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Readiness
I.
Goals/Objectives/Standards
a. Goal: Students will make a monster and describe it
b. Objective:
-Students will use descriptive words to describe their monster
well.
-Students will draw a monster including a body, arms and/or legs,
eye(s), mouth(s), and at least one color.
-Students will describe their monster using at least seven
complete sentences.
c. Standards:
1.W.3.3 Develop topics for stories or poems, using precise
words to describe characters and actions and temporal
words to signal event order, with ideas organized into a
beginning, middle, and ending.
(2.W.6.1c Adjectives/ Adverbs Writing sentences that use
adjectives and adverbs.)
1.W.2.1 Write all uppercase (capital) and lowercase letters
legibly, and space letters, words, and sentences appropriately.
II.
III.
IV.
a. Version of iSpy:
b. I will sit with the students in the nook and explain the game. I am
going to describe two objects and they will have to guess which
object they think it is in the room after I finish describing it, just
like iSpy. Students will raise their hand to guess.
c. Item 1: This object is smaller than my hand, it has a cap that
comes off, I can write with it, and it is purple. Answer: Purple
Expo Marker
d. Item 2: This object is square. Answer: Magic Tree House Book
e. Which item was easier to guess? Why? The first one was easier
because I described it in much more detail right? This is one
example of why using describing words is really important.
Purpose:
a. Today we are going to be practicing using descriptive words in
our writing. We are going to do this by creating our very own
monsters and describing them. This is important because when
we use describing words, it helps others to know what we mean.
If I just said can you hand me that, you wouldnt know what I
meant. I would have to say can you hand me that small yellow
pencil for you to understand what I mean.
VI.
VII.
VIII.
i. I will ask a student who has done a really nice job if they will read
what they have so far to the class. This allows other students to
hear what their writing should resemble.
j. I will sit at the u table. When students complete their rough draft,
they will bring it to me to be checked. After I have checked it,
students will start their final draft.
Check for Understanding
a. How will I assess?
i. I will check for understanding during conferences
b. What will I do if students dont understand?
i. After I have finished conferences, I will pull back the
students who are struggling to achieve the objectives. We
will talk in more detail about describing words and their
monsters. I will also go into more depth on what needs to
be on their graphic organizers.
Closure
a. I will choose about 7 students who volunteer to share their
writing in the share chair.
b. Then students will do a craft with their monsters. They will each
get a piece of construction paper. On one side, students will glue
their monster, and on the other side, students will glue their
story.
Assessment
IX.
X.
Formative Assessment
a. Answers from whole group discussion on describing words,
students graphic organizer, students rough drafts, talking with
students during conferences
Summative Assessment
a. Final draft of student writing
Reflection
1. How many students achieved the lesson objective? Why didnt they?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?