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Lesson 1, Day 1

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014


Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9
Common Core State Standards
Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.3): Use a combination of drawing, dictating, and
writing to narrate a single event.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
With the guidance and support from the teacher, students will contribute ideas to a list that they can use
for their brainstorm map.
Students will be able to make and use a brainstorm map as a form of graphic organizer.
Students will be able to represent their ideas on their brainstorm map with drawings.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
Teacher will ask students to share their ideas for remaking the read aloud book And to Think that I Saw it on
Mulberry Street and will generate a list of ideas that they can use for their brainstorm map. Teacher will walk
around while students are talking in pairs to ensure that students are sharing their ideas to their peers. During
the first independent activity, students will be drawing their ideas on a piece of square paper. Teacher will
gather their pieces of paper and randomly select 5 ideas to create a model of the brainstorm map. During this
time teacher will assess whether or not students are representing their ideas through their drawings. Students
will complete their own brainstorm maps and teacher will use these brainstorm maps to assess that students
have used the brainstorm map to represent their ideas through multiple drawings.
What modifications of the above assessment would you use for language learners and/or
students with special needs?
This lesson will have a significant amount of visual aids and visual representations to ensure students
understanding of instructions and expectations. Language learners will be encouraged to ask the teacher and
their peers to seek further understanding of instructions if needed.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students are familiar with contributing their ideas to a list written by the teacher. Students are familiar with
graphic organizers and are aware of its purpose and function in writing. Students have previous experience
participating in group and pair share discussions.
Strategy to connect school learning with prior experiential knowledge and/or cultural background
Teacher will start the lesson by talking to the students about Dr. Seuss, the author of the read aloud book, and
an author that the students all know. Teacher will connect school learning with prior experiential knowledge by
asking students to create their own stories of what they see on their way to school, an experience they engage
in every day.
Pre-assessment strategy
During the read aloud, teacher will be implementing pair share to ensure students understanding of the text and
ability to retell details from the story. While the students are working on their first independent activity, teacher
will walk around and ask students to share what they are drawing to ensure that their idea is represented in their
drawing.
Academic Language. TPE: 7 & 9
Language Function: Interpreting an authors purpose, message, and use of setting, mood, or tone. Teacher will
engage students in a discussion regarding the setting of the story. Teacher will ask specific questions to
reinforce students understanding of the authors whimsical and playful ideas and tone. Students will
demonstrate understanding of the authors tone through their brainstorm map.
Vocabulary: Setting, brainstorm map
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language
levels) Describe your differentiated instructional strategy.
The purpose of the powerpoint slides is to spark the interest and excitement of all students through acting and
projecting pictures. The powerpoint slides will also serve as visual aids for English Language Learners and
provide sentence frames for oral language. Teacher will have opportunities for individual, pair, and whole group
discussions. Teacher will differentiate questions throughout the course of the lesson in order to create
opportunities for all students to participate in whole group discussions. During the independent activity, students
will be given the option to have more ideas on their brainstorm maps than the required amount.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build
independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.

Time

2-3
mins










10
mins









2 mins




5-7
mins
















Teacher

Teacher will briefly ask
students if they know which
famous authors birthday is
coming up. Teacher will inform
the class that they will be
participating in a read aloud
using one of Dr. Seuss books.
Teacher will briefly review
vocabulary words character
and setting prior to the read
aloud.

Read aloud:
Teacher will introduce the book
And to Think That I Saw it on
Mulberry Street to the students.
Teacher will read the book and
ask questions to check for
understanding throughout the
read aloud. Teacher will
implement pair share for
students with certain questions.

After the read aloud, teacher
will ask students to share some
details they remember from the
book.

Opening Move:
Teacher will inform students
that she is going to pretend like
she is the character from the
story but that this time she will
be creating her own story with
her own ideas. Teacher will tell
the students what the name of
the street that the school is on.
The teacher will put on a
backpack and pretend as
though she is thinking about
what her story would be if she
were the character walking to
school. The teacher has
prepared powerpoint slides that
will be projected on the wall.
The first slide will read, Ms.
Students

Students who volunteer will answer that it is Dr.
Seuss birthday. Students will share what character
and setting means to them.









