Teacher: O'Connor Week: 2 Lesson #: 3

FIVE-STEP LESSON PLANOBJECTIVE. What is your objective? *NJCCC 3.1.K A.6 - Participate in group writing activities such as experience stories, interactive writing, and shared writing.

KEY POINTS.What knowledge and skills are embedded in the objective? KEY POINTS.What knowledge and skills are embedded in the objective?

TLWBAT write an acrostic poem for a friend using their friend’s name and draw a picture of something they do together.

• Types of print - acrostic poems.• Thinking positively about classmates.• Types of print - acrostic poems.• Thinking positively about classmates.

ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. *Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. *Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. *Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. *Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

ASSESSMENT. Describe, briefly, what students will do to show you that they have mastered (or made progress toward) the objective. *Attach your daily assessment, completed to include an exemplary student response that illustrates the expected level of rigor. *Indicate whether you will administer the assessment as the independent practice or during the lesson closing.

Student will write an acrostic poem about a classmate, using the letters of the classmate’s name as the first letter for each line. The teacher will prepare the poem papers by making one for each student. The teacher should assign each student a classmate to write about, differentiating by giving struggling students shorter names and giving higher students longer names, or names with challenging letters. The student will also draw a picture of something they do with their friend. The teacher will use the classroom writing rubric to assess the completion of the poem, and anecdotal notes to inform the progress through the PBL.

Student will write an acrostic poem about a classmate, using the letters of the classmate’s name as the first letter for each line. The teacher will prepare the poem papers by making one for each student. The teacher should assign each student a classmate to write about, differentiating by giving struggling students shorter names and giving higher students longer names, or names with challenging letters. The student will also draw a picture of something they do with their friend. The teacher will use the classroom writing rubric to assess the completion of the poem, and anecdotal notes to inform the progress through the PBL.

Student will write an acrostic poem about a classmate, using the letters of the classmate’s name as the first letter for each line. The teacher will prepare the poem papers by making one for each student. The teacher should assign each student a classmate to write about, differentiating by giving struggling students shorter names and giving higher students longer names, or names with challenging letters. The student will also draw a picture of something they do with their friend. The teacher will use the classroom writing rubric to assess the completion of the poem, and anecdotal notes to inform the progress through the PBL.CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.How does the objective connect to the end of the year achievement goal? *CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.How does the objective connect to the end of the year achievement goal? *CONNECTION TO THE END OF THE YEAR ACHIEVEMENT GOAL.How does the objective connect to the end of the year achievement goal? *

This lesson will give the students an opportunity to create something meaningful for a classmate. The teacher will assign names, which will give some students the opportunity to write about a classmate they might have not chosen on their own. This promotes positive thinking in the classroom and toward classmates, exemplifying things that good friends do.

This lesson will give the students an opportunity to create something meaningful for a classmate. The teacher will assign names, which will give some students the opportunity to write about a classmate they might have not chosen on their own. This promotes positive thinking in the classroom and toward classmates, exemplifying things that good friends do.

This lesson will give the students an opportunity to create something meaningful for a classmate. The teacher will assign names, which will give some students the opportunity to write about a classmate they might have not chosen on their own. This promotes positive thinking in the classroom and toward classmates, exemplifying things that good friends do.4. OPENING (3 min.) (+2 min transition)How will you communicate what is about to happen? * How will you communicate how it will happen? *How will you communicate its importance? * How will you communicate connections to previous lessons? * How will you engage students and capture their interest? *

4. OPENING (3 min.) (+2 min transition)How will you communicate what is about to happen? * How will you communicate how it will happen? *How will you communicate its importance? * How will you communicate connections to previous lessons? * How will you engage students and capture their interest? *

MATERIALS.

Students can be arranged on the carpet or at their desks, as long as they can see a model.

“Today, ladies and gentlemen, you are going to have an opportunity to write an acrostic poem for a friend! Who can remind me what an acrostic poem is? (Call on one or two.) Awesome! You’re right!”

Students can be arranged on the carpet or at their desks, as long as they can see a model.

