Running Head: ASSIGNMENT 7.

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Assignment 7:1
Kayla Rice
PPE 310 #87706
Arizona State University
Fall, 2015

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Assignment 7:1
Teacher(s):

Subject:

Kayla Rae Rice

Writing (Level C)

Standard(s):

Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure. (1.W.2)

Objective/Sub-Objectives: SWBAT (Sequenced from basic to complex):

How will you review past learning and make connections to previous lessons?
What skills and content are needed to ultimately master this lesson objective?
How are the objective(s) relevant to students, their lives, and/or the real world?

Students must know informative text conveys facts or information about a topic.

Students must know explanatory text provides reasons, statements, or theories about a
topic.

Students must know explanatory text explains how or why something occurs.

Students must know a topic is the main idea of a text.

Students must know a fact is information that can be proven or verified.

Students must know closure is how an author ends their writing.

Reasoning Targets

Students must determine what facts and details are relevant to a topic.

Students must understand how to provide closure in their writing.

Product Targets

Students must compose an informative piece that includes an introduction, body, and
closing.

Students must compose an explanatory piece that includes an introduction, body, and
closing.

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Assignment 7:1

Although the writing process is not explicitly delineated in this grade level, it is still
expected that students work towards mastery of this standard in future grade level (please
see the Vertical Alignment section).

Evidence of Mastery (Measurable):

Include a copy of the lesson assessment (if applicable).

Provide exemplar student responses with the level of detail you expect to see.

Students will be able to write a short paragraph about their favorite activity after
acting it out using supportive details and appropriate closure in their writing with
support from teachers and peers.

Safety Management Strategy:

What precautions will be used to ensure student safety?

What classroom management strategies will be used to promote on-task behaviors?
How will students be redirected for unwanted behaviors?

During this activity students will need to make sure that all chairs are tucked in and all
items are off of the floor. Students will also need to make sure that they are a T distance
away from objects such as desks and other students in the room.
There will also be signal words use throughout the entire activity. GO will be used to signal
the students that they may stand up, spread out, and the activity is going to start. Freeze
is going to be used to have the students stop the specific movement that they are doing.
All Done will be used to tell students the physical activity is done and they need to sit
back down.
In order to ensure on task behavior the use of the whole brain chart will be used. When
students show participation and rules are followed students will receive a mighty Oh Yeah
and when students do not they will receive a mighty groan.
To be redirected I will use positives for other students to hopefully have the students not
following correct behavior realize and re-direct. This will be with the chart mentioned above.
If needed direct re-direction will take place.

Differentiation/Modification:

What accommodations/modifications will you include for student with cognitive delay?
What accommodations/modifications will you include for student with physical handicap?

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Assignment 7:1

Modifications for this lesson are the following:

Students that have difficulty with standing will be able to remain seated at their desks or sitting on
the floor.
For students that have a cognitive delay I will demonstrate the movement that the sentence
would describe.

Key Vocabulary:

Materials:

White board
Marker
Pencil
Paper
Smart board

Opening (state objectives, connect to previous learning, and make relevant to real life):

How will you activate student interest?

How will you connect to past learning?
How will you present the objective in an engaging and student-friendly way?
How will you communicate its importance and make the content relevant to your students?

First with all of the students seated on the ground I will introduce to them their learning
objective. I will have it written on the board in an I will form that will make it personal and
meaningful to them. They will also repeat after me as we read it aloud.
Once the objective is stated I will begin to introduce to them the physical activity. In order to
get the students interested in the lesson we will open up with our physical activity. This will
be an activity that allows the students to think and act out the things that they enjoy doing
and can later on use in their writing activity.
I will go over the rules which are the following:
Rules/Directions:
1. Teacher will say a activity to act out:
-Run as fast as you can
-Swing the bat as if you are playing baseball
-Throw the football like a football player
2. Students will then act out each activity for 20 30 seconds.
3. Students will then be able to share out some of their own when they
have the hang of the idea.