Students will be actively listening as the teacher
reads the book And o Think That I Saw It on
Mulberry Street. Students will work in pairs when
teacher asks students to discuss a certain question
about the book. Students will occasionally share
out with the group about what they discussed in
pairs.




Students will remember and retell the details they
remember from the book.



Students will actively listen and be engaged as the
teacher reenacts her own version of the story.
















Resources/
Materials












And to Think
That I Saw It
on Mulberry
Street












Powerpoint
Presentation,
Projector,
Adapter,
Whiteboard
wall, backpack





























5 mins















5-7
mins










10
mins










Kim was on her way to LP*
Elementary School when!
During this slide the teacher will
pretend as though she is
walking to school while saying
the sentence written on the
slide. The next powerpoint
slide will have a picture of a
dragon and the teacher will say,
she saw a dragon! The
following powerpoint slide will
read, And to think that I saw it
on O* Boulevard. This
process will repeat using
pictures of a dinosaur, pizza,
and astronaut.

Teacher will ask students what
the teachers story was and
what the teacher said she saw
on her way to school. Teacher
will then tell students that they
too can create their own stories
and have their own ideas.
Teacher will then ask the
students to pair share with their
elbow partner ideas they have
for their story. Teacher will ask
students to share out their
ideas that they have talked
about and will generate a list on
the whiteboard.

Teacher will inform students
that they will be given a square
piece of paper and will ask the
students to draw the idea that
they would want in their story.
Teacher will give an example
by explaining that she would
draw an idea from her story that
she shared with the class
(dragon, dinosaur, pizza,
astronaut). Teacher will check
for understanding.

Teacher will gather students
back to the rug. Teacher will
introduce students to the
brainstorm map they will be
making. Teacher will inform
students of what the brainstorm
map entails and its function.
Teacher will collect students
squares and place them in a
box. Teacher will randomly
select five squares to create a

















Students will share what they remember from the
teachers story. Students will pair share to their
elbow partner ideas that they have for their own
story. Students will share out their ideas that they
have discussed with their elbow partner to the
class.










Students will actively listen to the teachers
instructions. Students will demonstrate
understanding of instructions. Students will return
to their desks and draw one idea that they would
want in their story on a square piece of paper.








Students will gather back to the rug and will put
their square in the box.


























Whiteboard,
Whiteboard
marker













Square pieces
of paper,
crayons









Box,
Brainstorm
map










*Pseudonym
































15
mins











5 mins









Total:
60
mins
model brainstorm map.
Teacher will emphasize that all
the squares represent a
different idea.

Teacher will pass out 3 more
square pieces of paper to the
students and explain that they
will be drawing 3 more ideas on
the squares. Teacher will
check for understanding.
Students who have finished all
four of their drawings will be
given their brainstorm map.
Teacher will give additional
square pieces of paper for
students who have completed
their brainstorm maps early.

Closing: Teacher will ask
students to share the ideas that
they on their brainstorm map to
their elbow partner. Teacher
will review what a brainstorm
map is and how it helps with
writing.








Students will actively listen to the teachers next set
of instructions. Students will demonstrate
understanding of instructions. Students will return
to their desks and draw three more ideas on the
square pieces of paper they received. Students
will then be given the brainstorm map and will glue
the square pieces of paper onto the brainstorm
map where the teacher has instructed.






Students will share their ideas on their brainstorm
map to their elbow partner. Students will answer
the teachers questions regarding the brainstorm
map.






Square pieces
of paper,
brainstorm
maps, glue
sticks,
crayons,








Brainstorm
maps with
drawings

Lesson 2, Day 2

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014
Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

Common Core State Standards
Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.3): Use a combination of drawing, dictating, and
writing to narrate a single event.