“Today, ladies and gentlemen, you are going to have an opportunity to write an acrostic poem for a friend! Who can remind me what an acrostic poem is? (Call on one or two.) Awesome! You’re right!” 3. INTRODUCTION OF NEW MATERIAL (5 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? * Which potential misunderstandings do you anticipate? How will you proactively mitigate them? *How/when will you check for understanding? How will you address misunderstandings? *How will you clearly state and model behavioral expectations? * Why will students be engaged? *

3. INTRODUCTION OF NEW MATERIAL (5 min.) How will you explain/demonstrate all knowledge/skills required of the objective, so that students begin to actively internalize key points? * Which potential misunderstandings do you anticipate? How will you proactively mitigate them? *How/when will you check for understanding? How will you address misunderstandings? *How will you clearly state and model behavioral expectations? * Why will students be engaged? *

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“Last time we made an acrostic poem about Spring and what you like to do in the Springtime. Today, I am going to give each of you a piece of paper with a classmate’s name on it. I want you to think about something nice to say about them. What kinds of things might you want to talk about in your poem? (Call on a few, look for suggestions about things their classmate is good at, things they do together, things that make them happy, why they’re a good friend, etc.) Awesome ideas! What do you say we try one together?

“Last time we made an acrostic poem about Spring and what you like to do in the Springtime. Today, I am going to give each of you a piece of paper with a classmate’s name on it. I want you to think about something nice to say about them. What kinds of things might you want to talk about in your poem? (Call on a few, look for suggestions about things their classmate is good at, things they do together, things that make them happy, why they’re a good friend, etc.) Awesome ideas! What do you say we try one together?2. GUIDED PRACTICEHow will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? *How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? *How/when will you monitor performance to check for understanding? How will you address misunderstandings? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

2. GUIDED PRACTICEHow will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the key points? *How will you ensure that students have multiple opportunities to practice, with exercises scaffolded from easy to hard? *How/when will you monitor performance to check for understanding? How will you address misunderstandings? * How will you clearly state and model behavioral expectations? * Why will students be engaged? *

Model an acrostic friendship poem on the whiteboard. Use a friends name, the aide’s name, the principal’s name, or someone you can say a lot about. Have the students help you write the lines.

Example:

Shares toys with me.Easy to get along with.Always smiles.Never calls me names.

Model an acrostic friendship poem on the whiteboard. Use a friends name, the aide’s name, the principal’s name, or someone you can say a lot about. Have the students help you write the lines.

Example:

Shares toys with me.Easy to get along with.Always smiles.Never calls me names.

Whiteboard, markers.

1. INDEPENDENT PRACTICEHow will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they solidify their internalization of the key points? *How will you provide opportunities for remediation and extension? *How will you clearly state and model behavioral expectations? * Why will students be engaged? *

1. INDEPENDENT PRACTICEHow will students attempt independent mastery of all knowledge and/or skills required of the objective, such that they solidify their internalization of the key points? *How will you provide opportunities for remediation and extension? *How will you clearly state and model behavioral expectations? * Why will students be engaged? *

Students will return to their seats and complete their acrostic poems. As they finish, they can being drawing and coloring their pictures to go along with the poem.Students will return to their seats and complete their acrostic poems. As they finish, they can being drawing and coloring their pictures to go along with the poem.

Pre-made acrostic poem templates.

5. CLOSING (3 min.)How will students summarize and state the significance of what they learned? *If the independent practice did not serve as an assessment, how will students attempt independent mastery of the knowledge and/or skills introduced and practiced above? *Why will students be engaged? *

5. CLOSING (3 min.)How will students summarize and state the significance of what they learned? *If the independent practice did not serve as an assessment, how will students attempt independent mastery of the knowledge and/or skills introduced and practiced above? *Why will students be engaged? *

Sharing. Students will reassemble on the carpet and share the poems and pictures they made about their friends. The teacher should commend the thoughtful and kind ideas that the students had in making the poems, and conclude that thinking positively about friends helps make negative things like tattling stop.

Sharing. Students will reassemble on the carpet and share the poems and pictures they made about their friends. The teacher should commend the thoughtful and kind ideas that the students had in making the poems, and conclude that thinking positively about friends helps make negative things like tattling stop.

Completed Poems.

NotesNotesNotes

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