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Assignment 7:1
Before the physical activity begins safety/management rules will be gone over. They are the
following:
During this activity students will need to make sure that all chairs are tucked in and all
items are off of the floor. Students will also need to make sure that they are a T distance
away from objects such as desks and other students in the room.
There will also be signal words use throughout the entire activity. GO will be used to signal
the students that they may stand up, spread out, and the activity is going to start. Freeze
is going to be used to have the students stop the specific movement that they are doing.
All Done will be used to tell students the physical activity is done and they need to sit
back down.
In order to ensure on task behavior the use of the whole brain chart will be used. When
students show participation and rules are followed students will receive a mighty Oh Yeah
and when students do not they will receive a mighty groan.
To be redirected I will use positives for other students to hopefully have the students not
following correct behavior realize and re-direct. This will be with the chart mentioned above.
If needed direct re-direction will take place.
During Instructional Input Teacher Will:

How will you model, explain and/or

demonstrate all knowledge/skills
required of the objective?
What types of visuals will you use?
How will you address misunderstandings
or common student errors?
How will you check for understanding?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could teach it?
Once the physical activity is done
students will go back to their seats.
I will read the prompt aloud and have it
on the board it says, In your free time
what do you enjoy to do?
I will then show the students that I am
thinking. This will be the beginning of my
modeling.
I will then tell the students that one of my
favorite things to do in my free time is to
go paddle boarding.
I will then have an image of someone
paddle boarding on the board so that
they can see it what it is.
I will then tell the students Now that I
have decided on what I am going to write
my activity on I need to come up with an
introductory sentence that answers the
question it asked
I will re-read the question to the students
and begin to write my introductory

During Instructional Input Student Will:

What will students be doing to actively

capture and process the new material?
How will students be engaged?

During this part of the lesson students

will be actively listening.
Students will then ask any questions
that they may have.
Then student will buddy buzz the steps
that I did to write my paragraph.
Students will then be asked to share
aloud the steps to check for their
understanding.

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Assignment 7:1

sentence on the board it will say, In my

free time I enjoy going paddle boarding.
I will then tell the students that I must
come up with two sentences that help
explain the activity. I will tell them that my
sentences are the following, Paddle
boarding is done of a long board that is
similar to a surf board that I stand on
with a long paddle in my hands that I use
to move. I enjoy paddle boarding up on
the lakes nearby such as Lake
Pleasant.
I will explain how I gave details on how
paddle boarding is done and where I can
do it but I did not mention why I like it. I
will tell them that this can be done in my
closing sentence and may look like this,
Paddle boarding is so relaxing and a
great workout which makes it my favorite
thing to do!
When I am done I will explain how it is
important that I check my work and
sentences to be sure that they are
written correctly.
I will do this my asking myself the
questions that they should ask
themselves when writing. These are:
When I read it does it make sense?
Do I have a capital and the beginning of
my sentences?
Is it written nicely?
Did I spell everything right?
Do I have punctuation and the end of my
sentences?
Once I have gone through it all I will tell
the students that this is how I want them
to practice their writing.
I will ask them if they have any questions
about anything that I did.
When all questions are answered I will
have the students turn to their table
partner and them share what the steps I
went through were.
I will then call on one pair at a time to
share one step aloud to check for
understanding.
If any students need help I will see if the
class can help and if not I will then go
back and re-teach/model that part that
they are having trouble with.
The idea behind the way that I am doing
this lesson is the students have
background already on how to write so I
want to see if they can pull out what I did

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Assignment 7:1
correctly by modeling it for them to then
know how they should rather than me
just telling them. This way it becomes
more personal to them as well as makes
them stay engaged because they are not
being told how to do it but have to watch
to see how to do it.

During Guided Practice Teacher Will:

How will you ensure that all students

have multiple opportunities to practice
new content and skills?
What types of questions can you ask
students as you are observing them
practice?
How/when will you check for
understanding?
How will you provide guidance to all
students as they practice?
How will you explain and model
behavioral expectations?
Is there enough detail in this section so
that another person could facilitate this
practice?

During Guided Practice Student Will:

How will students practice all

knowledge/skills required of the objective,
with your support, such that they continue to
internalize the sub-objectives?
How will students be engaged?
How will you elicit student-to-student
interaction?
How are students practicing in ways that
align to independent practice?

