UNLV Student: Chelsie Burger PSMT Name: Beth Prior

Unit Plan Title: Informational Writing Lesson Plan Topic: Watermelon to Seed Lesson 1
Date: 9/15/18 Estimated Time: 30 minutes
Grade Level: 1st School Site: Vassiliadis

1. State Standard(s)
a. W.1.2 Write informative/explanatory texts in which they name a topic, supply some
facts about the topic, and provide some sense of closure.
b. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify
ideas, thoughts, and feelings.
c. L.1.2 Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.

2. Teaching Model(s)
a. Direct Model, Whole Group
b. Project Based Learning (PBL)
c. Kagan Strategy: Think, Pair, Share
d. Lemov Techniques:
i. Art of the Sentence
ii. Everybody Writes
iii. Cold Call

3. Objective(s)
a. SWBAT share ideas about a writing topic.
b. SWBAT complete a writing piece using those shared ideas.

4. Materials and Technology Resources

a. watermelon anchor chart
b. markers

5. Instructional Procedures
a. Motivation/Engagement
i. giant watermelon anchor chart. students get to come up with ideas to fill seeds
on watermelon
b. Developmental Activities or Learning Experiences
i. “Have you ever seen a seed?”
ii. Have students use Kagan strategy of Think, Pair, Share to share the time they
saw a seed with a friend.
iii. “Today we are going to learn about taking a big idea and finding the small
moments.”
iv. Teacher will give example on watermelon anchor chart
1. big idea: Kindergarten
2. small moments (seeds): ABC’s, numbers, writing, reading, recess,
teacher, friends, classroom, songs, art, books, projects
v. Big idea for whole class: “The Park”
 vi. Lemov strategy of Everybody Writes
1. students quietly brainstorm ideas on their own paper for a few minutes
before they will share as a whole class
vii. Students and teacher will brainstorm small moments ideas together for the big
idea of ‘the park’ (lots and lots of small moments). Fill out seeds on other side of
the watermelon anchor chart
viii. students will complete a worksheet where they pick 4-6 of the small moments
and copy them (amount dependent on accommodations and modifications)
c. Closure
i. Discuss what we have learned.
1. What kind of fruit did we use in our writing today? (Bloom’s 1: Recall)
2. Explain how this fruit helped us with our writing process. (Bloom’s 2:
Understanding)
3. How is this going to help you when you go to write your story? (Bloom’s 3:
Applying)
ii. Have students think about what their favorite part of the lesson was and why.
Use Kagan strategy of Think, Pair, Share for students to share their ideas with
each other.
d. Extension
i. students can brainstorm ‘seeds’ for a new ‘big idea’ of their choice

6. Accommodations, Modifications, and Differentiations for Diverse Learners (student names

abbreviated for discretion)
a. Accommodations (students learn the same materials and meet the same
expectations)
i. showing models of the end product (GG, Ai, Ge, TJ, Bo, EC)
ii. vocabulary list (GG, Ai, Ge, TJ, Bo, EC)
iii. additional time to complete the task (GG, Ai, Ge, TJ, Bo, EC)
iv. seat the student close to the teacher or a positive role model (Ai, Li, Ge, So)
v. visual aids (anchor chart) (GG, Ai, Ge, TJ, Bo)
vi. provide additional personal space (Li, Ge, EC)
b. Modifications (changes to the curriculum, do not have to meet the same expectations)
i. shortened assignments to focus on mastery (GG, Ai, Ge, TJ, Bo, EC)
1. less seeds needed on their own papers, leads to less and smaller
sentences
c. Differentiations (same content delivered in different ways)
i. content delivered through book reading, cooperative discussion, PBL, and visual
(anchor chart)

7. Assessment and Evaluation of Learning

a. Formative
i. To include: discussions with teacher and students, watermelon seed worksheet
completion
b. Summative
i. none
8. Homework Assignment: included in their weekly homework packet

9. Reflection
a. Strengths:
b. Concerns:
c. Insights: