KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

LESSON PLAN FORMAT

Teacher Candidate:

Lynnae Edwards

Cooperating Teacher: Mr. Hetrick

Group Size:

23

Subject or Topic:

Date:
Coop. Initials

Allotted Time 3-3:30 Grade Level

Healthy Habits

9/13/16

1st Grade

Section

STANDARD:
CC.1.4.4.A
Write informative/ explanantory texts to examine a topic and convey ideas and
information
CC.1.4.K.A
Use a combination of drawing, dictating, and writing to compose informative/
explanatory texts.
CC.10.2.3.A Identify personal hygiene practices and community helpers that promote
health and prevent the spread of disease.

I. Performance Objectives (Learning Outcomes):

The 1st grade students will be able to recall learned healthy habits by creating an
informative text.
The 1st grade students will be able to identify the structure of an informative text by
developing a draft informational writing piece.
II. Instructional Materials
Hygiene by Jayne Denshire
All About anchor chart
All About graphic organizer
Crayons
Markers
Pencils

III. Subject Matter/Content (prerequisite skills, key vocabulary, big idea, outline of
additional content)
A. Prerequisite skills
1. Sentence structure/ punctuation
2. Fine motor skills
3. Language skills
B. Key Vocabulary
1. Informational text: its primary purpose is to inform the reader
about the natural or social world. Must contain three or more
facts and can be proven.
2. Healthy Habits: are actions we learn and understandings we
develop. These actions and understandings help us to be happy
and healthy human beings.
C. Big Idea
1. Identify the structure of an informative text
2. What are ways that we can develop healthy habits?
D. Additional content
1. Informative text
2. Healthy Habits
IV. Implementation
A. Introduction
1. Pose a question to the class:
a. Who can inform the class on ways that we can develop
or create healthy habits?
B. Development
1. Have students head to the back carpet
2. Introduce the topic, Healthy Habits. Use the Healthy Habits
anchor chart for further teaching.
3. Once you have gone over the anchor chart, grab the book
Hygiene by Jaye Denshire
4. Ask students by just looking at the cover, what type of book of
genre do they think this book is? Fiction? Realistic fiction?
Non-Fiction? ( Explain each genre and allow students to give
an answer)
5. Explain to students that this book is an informative text, which
means it is non-fiction.
6. Begin by reading the book Hygiene by Jayne Denshire
7. Once you have read the book, reiterate that the book just read
was an information text.
8. Further explain informative text using the All About Books
anchor chart.

9. Once you have completed the All About Books anchor chart,
have a blank anchor chart ready to fill out with the students.
10. Tell the class that we are going to create an informational
writing piece together. Our topic will be, Importance of Good
Hygiene. Write title at the top of the page.
11. Going back to the book, reread pages 8-22. As a class, pick out
three facts from the pages 8-22 and fill them in on the chart.
12. Once you have completed the interactive writing piece, tell
students to return to their seats.
13. Have helpers pass out the Informative writing All
About_______________ to create their draft.
14. Tell students that they will be creating their own informational
text, just like the book we have read from earlier. They will
create their book on healthy habits.
15. Inform students that they are creating this book because we
want to inform others on why it is important to develop healthy
habits. Explain the importance that everything written must be
facts and can be proven. Students will be able to go to the text
set, library, or refer to the book read earlier.
16. Have students hand in their draft. Tell students that you will
return their drafts to them tomorrow. You will make corrections
if need be and then they can move on to creating their book
during morning work. Explain how to create the book using
yours as an example.

C. Closure
1. Have a quick review with the students
a. How many facts should an informative text have? 3 or
more
b. Do all the facts of an informative text have to be true?
Yes, they have to be true and can be proven
2. Explain to students that tomorrow we will finish our books and
then have a quick review of everything that we have learned in
our germs go away journey. Once we have finished our review,
we will then have our post-test.

D. Accommodations/Differentiation
1. Sentence starters will be provided on the graphic organizer for
students who would like it.
2. During independent work, for students who cannot read and
need instructions clarified will be read the instructions.

3. Sticky notes will be placed in the books to help students in

finding their information.
4. For students M.B and S.B, with a speech IEP, will be placed in
front of the classroom. This will allow these students to read
my lips for the proper pronunciation for difficult words.
5. Higher level thinking questions will be asked throughout the
lesson.

E. Assessment/Evaluation Plan
1. Formative
a. The All About graphic organizer will be graded
according to the First Grade Writing ChecklistInformational (See Attached)
2. Summative- There is no summative assessment for this lesson

V. Reflective Response
A. Report of Student Performance in Terms of Stated Objectives (Reflection on
student performance written after lesson is taught, includes remediation for
students who fail to meet acceptable level of achievement)
Remediation Plan
Students did well with their informational writing piece. Students were able to
show that they understood the structure of informational writing. Students
included their three facts which was true and labeled their picture. Students
use information from the books provided as well as their own choice of books.
If their students who fell in the unacceptable range, I would first, pull students
during morning work. We would work in small groups or one on one. I would
remind students that informational writing is way that writers inform readers
about a subject. I would create a three square organizer. In each box we will
write about a topic chosen. I will model first by writing about the topic and
providing facts. Then we fill out the boxes together, I would remind students
that facts are true statements about something that can be proven.
B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to question recorded after lesson is taught)
Was this activity successfulwhy or why not?
I think this activity was successful. Students really enjoyed looking through
books to find information on Healthy Habits. Many times I will hear students
share their findings with their neighbor. Also, students did a great job at

pulling three factual information and drawing their picture. They labeled their
picture. I assumed many would forget to label their picture but they didnt.
If I do this again, what can I do differently to help students learn more?
I think if I would to do this lesson again, the only thing I would do differently
is include another activity before students move on to creating their work. For
example, incorporating a practice writing piece. So students would work
together to create an informational writing piece before they go into creating
their drafts. Also, making sure my instructions are clear before students go off
into working independently
Did I stay within my allotted time?
No, I did not stay into my allotted time. I went over my time because I wanted
to make sure students had enough time to write their pieces and create their
book. Some students were able to get their writing pieces done, I checked
them and then move on to creating their book. Others, needed more than the
time allotted for them.
VI. Resources (in APA format)
Denshire, J. (2011). Hygiene. Mankato, MN: A /Smart Apple Media.
Pinterest. (n.d.). Retrieved October 02, 2016, from https://www.pinterest.com/
Martin, D. J. (1997). Elementary science methods: A constructivist approach. Albany,
NY: Delmar.