Kindergarten, Language Standards (CCSS. ELA-LITERACY.L.K.2): Demonstrate command of the conventions
of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.K.2.A: Capitalize the first word in a sentence and the pronoun
CCSS.ELA-LITERACY.L.K.2.B: Recognize and name end punctuation.
CCSS.ELA-LITERACY.L.K.2.C: Write a letter or letters for most consonant and short-vowel sounds (phonemes).
CCSS.ELA-LITERACY.L.K.2.D: Spell simple words phonetically, drawing on knowledge of sound-letter
relationships.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will be encouraged to write simple words phonetically in order to label their drawings on the
brainstorm map.
Students will be able to engage in oral language with the aid of sentence frames to prepare them for
writing sentences that are representative of their ideas on their brainstorm map.
Students will be able to demonstrate understanding of the conventions of taught Standard English in
their rough draft writing.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
During a whole group lesson, after the teacher models the first example, students will be asked to stretch out
words and use sound-letter correspondence to phonetically write and label pictures from the teachers
brainstorm map. Teacher will be able to assess students understanding of sound-letter correspondence when
students indicate what sounds they hear when the teacher stretches out the words. Teacher will use the labeled
brainstorm maps and students rough draft writing as forms of formal assessments.
What modifications of the above assessment would you use for language learners and/or
students with special needs?
This lesson will have a significant amount of visual aids and visual representations to ensure students
understanding of instructions and expectations. Language learners will be encouraged to ask the teacher and
their peers to seek further understanding of instructions in their native language if needed. Teacher will provide
additional scaffolding and repetition of instruction for students as needed.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students are familiar with stretching out words and using sound-letter correspondence to write and spell simple
words. Students are familiar with using sentence frames and oral language to support their writing. Students
have been taught conventions of standard English such as capitalizing the first word in a sentence, putting a
period at the end of a sentence, and creating spaces between words.
Strategy to connect school learning with prior experiential knowledge and/or cultural background
All students have participated in the teachers powerpoint presentation from the previous days lesson. Teacher
will be using the pictures from the powerpoint and incorporate them into teaching students about capitalization,
punctuation, and spacing.
Pre-assessment strategy
Teacher will be able to check to see whether or not students can recognize the words I saw a on the pocket
chart in order to create a sentence frame for oral language practice. Teacher will write a sentence on the board
that will not follow the conventions of standard English. Teacher will write an incorrectly written sentence on the
board and ask students to correct the sentence according to the taught conventions of standard English.
Teacher will be able to gauge students understanding of these conventions according to their responses.
Academic Language. TPE: 7 & 9
Language Function: Interpreting an authors purpose, message, and use of setting, mood, or tone. Teacher will
engage students in a discussion regarding the setting of the story. Teacher will remind students of the authors
whimsical and playful ideas and tone. Students will demonstrate understanding of the authors tone through
their brainstorm map and writing.
Vocabulary: Brainstorm map, sounding out, capital letter, period, spacing, rough draft
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language
levels) Describe your differentiated instructional strategy.
Teacher will model what is expected of students during the independent activity and will repeat or rephrase
instructions to students as needed. Teacher will have students practice oral language prior to their writing
activity to provide additional support especially for English Language Learners. Teacher will provide all students
with access to tools such as the picture of dinosaur and pizza and astronaut spacers to remind students of the
conventions of standard English and aid their writing. Teacher will have opportunities for individual, pair, and
whole group discussions. Teacher will differentiate questions throughout the course of the lesson in order to
create opportunities for all students to participate in whole group discussions. During the independent activity,
students will be given the option to write about more than one idea from their brainstorm map.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build
independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.

Time


2 mins









3 mins








10
mins











Teacher


Teacher will review the
brainstorm map that the
students worked on during the
previous days lesson. Teacher
will ask students to turn to a
partner they have not pair
shared with and share the
ideas that are on their
brainstorm maps.

Teacher will have students sit
in a circle for sharing circle
time. Teacher will draw
popsicle sticks with students
names on them to randomly
select students to share their
ideas on their brainstorm map
to the class.

Teacher will model for students
the next independent activity.
Teacher will have her
brainstorm map that has
pictures of her ideas from the
powerpoint slides (dragon,
dinosaur, pizza, and astronaut).
Teacher will model stretching
out a word and using sound-
letter correspondence to
phonetically write and label the
first picture on her brainstorm
map. Teacher will then ask
Students


Students will pair share with a partner the ideas
that are on their brainstorm maps.








Students who are randomly selected will share
their ideas on their brainstorm map to the class
during sharing circle time.






Students will actively listen to the teachers
instructions on stretching out the words and using
sound-letter correspondence to phonetically write
and label the drawings that are on the brainstorm
map. Students will then participate by indicating
what sounds they hear when the teacher stretches
out each word.






