Reflective Narrative Emergent Writing Lesson Plan INTASC Principles Principle 1: Making content meaningful The teacher understands

the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students. NAEYC Standards: 4b. Using developmentally effective approaches 4c. Understanding content knowledge in early education 4d. Building meaningful curriculum This artifact is an emergent lesson plan implemented at Sussex Elementary in a kindergarten classroom. The objective was for students to write what they were thankful for on a Thankful Hand. In order to develop the most effective lesson plan to for the whole class, I reviewed the skills and ability of all the students in the class. I then documented which students may need enrichment and which may need modifications. Next, I selected the book, The Giving Tree by Charles Schultz to help the class understand the concept of being thankful and provide some ideas of what the tree gave and what events the boy should have been thankful. We then discussed things in their life that made them thankful. Each student gave a response that was listed on the Promethean Board as a resource. The written part of the lesson was differentiated due to the range of ability. The response of items ranged from 3 to 10 reasons of being thankful. This artifact represents INTASC principle 1 and NAEYC standard 4b, because this lesson related the curriculum to their life experiences to make learning more meaningful for the students. This artifact relates to the standard since the lesson was developmentally appropriate and used strategies that were beneficial to learning. I learned to give the students more open-ended questions and had the students guide their learning. The students were excited to share their ideas and contribute to their learning. I also saw the value of differentiation in a lesson. The modifications made learning valuable for all students. I noticed copying ideas from the board was a challenge for a number of students. They required the ideas directly in front of them. An adjustment I would make next time would be to make the list on an easel that I could place in front of the students. The students were impacted positively by this lesson plan. The students learned how to relate the story of the Giving Tree to their own lives. The students learned to brainstorm and share ideas before writing. They also learned how to utilize the list into valuable information for the project.

Denyse Fiero ECED 360 November 20, 2011

Lesson Plan
Emergent Writing Implemented: 11/16/11

Background
This lesson will be implemented in a kindergarten classroom at Sussex Elementary. Sussex is a Title 1 school located on 515 S Woodward Drive, Baltimore, Maryland. There are approximately 414 students and approximately 26 teachers. There are eighteen students in the class, their ages range from five to seven. There are three students with who have Individualize Education Plans. There are two students who are provided ELL services. Fifteen students were present during emergent writing lesson. The students have been introduced to writing and 16/18 students can write all the letters of the alphabet. I will give one on one attention to the two students that have difficulty writing.

Planning and Teaching Participants/Grouping: This lesson is a whole group setting of 18 students. The lesson will be implemented on the carpet and writing portion at the tables. VSC Standard: Standard 4.0 Writing Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose. Indicator 1. Compose texts using the prewriting and drafting strategies of effective writers and speakers Objectives Generate ideas and topics for writing Dictate or write words, phrases, or sentences related to ideas or illustrations

Lesson Objectives: We will write items that we are thankful for by listing ideas on our giving hand.

Responsiveness for All Children: To promote student interest I related the idea of being thankful to their life. I will ask open ended questions during each activity to ensure the comprehension of all children. I will position students that are easily distracted in a close proximity to me. Materials: The Giving Tree by Charles Shultz Promethean Board 18 Thankful hands 18 Pencils Index cards (for struggling writers)

Procedures: 1. Introduction and Motivation: (10 minutes) The students will listen to the Giving Tree by Charles Schultz. I will ask openended questions about their thoughts on the characteristics of the tree. The students will turn and talk to the student sitting next to them about their view of the tree and the relationship between the tree and the boy. 2. Teaching Steps and Procedures: Step 1: We will write a list of items that the class is thankful for on the Promethean board. This will help as a resource for writing the Thankful Hands. I will model the first example on the list. (10 minutes) Step 2: Each student will write five things that they are thankful for on their Thankful Hand. An index card filled with thankful items will be placed in front of any student struggling to write on their Thankful hands as a modification. This lesson will be differentiated by the number of responses written on the hand.(10 minutes)

Assessment: The students will be assessed on the final product of their Thankful Hand. I will also note any modifications or prompting for future lessons.

Analysis/Evaluation: The students were able to complete the lesson to write items that they were thankful for. The amount of items written differed by ability. The amount of response ranged from 2 to 10 items. The amount of responses and modifications were recorded to help with future planning and reteaching.

Student Autumn Gabriella Zack Seth William Juliana Kia Dylan

# of responses 10 8 4 10 5 5 5 3

Katherine Jose Kenneth Eduardo Christopher Herlinda Antonio

5 5 5 5 5 5 5

Required written prompt no no yes no no no No (needed redirection 3x) Yes (needed oneon-one instructionhas aid) yes yes Yes (needed oneon-one instruction) Yes (needed oneon-one instruction) yes yes yes

Reflection: This lesson plan was successful and the students benefitted from the experience. This lesson incorporated the assistance of a second teacher to help with the students that needed extra support. Alternate plans would have to be in place to make this a center activity if extra resource teachers were not available.