Saad Sheikh

Missouri Pre-Service Teacher Assessment (MoPTA)

Writing About Reading
3rd Grade
1-2 days

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson

Reading Standards for Informational Text:

CCSS. ELA- WS 3.2 Text Types and Purposes
- Introduce the topic or text they are writing about, state an opinion, and create an
organizational structure that lists reasons
- Provide reasons that support the opinion
The Show-Me Standards Communication Arts
- 1. Speaking and writing standard English (including grammar, usage, punctuation, spelling,
capitalization)
- 2. Reading and evaluating fiction, poetry, and drama
- 3. Reading and evaluating nonfiction works and material (such as biographies, newspapers,
technical manuals)
- 4. Writing formally (such as reports, narratives, essays) and informally (such as outlines,
notes)
Learning Objectives/Goals
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs

The purpose of this lesson is to demonstrate a form of beginning writing with added commentary
from the writer themselves and concrete details. The students will write about Duke, the chapter
book the class has been reading during read aloud. The point here is to turn what they
comprehended from the reading into their own writing.

Assessment (type[s] of assessment used throughout the lesson)

Assessment(s) before, during and after the lesson

The Teacher will assess the students writing before any instruction, kind of a pre-written evaluation
of what they did over the past weekend. Based off of this information, the teacher will have a better
understanding of where his/her student are at with writing. During the lesson, the teacher will
assess through the whole class discussion of what the students believe goes into a reflective writing
such as the theme, their likes/dislikes, and predictions. To complete the overall final lesson, the
teacher will review each students final written reflection of what they comprehended from the
reading.
 Lesson Structure and Procedures
Sequence of events of the lesson elements. (The before, during and after the lesson, e.g.,
Engagement/Opening, Procedures, Guided Practice, Conclusion)

1. To start off, the teacher gives a pre-written prompt for the students to share what they did
the past weekend. This will be a short 4-5 sentences and then turned into the teacher.
2. The teacher will have the students gather to the carpet or designated instructing area.
3. The students will collaboratively come up with writing topics that go into a reflection paper
(see attached image below).
4. Once completed, the teacher will write up examples based on his or her own weekend to
model with. The students are going to be shown proper writing procedures such as
indenting, paragraphing, flow, etc.
5. Class is reminded to refresh their memory on what they have already read in Duke, the
teacher will also go over what has already happened through asking questions and guidance
6. Students now break off to their desks and begin their writing.
7. Afterwards, the class will trade papers and constructively critique each others papers.

Instructional Strategies
Teacher approach to helping students achieve the learning objectives and meet their needs

Writing will be a struggle for many students, which means a lot of reinforcement and assistance. In
order to fully benefit the students, the teacher will finish their own example writing and display it
over the smartboard as a skeleton to follow for those students that are stuck.

Learning Activities
Opportunities provided for students to develop knowledge and skills of the learning objectives

Students will learn to critique each others writing. Since this is their first large writing activities
of the year, the idea is for them to fail, but learn from their mistakes and bounce right back. Some
will not organize their writing through paragraphs, so afterwards, this idea needs to be explained
and taught.
Resources and Materials
List of materials used in the planning of and during the instruction of the lesson

- Post it notes
- Assorted Markers
- Kids Dictionary App
- Duke

Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

For this lesson technology will not be integrated as the writing will be done by hand.

Differentiated/Accommodations/Modifications/Increase in Rigor
To help meet the needs of all learners, learning differences, cultural and language differences,
etc.

ELL students that require a translated version for comparison will be provided with appropriate
text, those that cannot read due to physical reason will be read to or use braille, and technology
may be provided for those that cannot write themselves due to injury or other reasoning.

Classroom Management
Strategies consistent with the learning needs of the lesson that also meet student behavior needs
to help keep students on task and actively engaged

Students will need continuous reinforcement to finish their writing, this is where the teacher needs
to assure their students they are willing to help. Allowing the students to understand that their
teacher is available and willing to assist them in their writing will keep them motivated.

Extensions
Activities for early finishers that extend students understanding of and thinking about the
learning objectives by applying their new knowledge in a different way

For the students that finish early, they will look back through their writing and examine it further
in depth. Where they look at each of the first words in the sentences to determine overuse and
look at their flow.

Follow-up to Todays Lesson

Quick activity for review or building on todays learning that will deepen student understanding
and interconnect concepts (may be incorporated tomorrow or throughout the unit)

As a follow up, students will be revise their writing and then create a piece of art with their
writing re-written to be put out on display in the classroom or hallway.
Additional Information
Any area or lesson component that may not have been covered by this format that you think is
vital to include in this lesson

Students should be made aware that each person, whether student or teacher will notice different
features when reading or observing the world. This means that what may be obvious to one
person, may be totally oblivious to another, and either way their thoughts should be respected.