During this part of the lesson students

will be able to practice writing a short
paragraph on the same prompt but all
using the same person and their favorite
activity.
In our class we have multiple aids to
support our children.
Ahead of time one of the aids will be
prepared to share one of their favorite
activities to do.
I will hand each student a piece of paper
that does not has their prompt on it.
I will say to the students, Now that you
have seen how to write a short
paragraph we are going to write one
together with our partners and class.
Mrs. D has offered to tell us one of her
favorite activities and we are going to
write about it pretending that it is our
favorite. So Mrs. D what is your favorite
activity.
She will then answer with her favorite
activity which is soccer.
I will then ask the students what they

During this portion of the lesson

students will be working with their
partners to create a short paragraph on
another teachers favorite activity.
The students will be asked to tell
me/the class the step that they take
each time in writing their paragraph.
They will then share out as they all
need to be participating in order to
share.
And then repeat as the paragraph is
built and checked.

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Assignment 7:1

should do next.
The students will share that they will
create and introductory sentence.
Students will have 3 minutes to do so
with their partners and then once they
are done they wills share out and we will
pick one to write on the board.
I will then repeat this with the next steps
which are: two sentences of detail,
closing sentence
When we have created a short
paragraph on the board we will all review
it together.
Once again I will ask the students what
we do first and then we will do it. This will
repeat with all steps.
If students need help remembering how
to check their writing students may refer
to their writing notebooks which have all
the steps.
Once this is done I will again ask for any
questions.
This allows the students to not only
practice with support of their partner but
also practice with support of the entire
class allowing for not only one
opportunity to practice but two. We are
writing twice on the same topic in this
part of the lesson.
As the students are working with their
partners making sure to circulate around
asking questions like, what was the next
step? what is a supportive detail you
choose? etc.

During Independent Practice Teacher

Will:

How will you plan to coach and correct

during this practice?
How will you provide opportunities for
remediation and extension?
How will you clearly state and model
academic and behavioral expectations?
Did you provide enough detail so that
another person could facilitate the
practice?

During Independent Practice Student Will:

How will students independently practice the

knowledge and skills required by the
objective?
How will students be engaged?
How are students are practicing in ways that
align to assessment?
How are students using self-assessment to
guide their own learning?
How are you supporting students giving
feedback to one another?

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Assignment 7:1

Now that the students have all seen

Students will begin their independent
how they will be writing their short
work.
paragraph and have had practice
They will go to an adult to share their
with it they will now write their own.
topic and details before they will
Before students can begin to write
receive their piece of paper to write on.
they must come up to myself or one
Then the students will begin to write.
of the aids and tell us what their
After each step (introductory, details,
favorite activity is and two details
and closing) students will have paper
about it.
checked.
When students are telling us those
If they finish early they will draw an
things they will be given their
image of them doing their activity.
specific prompt paper to write on.
Students will then go back to their
seats and begin to write.
After each piece of their paragraph
through (introductory, details,
closing) students will bring their
paper to myself of the aids. This will
be to avoid frustration that may
occur if they do something
incorrectly so that they may fix it
before writing the entire thing.
I will also be circulating around the
class answering any questions
students may have.
If my high flyers seem to finish this
quickly I may have them draw me
an image of them doing their
activity. This is another way that
they can represent the things that
they enjoy doing.
Closing/Student Reflection/Real-life Connections:

How will students summarize and state the significance of what they learned?
Why will students be engaged?

When all students are done they will get with their partner and share what they have
written.
If any students would like they can also share aloud with the class.
I will then have the student read their objective with me and tell me if they feel they
have mastered it.
I will then also have the students share out one more time in pair the steps in writing
a short paragraph.

Link to my video:

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Assignment 7:1
https://www.youtube.com/watch?v=azuWeK7FETA

Worksheet with prompt:

Name:__________________________________________

What is your favorite activity

to do?
Write a short paragraph answering the prompt above
using two details.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

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Assignment 7:1

__________________________________________________________________
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Reflection:
During this lesson the excitement that the kids had for the activity was awesome! It made
it so easy for me to get their attention it seemed. Also this lesson was in the end focused on them
and the things that they enjoy doing which really made it run smoothly. The students already also

