1. Topic-
Writing
Identifying Information Regarding an Object.
 
2. Content-
*Identify important information about an object of choice.
*Recognize the most important thing about that object.
*Identify 3 other important facts about that same object.
*Fill in the blanks on a worksheet and prepare for classroom book.
 
3. Goals: Aims/Outcomes-
1.Identify the rhythm of the language in the read aloud.
2.Transfer the knowledge of the rhythm to their own writing of an important thing.
3.Create an important thing page for classroom book using "the most important thing about a ________ is _____________. Really important detail 1, really important detail 2, really important detail 3, and then the most important thing about a _______ is _________ (repeat from first line).
 
4. Objectives-
1.Appropriate mechanics and conventions are used to create simple texts
2.Write with a clear focus, coherent organization, sufficient elaboration, and detail
3.Effectively use content-specific language, style, tone, and text structure to compose or
adapt writing for different audiences and purposes
4. Apply standard English conventions to effectively communicate with written language
 
5. Materials and Aids-
*The Important Book by Margaret Wise Brown
*Lined paper on flip chart
*Handout with lines for students to add their ideas of their most important thing
 
6. Procedures/Methods-

A. Introduction-

1.Introduce The Important Book
2.Begin to read aloud the text
 

B. Development-

1.Pause and ask students if they notice a pattern or rhythm within the text of the book
2.Begin to pause after reading "the most important thing about a _____" (have students use picture clues to come up with word) and then have them recite the most important thing
3.Choral read as a group when reviewing a page.
 

C. Practice-

1.Using the chart paper, show the pattern of: The most important thing about a ______ is _______. List 3 important facts and then repeat the most important thing about _____ is_____.
2.Have students come up and fill in the blanks with markers for guided writing practice.
 

D. Independent Practice-

1.Students are asked to go to a quiet area (table or use a white board around the room) and begin to write their own most important thing on the fill in the blank sheet.
2.Monitor students while they are working. Assist those who need support.
 

E. Accommodations (Differentiated Instruction)-

1.For those students that are proficiently writing, have them write their sentences without the aide of the fill in the blank sheets and have them give specific detail about their important facts.
2.Those below proficient writers may be pulled as a small group on the carpet and assisted with their ideas and writing
 

F. Checking for understanding-

1.Monitor for comprehension by walking around room and observing/asking questions of students.
2.Make sure students are repeating their most important fact by referring to the class's guided writing practice chart in front of room.
 

G. Closure-

1.Have students share their writing with a partner.
2.Choose 5 students to read aloud in front of group.
3.Have students add their writing to a pile to be compiled into a class book.
 
7. Evaluation-
1.Create a checklist and use this for assessment and evaluation of student writing.
 
8. Teacher Reflection-
This was a great lesson. I was please with how the students took their time to really contemplate what was important about an object and what was supportive details. The students needed the guided writing component to comprehend their expectations. I was glad I did it that way. The checklist was created from what was done as a group in our guided writing paper. My low group struggled with comprehending what was most important so I had them connect to themselves about an object they loved or enjoyed at home. That seemed to help.
 

This Lesson Plan is available at (www.teacherjet.com)