Small Moment Writing Lesson (Day 1)

1.) Content and Standards:

a. CC.1.4.1.B
i. Use a combination of drawing, dictating, and writing to focus
on one specific topic
2.) Prerequisites
a. Students are able to use a variety of ways including, drawing, dictating
and writing to compose a piece of text
3.) Essential Questions
a. Why is it important to revise or edit?
4.) Materials Equipment
a. 3 paged writing booklet with images
b. Personal short story (an unedited and an edited version)
c. White board
5.) Instructional Objective
a. Students will know what revise/edit mean and be able to use those
skills to edit their own written pieces.
6.) Instructional Procedures
a. Before
i. I will inform the students we will be continuing to work on
small moments, but we want to reintroduce the idea of what a
small moment is. Commented [ML1]: This portions clearly states and focuses
ii. Since we are focusing on one small moment, I will display on on Domain 3a with Communicating with students. I am
clearly stating what we will be working on. I could add in
the smart board different topics for writing that I have come this lesson how I would also explain why, so the students
across from the students and that I have made up. These topics are clearly informed of this as well.
will include: Commented [ML2]: I feel that this activity falls into Domain
1. Whole trip to the beach 3c for engaging in learning. The students really had to
engage in this section to figure out which topics were
2. The time I was bit by a spider small moments and volunteers were selected. I would fit
3. Every detail of my morning routine this in this section because the students not only had to
4. Building a sand castle choose which topics fit, but explain why.
5. Finding the perfect pumpkin
6. The whole trip to the pumpkin patch Commented [ML3]: I think this is a small area where
iii. These will be read aloud to the students and volunteers will assessment was implemented into the instruction, along
with the discussion as to why, but I think it can be better
come up and circle which of these topics are consider a small implemented in other areas.
moment and would be appropriate to write about.
Commented [ML4]: I think the students were actively
b. During listening to my story and really hearing the differences of
i. After reviewing what a small moment is, I will read my first the two. I think having the students hear a story that
version of my small moment story. This story will be very short included them and something they can relate was a great
way to engage them into the activity, where Domain 3c
with no added detail. I will then read my edited version of my fits in.
story that includes descriptive words, detail, emotion, etc.
Commented [ML5]: This is where Domain 3b was
ii. We will discuss which story the students liked best. We will implemented through our discussion. I am seeing now
also discuss the different strategies I used to revise my paper that I could write down possible questions I would ask. It
and emphasize that this is what you will be doing today. doesn’t have to be exact, but just to show where I would
want to somewhat lead the conversation.
c. After
Commented [ML6]: Here is another section that can fit into
i. Each student will get a new three page booklet and will follow Domain 3a where I am communicating with the students
the steps of our writing process: of what they would be working on.
 1. First they will pick their small moment
2. Then they will touch and tell
3. Then they will sketch then write.
7.) Assessment
a. I will walk around and read students writing and ask where they have
added detail and where we can continue to edit this piece. This
process will be done over multiple days, so there will be enough time Commented [ML7]: I knew that this wasn’t something that
granted to edit, once they have completed their first version of was going to be completed in one day because they were
writing a new piece and then going back to edit it, so I
writing. allowed this to be a multiple day process, which falls into
8.) Differentiation Domain 3e
a. A few of my students will stick closer to drawing out their story and
then verbalizing what happened. I can also use sentence starters for
my students, so they are still able to add specific detail to their writing
piece.
b. Also, students who may be lower can get less pieces of paper to write
their story and vice versa, my higher students can get more pieces of
paper, or different lined paper so they are able to write more and
draw less.