Samantha Pallitto ELD 307 Rich Lesson Plan #2 Subject/Topic: (1st Grade): Writers Workshop: How To Booklets Rationale:

I want to teach this lesson because it is important for good writers to explain to their readers exactly what he or she wants their reader to do. How-To books help with teaching and explaining directions, which is extremely important for children to understand because it is something students will use throughout their entire lives. Standards: W.1.3: Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. W.1.7: Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). Objectives: SWBAT write the steps for their How-To books, after creating a model as a whole class, with 90% accuracy. Materials: Easel and markers Sample How-To Books from previous years Overhead projector Writing prompt papers for the steps Procedure: Engagement/Anticipatory Set: 1. Gather students on the rug to talk about some topics we can teach someone step by step. 2. Tell students that as writers we want our readers to know exactly what we want them to do in a How-To book. Some topics we can easily teach are things we do every day, or our favorite things to do. 3. Have students turn and talk for one minute about a topic they would like to write about. 4. After a minute have the students turn their attention to the overhead projector Mentor Teach and Model: 5. On the overhead projector, mirror a piece of students old work with writing steps for How-To books.

6. Have students close their eyes, as you read the steps of the example on the overhead projector. Tell students to envision the steps as a movie running through their head. 7. Now as a class, create steps for a topic on the easel to practice using specific language, and telling our readers exactly what we want them to do. Guided Practice 8. Model the topic on easel: How To Get Ready for School in the Morning 9. Call on students to tell you each step with specific detail. (Example of the first step would be to wake up and get dressed). 10. While writing the steps of our How-To books on the easel, ask students of some words that they may think fit well to make our directions a sequence. (First, Second, Next, Then, After, Finally, Last, etc.) 11. After we have completed our steps as a class, have class, altogether, read the steps aloud. 12. Instruct students to return to their desks and use the writing prompt paper to write step-by-step instructions on any topic he or she wants to teach. Independent Application: 13. Walk around the classroom to assess that students are writing step-by-step instructions on the topic of their choice. 14. If students are confused about how to write their steps, guide and instruct them by having the student list the steps out loud before writing them down. Closure: 15. After 15-20 minutes of writing have students pair up with their writing partners to discuss their topics with one another. 16. Have each pair read their steps out loud to one another, so each student can discuss ideas of what to add in their steps.

Assessment: Even though I am going to assess my students throughout the lesson, I will collect each students writing prompts to check that they are writing step-bystep directions, and using transitioning words in their directions. Whichever students have trouble I will pull aside for small group instruction during the next writers workshop. Differentiation: Have students draw pictures next to their steps for visualization. Use an organizer with separate boxes first before actually writing the steps for an easier way to organize their thoughts. Have students meet in groups. Each group can collaborate together to make a How-To book instead of each student working independently.