Resources/
Materials

Brainstorm
maps with
drawings







Brainstorm
maps with
drawings






Teachers
brainstorm
map, marker

















10
mins










5 mins

















3 mins









20-25
mins








students to help the teacher
write and label the remaining
drawings by indicating what
sounds they hear when the
teacher stretches out each
word.

Teacher will ask students to
return to their desks and start
their independent writing
activity. Teacher will
encourage students to stretch
out their words to hear all the
sounds and draw on their
sound-letter correspondence to
phonetically write and label the
drawings that are on their
brainstorm map. Teacher will
check for understanding.

Teacher will gather the
students back to the rug.
Teacher will use a pocket chart
to provide a sentence frame for
oral language. Teacher will tell
the students that the pocket
chart will help with their writing.
Teacher will orally say, I saw
a and will randomly select
students to come up to the
pocket chart and find the words
on the pocket chart. The
teacher will take pictures from
her brainstorm map and have
the students orally say the
sentence I saw a with the
respective picture.

Teacher will pass out a sticker
to each student and instruct the
students to put the sticker on
their favorite idea that they
want to use for their story.
Teacher will ask students to
use the sentence frame to
practice oral language using
the idea that they have chosen.

Teacher will write a sentence
written incorrectly on the board
(isawadragn). Teacher will
ask students what they find
wrong about the sentence.
Teacher will bring out her
friends that will help her write
the sentence correctly. (Pizza
helps by allowing the teacher to







Students will demonstrate understanding of
instructions. Students will return to their desks and
begin their independent writing activity. Students
will stretch out their words to hear all the sounds,
draw on their sound-letter correspondence to
phonetically write and label the drawings that are
on their brainstorm map.






Students will gather back to the rug. Students who
are chosen at random will come up to the pocket
chart and find the words I saw a. Altogether, the
students will practice oral language using the
sentence frame on the pocket chart and the
pictures from the teachers brainstorm map.












Students will put a sticker on their favorite idea that
they would like to use for their story. Chosen
students will use the sentence frame to practice
oral language using the idea that they have
chosen.





Students will inform teacher what they find wrong
with the sentence written on the board. Students
will demonstrate understanding the pizza,
dinosaur, and astronaut friends role in helping with
their writing. Students will demonstrate
understanding of instructions. Students will return
to their desks to write their sentence on the paper
provided by the teacher. Students who have
completed writing about their favorite idea will be







Brainstorm
maps, pencil










Pocket chart,
word cards,
pictures from
teachers
brainstorm
map












Stickers,
Brainstorm
Maps, Pocket
Chart, Word
Cards





Whiteboard,
Whiteboard
marker,
picture of
pizza and
dinosaur,
astronaut
spacers,
papers with
picture of
















































2 mins






Total:
60
mins
borrow an olive to use as a
period at the end of the
sentence. Astronaut helps by
serving as a spacer when
writing words in a sentence.
Dinosaur helps by stretching
out his neck and reminding the
teacher that she needs to
capitalize the first word in a
sentence). Teacher will inform
students that they will begin
writing about their favorite idea.
Teacher will explain that the
dinosaur and pizza friend are
on their paper to remind them
to capitalize their first letter and
to put a period at the end of the
sentence and the astronaut
friend will help create spaces
between their words. Teacher
will check for understanding
and pass out the papers and
astronaut spacers to students.

Closing: Teacher will ask
students to read the sentence
they have written down to their
elbow partner.




asked to write about the other ideas on their
brainstorm map.






















Students will read the sentence they have written
down to their elbow partner.
pizza and
dinosaur,
brainstorm
map, pencil



















Writing paper
Lesson 3, Day 3

UCLA TEP ELEMENTARY LESSON PLANNING TEMPLATE, 2013-2014
Key Content Standard(s): List the complete text of only the relevant parts of each standard. TPE: 1 & 9

Common Core State Standards
Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.3): Use a combination of drawing, dictating, and
writing to narrate a single event.