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Assignment 7:1
had some exposure in writing so I felt that this lesson went smooth in general and really was
something that just enforced what they knew and needed more practice with.
Next time when doing a physical activity with the students that I did this particular lesson
with I want to push them more. I was not exactly sure how well they would follow directions for
this due to previous experience but it seemed that they all really did great! I think having the
extension in the activity itself for specific students as well could be very beneficial. I think I
could have had students writing on the board or reading my writing instead of just doing what I
was verbally saying to them.
My mentor gave me similar feedback as to what my change for next time would be.
However, she also mentioned that she really liked how the students seemed so happy to be up
and doing this activity and how she hopes that we can get all 5 of the level C teachers more on
board on getting them up and moving and making lessons more active.
I personally did not have students with too much behavior issues that I did expect. I had
one student that he kept jumping after I said freeze but he corrected the behavior once it was
addressed. I also had students get a little too excited but it was easy to redirect them and pull
them back in to what we were doing and how it needed to be done. I did have to overlook one
student not wanting to participate but it is common for him to want to not do the physical things
or move from his desk. He also came up to me wanting to me do what he wanted which you can
see in the video but just ignoring him and continuing on worked best for that situation.
In this activity I did not move around the classroom. I did during the lesson but during the
physical activity I did not. With the way that the class was arranged and the students that I

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Assignment 7:1
worked with I knew that if I moved to much they would think that they too could and it was best
for me to model and lead by example to not move around.
The students during this activity were just so excited to participate it didnt take them
long at all to begin. To me with the students I work with I was surprised with how quickly they
caught on and began. It showed me that they really wanted to participate which made me really
happy and made it easy to do the activity with them. They also all listened to my key words for
go and stop almost perfect so I was very impressed by them and their response.
I noticed that I seemed to use names when correcting children a few times. I also used the
names when I wanted specific students to give me an example. However, I think that this could
be an area refinement for me as I can work on using the childrens name more often.
Positive praise is something that I honestly lacked in this activity as well. I felt that I did it
more previously but not as much here. I think that this technique could have really benefitted my
activity as well and next time I will be more aware of it and use it to my advantage with teaching
my students.
Its hard for me to compare this activity to my last. The kids that I worked with are very
different. I think that they both went well but could have gone better. This specific physical
activity I did now a total of three times with them and I see it running smoother and getting
better each time. I think the more that I work with physical activities in class the better they will
get but as I change setting and students it will also take me back for a moment to really see what
each group specifically needs.

Criteri
a

Exemplary (5)

Integra
Assignment 7:1
tion of
physica
l
activity

Instructional plans
include:

Standar
ds and
Objecti
ves
(S&O)
Presenti
ng
Instructi
onal
Content
(PIC)

Activiti
es and
Materia
ls
(A&M)
Teacher
Content
Knowle
dge
(TCK)

Score:
x1

All learning
objectives
and state
content
standards are
explicitly
communicate
d and not
altered with
the
integration
of physical
activity.
(S&O-TAP)
Lesson
activities
include
integration
of physical
activity
component
in at least
two parts of
the lesson
plan
Integration
of the
physical
activity
component
does not
detract from
the academic
content
Teacher
regularly
implements a
variety of
subjectspecific
instructional
strategies to
enhance
student
content
knowledge.
(TCK-TAP)
Activities
and materials
include:
(A&M-TAP)

Proficient (3)
Instructional plans
include:

Most
learning
objectives
and state
content
standards are
communicate
d and are
only slightly
altered with
the
integration
of physical
activity.
(S&O-TAP)
Lesson
activities
include
integration
of a physical
activity
component
in at least
one part of
the lesson
plan
Integration
of the
physical
activity
component
slightly
detracts from
the academic
content
Teacher
sometimes
implements
subjectspecific
instructional
strategies to
enhance
student
content
knowledge.
(TCK-TAP)
Presentation
of content
most of the
time includes

Unsatisfactory
(1)
Instructional plans
include:

Few
learning
objectives
and state
content
standards
are
communic
ated and
are
drastically
altered
with the
integration
of physical
activity.
(S&OTAP)
Lesson
activities
include
integration
of a
physical
activity
component
in only
one part of
the lesson
plan, nor
not at all
Integration
of the
physical
activity
component
significant
ly detracts
from the
academic
content
Teacher
rarely
implement
s subjectspecific
instruction
al
strategies
to enhance
student

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Assignment 7:1