Unit: Informational Writing Date: 4/4/16

Lesson: Oh The Places Youll Go! Time Length: 40 mins

Academic Standard(s):
CC.1.4.2.A: Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
CC.1.4.2.B: Identify and introduce the topic.
CC.1.4.2.C: Develop the topic with facts and/or definitions.
CC.1.4.2.D: Group information and provide a concluding statement or section.
CC.1.4.2.E: Choose words and phrases for effect.
CC.1.4.2.F: Demonstrate a grade appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling (ex. capitalize proper nouns, use commas and apostrophes
appropriately, spell words drawing on common spelling patterns, consult reference material as needed)

Objectives/Essential Questions:
Objective: Given a mini lesson on informational writing, students will compose a developmentally
appropriate piece of writing explaining what theyd like to be when they grow up.
EQ: How does the writing process help us become a better writer?

Materials Needed: pencils, erasers, paper, brainstorming worksheet, Oh The Places Youll Go by Dr.
Seuss

Motivational Device/Bell Ringer:

Read Oh The Places Youll Go by Dr. Seuss. Ask students what the main idea of the story was. When
the correct main idea is stated, tell students that Miss Sterner believes they can do anything they set their
mind to and can be whatever they want to be when they grow up.
Lesson Outline:
- Introduce students to the writing prompt When I Grow Up I Want to Be
- Give students criteria for assignment (must be at least 8 quality, second grade sentences (7-8 words per
sentence)
- Talk about how we can make our writing better by stretching our sentences using the Stretch a
Sentence poster
- Tell students that this writing prompt their sentences need to have 7-8 words per sentence.
- Brainstorm with students a few ideas of what they could write about by asking them what they want to
be when they grow up
- Use the interaction sequence by having students share with their partner before they share with the
group
- Discuss various careers, list on the board
- Distribute brainstorming papers, read with students, show my example of brainstorming & finished
product to give students something to work towards
- Give students 10 minutes to work, put timer on
- Assist learning support students in getting ideas on paper

Differentiated Instruction:
Differentiating process by readiness- Learning support students will be expected to have sentences of 4-5
words rather than 7-8 sentences and a minimum of 5-8 sentences rather than 8 sentences.

Formative Assessment: Have students check in with where they are in the writing process and share
with the group about what theyre writing about near the end of the lesson.

Summative Assessment: N/A

Challenging Questions for Higher Ordered Thinking:

- How does brainstorming help us in the writing process?
- How does the writing process help us to become better writers?

Closure: Ask students to share what theyre writing about with the class.
Have students pack materials away and get ready for spelling & guided reading

Additional Notes if any:

Reflection after lesson is taught (use prompts provided by university supervisor).