Weekend Writing

Author: Nicole Good

Date created: 10/14/2013 9:03 PM EDT ; Date modified: 11/11/2013 3:05 PM EDT
Basic Information
Summary Students will reflect on their weekend, then draw this on a worksheet in an organized manner.
Grade/Level Kindergarten
Time Frame 30 Minutes
Subject(s) Language Arts (English)
Topic(s) Weekend Writing
Notes
Standards And Key Concepts
Standards
CA- California Common Core State Standards (2012)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
Grade: Kindergartners:
Strand: Writing
Domain:
Text Types and Purposes
Standard:
2. Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
Standard:
3. Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events,
tell about the events in the order in which they occurred, and provide a reaction to what happened.
Understandings From this lesson, students will have a better understanding of a well sequenced story and a chance to build their
vocabulary and comprehension while reading.
Essential Questions What are three important things you did over the weekend?
Knowledge and Skills The learner will write two words to describe their weekend.
The learner will draw three pictures depicting what they did over the weekend in sequence of first, second, and third.
The learner will read their weekend writing to another student and the teacher.
Performance Tasks And Assessment
Performance Task Student will be collecting data in what they did over the weekend and use that to write a sequential paragraph with
pictures and words.
Performance Prompt You are going to talk to a partner about what you did this weekend and then we are going to do our weekend writing.
Assessment/Rubrics The students will be assessed by reading their work to the teacher and another student before turning it in. Also, there
work will be collected and put together at the end of the year to see the progress they have made.
Learning Experiences And Resources
Sequence of Activities 1. Students will talk to their "talking partner" to brainstorm ideas about what they did over the weekend for about 30
seconds- 1 minute.
2. After, they will watch the teacher model what she did over the weekend on an oversized poster of their worksheet.
3. Then, the teacher will pick five students to model one thing they did over the weekend. The first student has a sign
that says, "I had a fun weekend for several reasons", then the next three students will share one thing they did over
the weekend with signs that say "first", "second" and "Third", then the last student has a sign saying, "I had a fun
weekend for several reasons". After each sentence the students know to stomp to signify a period.
4.After this, the students will be dismissed by table group to their seats to begin their individual Weekend Writing. They
will have a worksheet already at their table to begin their work.
5. Once they are done, they will get up and find another student who is done to read their paper to. Ater they will read
to the teacher. The teacher will give individual feedback and have the student turn it in to the inbox.
Page 1 of 2
Differentiated Instruction Students who need more of a challenge may write words or a sentence to go along with their three writings. Students
who are struggling with this will have words written on the board for them to look at while writing.
Resources
Materials and resources:
-Teacher's Poster of enlarged worksheet
-Worksheet for students
-Five papers with Phrases on them
-Markers
-Crayons
-Pencils
Page 2 of 2