Cooperative Learning

Lesson Plan
Topic: Imaginative Writing
Standards: W.K.1 draw, dictate and write opinion piece
W.K.5 with support respond to questions and suggestions from peers and
details to writing.
Objective: SWBAT write 1 complete sentence with punctuation that
describes the sequence of pictures, and tell a story from the pictures.
DOK: Level 3
Assessment Plan: Students will be able to write a sentence with
punctuation by understanding how to make an interesting story. Students will
be using their best guess spelling and writing in on their piece of paper. This
assessment will be given for students to completed individually and then
collected and analyzed to guide further instruction.
Total Participation Techniques: Think, Pair, Share
Materials Needed: Paper, crayons, pencil
Gain Attention: Read the book the Seven Silly Eaters to them while they
are sitting with a buddy on the carpet. After we are done we will go over
different ways to tell a story and what makes a story interesting, and fun.
Recall Prior Knowledge: Show the children pictures of funny events that
have happened. Get pictures of them and have them up on the board, and
have 3 of them raise their hands and tell us what is happening in the picture.
Input and Modeling:
First I will teach them how to make a story interesting, and go over different
aspects on how to tell a story. After this I will give an example of what I want
them to do, using my own white board. I will draw a picture and then have
Mrs. Clements write 1 words about my picture using her best guess spelling. I
will model how to use best guess spelling on words that I dont know.
Give each child a white board with a marker. Each child will draw a picture on
the top half of the white board. After they are done coloring the picture they
are going to pass it to their shoulder partner. Once they pass it to their
partner that child will write sentence that describes the sentence, or they will
write 2 words that describe the picture. After this they will turn to their
partner and they will discuss what the picture is and the words that they
wrote down. Have them discuss why they spelled the word they did, and how
that word describes the picture that was drawn. They will do this twice,
Differentiation: Some children will be able to write a sentence, while others
will only be able to write one word. I will be going around to each of the
children and I will assess to see if it has reached their frustration level.

Cooperative Learning

Guided Practice (Direct Instruction), Group Organization

(Cooperative Learning), Discovery Procedure (Discovery/Inquiry):
Why did you choose that word to describe that picture?
How did you spell that word? Why did you spell it that way?
Was it hard to come up with words to describe different objects?

Closure: I will have 2 partnerships come up to the front of the classroom

and share their pictures and their sentences with the class.
Transition: From reading the book I will give them instruction on the next
activity and then , I will dismiss them in twos so they will already have their
partner, and give each of them a marker. I will then assign them a place in
the room to sit and to draw their pictures and write their words or sentences.
Reflection: