Demographics
Candidate
Name:_______________________
Doyle
Elementary, 2nd grade,
Lacee Thompson
The Perfect Week of Weather,
Language Arts
The Writing Process/Introduction
to the Writing Process/Contractions
30 minutes
Feb. 22,
2007/Day 1
Objective(s):
1.
Tsw identify word pairs
and contractions aeb matching.
2.
Tsw use the writing
process correctly aeb writing.
Standard/Benchmark/GLE:
•
GLE 28: Use Standard
English punctuation, including: apostrophes in contractions.
(ELA-3-E2)
•
GLE 23:
Develop compositions of
one or more paragraphs using writing processes such as the
following:
independently generating
ideas for writing by using various strategies (e.g., listing,
brainstorming, drawing), creating a plan (e.g., graphic
organizer, web) appropriate to the purpose of writing,
writing a first draft with
a developed beginning, a middle, and an end, conferencing with a
teacher or peers
revising for clarity,
grammatical and mechanical correctness, and/or to include
additional information, creating a final draft for possible
publication (ELA-2-E3)
Ttw state,
“Today you will learn about the steps to the writing process.
You will also learn what a contraction is and when to use them.”
Introduction: (3 min)
Ttw ask ts
what are some routines they do in the morning after waking up
and before getting school. Ttw prompt ts if needed. Ttw record
ts responses and leave up for later use.
Procedures/Activities/Experiences/Concept Development:
Direct
Instruction (8 min)
Writing
Workshop
Ttw introduce
the writing process. Ttw go through every step and briefly
describe what is done in each step. Ttw explain to ts that
during the next two weeks they will be using the writing process
to create their own book about their perfect week of weather.
Ttw show an example of what the book will look like.
Mini-Lesson
Ttw read a
short version of Green Eggs and Ham to ts. After reading
ttw put a transparency on the board that contains the word pairs
do not, I am, will not, that is, and I have. Ttw ask ts
if they remember if any of these word pairs were in the story.
Ttw explain to ts that these words can be shortened by
substituting part of the second word with an apostrophe. Ttw
explain to ts that the new words are contractions. Ttw make a
connection by having ts think about a balloon. When you blow up
a balloon it gets bigger it expands and when you let it out it
gets smaller it contracts.
Guided
Practice
(7 min)
Ttw explain
to ts that she is passing out strips of paper. The pink strips
are the word pairs and the green strips are the contractions.
Tsw keep the strip of paper face down on their desk until tt
says to quietly walk around the room and find their match. When
ts find their matching strip ts with the word pairs are to say
their words and then ts with the contraction is to say their
word. After all ts have found their matching strip tt and tsw
review the contractions made.
Independent Practice
(5 min)
Ttw give ts a
sheet of paper that contains five pairs of words. Tsw change the
words in to contractions. Tt and ts will review the contractions
made.
Closure/Confirm: (2
min)
Ttw review
with ts the routines that they did in the mornings. Ttw connect
those routines with the writing process. Ttw discuss how every
morning ts go through their own process of getting ready for
school.
Assessment/Evaluation:
(5 min)
Ttw
informally assess ts by observing them during guided and
independent practice. During guided practice ttw observe how the
students work together to find their partner and how quickly
they put the words together.
Ttw formally
assess ts by passing out another sheet of paper containing a
different list of word pairs.
Materials:
•
Writing Process board
•
Example Book
•
Dry erase markers
•
Strips of paper with word
pairs and contractions (24)
•
Green Eggs and Ham story
•
Transparency with word
pairs
•
Independent Practice
Worksheet
•
Assessment Worksheet