Kindergarten, Writing Standards (CCSS.ELA-LITERACY.W.K.5): With guidance and support from adults,
respond to questions and suggestions from peers and add details to strengthen writing as needed.
Lesson Objective: What do you want students to know and be able to do? TPE: 1, 6 & 9
Students will be able to respond to questions and suggestions from their peers as well as the teacher to
strengthen their writing for the final draft.
Students will be able to demonstrate understanding of what the Kindergarten Writing Rubric entails and
its purpose for the final draft.
Students will be able to demonstrate their ability to draw, dictate, and write their own versions of the read
aloud story during the process and completion of their final draft.
Students will be able to apply the taught conventions of Standard English (capitalization, punctuation,
and proper spacing) in their final draft.
Students will be able to demonstrate that they have written about their favorite idea from their brainstorm
map on their final draft.
Students will be able to demonstrate neat handwriting in their final draft.
Assessment: Formal and Informal Assessment. TPE: 2 & 3
What evidence will the students produce to show they have met the learning objective?
Teacher will listen to students when they offer suggestions to their partners about how their partner can make
their sentence better. Teacher will also listen to students as they share out the suggestion they heard from their
partner. Teacher will use students rewritten sentence to assess how well students were able to apply the
feedback they were given by their partner and the teacher. Teacher will ask students questions about what a
writing rubric is, how it helps with writing, and the different criteria in the writing rubric. Students will be given the
opportunity to assess their own sentence on their writing rubric. Teacher will be able to assess how well
students were able to evaluate their own sentence using the writing rubric. Teacher will use the final drafts as a
form of formal assessment.
What modifications of the above assessment would you use for language learners and/or
students with special needs?
Teacher will be working with students in small groups and will be able to guide students during their pair share if
needed. Teacher will also provide multiple opportunities for students to rewrite their sentence with the given
feedback and suggestion if needed. This lesson will have a significant amount of visual aids and visual
representations to ensure students understanding of instructions and expectations. Language learners will be
encouraged to ask the teacher and their peers to seek further understanding of instructions in their native
language if needed. Teacher will provide additional scaffolding and repetition of instruction for students as
needed.
Prerequisite Skills, Knowledge and Experiential Backgrounds. TPE: 4 & 8
Prerequisite skills from prior school experiences
Students are familiar with pair sharing and have had some opportunity to offer and listen to suggestions in the
past. Students understand the criteria from the writing rubric from the previous days lesson.
Strategy to connect school learning with prior experiential knowledge and/or cultural background
Students will share what they see on the way to school and will use the experience they engage in every day to
aid their drawing on the final version.
Pre-assessment strategy
Teacher will ask students what each of the pictures on the rubric represents to gauge students understanding of
the criteria on the writing rubric. Teacher will ask students what setting means, a vocabulary word that was
used in a previous lesson and will ask students what the setting of their story will be. Teacher will ask students
what they think the final version of the paper should look like (ex: doing your best with drawing, neat hand
writing etc) to ensure students understand what is expected of them.
Academic Language. TPE: 7 & 9
Language Function: Interpreting an authors purpose, message, and use of setting, mood, or tone. Teacher will
engage students in a discussion regarding the setting of the story. Teacher will remind students of the authors
whimsical and playful ideas and tone. Students will demonstrate understanding of the authors tone through
their brainstorm map, writing, and the completed final draft template.
Vocabulary: Brainstorm map, capital letter, period, spacing, handwriting, writing rubric, setting, edit, rough draft,
final draft, publish
Equity. TPE: 4, 5, 6, 7 & 8
How will ALL learners engage? (varying academic abilities, cultural backgrounds, and language
levels) Describe your differentiated instructional strategy.
Teacher will model what is expected of students during the independent activity and will repeat or rephrase
instructions to students as needed. Teacher will differentiate instruction by working with students in groups
according to their needs demonstrated on their writing rubric. Within these small groups, teacher will be able to
confer with students individually if needed. Teacher will provide all students with access to tools such as the
picture of dinosaur and pizza and astronaut spacers to remind students of the conventions of standard English
and aid their writing. Teacher will have opportunities for individual, pair, small group, and whole group
discussions. Teacher will differentiate questions throughout the course of the lesson in order to create
opportunities for all students to participate in whole group discussions. For students who have fulfilled all of the
criteria on the writing rubric, teacher will offer those students the option of adding detail to their writing through
the use of describing words (ex: big dinosaur). Students will also be given the opportunity to complete a final
draft of a different idea if they finish early.

