Date/Time you plan to teach the lesson: Monday, April 18th, 2016 from 10:30-11:05

Lesson Type: Writing

Describe how and provide a rationale for the way you have grouped students for this lesson:

The students are grouped according to the reading level they were assessed by the cooperative teacher to
be at. I will be working with one of the groups that is at a higher reading level. There are about 6 students
in the group, depending on attendance that day.

Standard(s) Addressed:

Writing:

1.13 The student will write to communicate ideas for a variety of purposes.
a) Generate ideas.
b) Focus on one topic.
c) Revise by adding descriptive words when writing about people, places, things, and events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final copies.
f) Use correct spelling for commonly used sight words and phonetically regular words in final copies.
g) Share writing with others.

Science:

1.5 The student will investigate and understand that animals, including humans, have basic needs and
certain distinguishing characteristics. Key concepts include:
b) animals, including humans, have many different physical characteristics

Objectives:

The students will write a creative writing piece about an animal hatching from an egg of their
choosing.
The students will share their writing with the rest of the group.
The students will take their time and make sure to use neat handwriting, spelling, finger spacing, and
punctuation.
The students will include descriptive details in their writing.

Materials needed/preparation of the learning environment:

An Egg is Quiet by Dianna Aston and Sylvia Long
pencils
writing paper
white board

Date/Time you plan to teach the lesson: Monday, April 18th, 2016 from 10:30-11:05

Before Writing
Engage:

Hello everyone, lately you have been talking a lot about spring.

Describe how you will:

capture students
interest and
introduce the writing
lesson

activate students
background
knowledge

Last week you learned what a plant needs to grow and then made
a flipbook right? Well, today we are going to talk about something
else that has to do with spring. During springtime, a lot of baby
animals are born. Some baby animals hatch from eggs! Can you
name any animals that lay eggs? Ask a few students to respond.
Write some of the animals they say on a white board for the rest of
the group to see.
I want to read you a story about a bunch of different ways eggs
look and some animals that lay eggs. You all already named some
good examples, lets see if we can find out about any more animals
that lay eggs. Afterwards we are going to do a writing activity
where you get to write about an animal hatching from egg and you
get to pick whichever animal you want. Does that sound good?
Begin reading the book.
Page 2/3: So where does a penguin keep its egg? Where do turtles
lay their eggs? Call on one or two students to respond.
Page 4/5: Look at all of the different colors and patterns a egg can
be! Point to a few examples.
Page 6/7: Point to each egg as you read what its shape is. Tubular
means it is long and looks like a tube
Page 8/9: What does camouflage mean? Call on one or two
students. It is something that helps an animal blend in with its
surroundings. It is pretty neat how an egg can blend in with what
is around it right?
Page 9/10: 8 pounds is as heavy as some human babies are when
they are born. An ostrich egg is the heaviest egg in the world! The
hummingbird egg is the smallest!
Page 11/12: Again, look at all of the ways an egg can look like.
Page 12/13: An egg is textured. That means if you were to touch a
whole bunch of different eggs, there are many ways they would
feel.
Page 14/15: An egg might even be fossilized! What eggs do you
think are fossilized? Explain what fossilized means if the students
do not know. Call on one or two students to respond or wait for a
group response.

END READ ALOUD PORTION

Time
10 mins.

During Writing
Explain:
Describe how you will:

Now that we learned a little more about eggs, I want to move on

to the writing activity. You all get to pick whichever animal you

Time

Date/Time you plan to teach the lesson: Monday, April 18th, 2016 from 10:30-11:05
writing (list what you
will say/do)

invite students to
model/explain their
thinking about their
writing

encourage them to use finger spacing, capital letters and lowercase

letters when appropriate, and to use their neatest handwriting.
Hand the students the writing paper. If the students cant come up
with an animal to draw, I will have a grab bag with animals inside.
They can keep picking from the bag until they find an animal they
want to write about.
I will observe each student as they write. I will help them generate
ideas if needed and assist with sounding out words to spell.

After Writing
Evaluate:
Describe how you will:

encourage students
to assess their
understanding and
abilities

evaluate (formally)
student progress
toward achieving the
educational
objectives

Time
5 mins.

As the students work and finish writing, I will ask the students if they

think they used their neatest handwriting, took their time when
writing, ask them if they think they included enough details about
their egg, and whether or not they enjoyed the activity.
I will evaluate the students progress by reading their work. I will look
for spaces between words, details in writing, capital and lower case
letters used when necessary, spelling errors, and neat handwriting.
I will take pictures of the students work so that I can review them at a
later time and so the students can bring their work home with them
that day.

Closure/Sharing:

Describe how you will:

remind students of
the lesson objective
link the new learning
to future learning

Who would like to share what they have written about? Make sure to
allow time and opportunity for each student to share their work, if
they so choose.
I will compliment each student on specific things they did in their
writing. For example, I love the detail you used to describe how your
animal egg looks.

Time
5 mins.

What could go wrong with this lesson and what will you do about it?

Some students may have trouble picking an animal they want to write about. To solve this issue, I plan on
bringing in a grab bag that has a couple of animals either written on the paper or pictures printed out for
them to choose from. I will let them keep choosing until they find one they like. If they do not like any of
them, I will simply just name animals until they find one they like or ask questions to get the student to
pick on on their own. Some students may not use details when writing about their egg or animal. I will
make sure to encourage the students to use details when describing what the animal looks like, what the
egg looks like, what the animal eats, etc. If two students pick the same animal and start fighting over who
gets to write about the animal, I will tell them that it is ok if they write about the same animal because
they may choose different details about the animal. If a student does not want to share, I will try to