. I would to the best of my ability help students translate words to
English in the recounting of the story.