Instructional Learning Strategies to Support Student Learning. TPE: 1, 4, 5, 6, 9 & 10
What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential backgrounds,
interests and prior learning, 2) identify learning outcomes 3) present material, guide practice, and build
independent learning, 4) monitor student learning during instruction, and 5) build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.

Time


5 mins

















5
mins






Teacher


Teacher will review with
students what they have done
so far. Teacher will post a
poster size version of the
Kindergarten writing rubric on
the board. She will explain that
this rubric will help the students
to see what their writing needs
in order to make it better.
Teacher will review the pictures
on the rubric:
Dinosaur-capitalization
Pizza-punctuation
Astronaut-spaces
Star Sticker-writing reflects the
students favorite idea
Letters-neat handwriting

Teacher will give instructions
for the independent activity.
Teacher will explain that they
will be working on their drawing
and will need to draw the
setting and their idea. Teacher
will review what the word
setting means, explain that the
Students


Students will explain what the pictures on the rubric
each represent.
















Students will actively listen to the instructions for
the independent activity. Students who volunteer
will explain what the word setting means, what the
setting of their stories is, and what the setting of
their stories look like. Students will demonstrate
understanding of instructions.


Resources/
Materials

Poster size
version of the
Kindergarten
Writing Rubric,
Whiteboard













Whiteboard,
Whiteboard
marker,
Example of
completed
final



















2 mins





30-40
mins
































setting of their stories is the
street that the school is on, and
ask students to share what the
setting of their stories look like
(ex: road, houses, trees).
Teacher will have an example
of a completed final draft to
model what is expected of the
students final draft. Teacher
will explain that their final
versions will become a book
and that the students should
draw the best that they can for
the readers who will be reading
their book. Teacher will check
for understanding.

Teacher will explain that she
will call students to come to the
back of the classroom to work
on the final version of their
writing.

Teacher has previously
grouped students according to
similarities reflected on the
Kindergarten Writing Rubric.
Teacher will briefly review the
criteria on the writing rubric and
ask students to pair share with
their elbow partner one way
their partner can make their
writing even better. Teacher
will ask students to share out a
suggestion they heard from
their partner. Teacher will then:
1. Pass out the rubric that
the teacher has filled
out for each student.
2. Ask the students to see
which criterion of the
writing rubric is missing
a sticker.
3. Pass out a strip of paper
and explain to students
that they will be
rewriting their sentence
keeping in mind both
the teachers feedback
from the rubric and the
suggestion their partner
has made.
4. Have students show
their strip of paper with
their rewritten sentence
and ask students to put
stickers on the students























Students will listen and once more explain the
criteria on the Kindergarten Writing Rubric.
Students will have an opportunity to look at their
partners writing and offer one suggestion to their
partner. Students will share out the suggestion
they heard from their partner. Students will then:
1. Look at their individual rubric that the
teacher has filled out
2. Share which criterion of the writing rubric is
missing a sticker
3. Rewrite their sentence on the given strip of
paper reflecting both the teachers feedback
from the rubric and the suggestion from
their partner.
4. Show the teacher their rewritten sentence
and put a sticker on the students column of
the rubric if they feel as though they have
met the criteria.
5. Use the strip of paper with the rewritten
sentence on it to guide the final version of
their writing.

Students will go back to their desks and finish
drawing, writing, and tracing for their final paper
that will be used for the class book.
































Students
individual
writing rubric,
students
writing paper
from previous
days lesson,
strips of paper,
stickers,
pencil,
astronaut
spacers (if
needed) ,









Final draft
template for
students,
rewritten
sentence on
strip of paper,
pencil,
crayons,
marker




























10
mins






Total:
60
mins
column of the rubric if
they feel as though they
have met the criteria.
5. Instruct all students to
use the strip of paper
with the rewritten
sentence to guide the
final version of their
writing. Teacher will
also instruct students to
trace the sentence And
to think that I saw it on
O* Boulevard written
on the final version
template.


Closing: Teacher will gather all
the students final papers and
combine them to make a book.
Teacher will read the book to
the class and ask students to
raise their hand when the
teacher is on their page.

















Students will actively listen to the teacher as she
reads the book that the class has made. Students
will raise their hands when the teacher is on their
page.

















Front and
back cover of
the book, hole
puncher,
string,
students
completed
papers

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