USF Elementary Education Lesson Plan Template (rev.
F18) Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Writing Group Size: Date of Lesson: 2/6/19
Whole
Part 1: Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.1.W.1.1
(You should include ALL applicable Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
standards.) opinion, supply a reason for the opinion, and provide some sense of closure.
Objectives- What students will
know or be able to do after the Students will be able to accurately write an opinion piece by introducing the topic (title), stating their
instruction – the learning opinion, supplying a reason, and providing a closing sentence.
outcomes
Level(s) of Thinking Using Bloom’s Taxonomy or Webb’s Depth of Knowledge, which level(s) of thinking is/are called
for in the standard?
Level 3: Strategic Thinking & Complex Reasoning
Which level(s) of thinking is/are called for in your objective?
Level 3: Strategic Thinking & Complex Reasoning
Why did you choose this level(s) of thinking?
This is the level of thinking that is provided for the chosen standard. The objective aligns with the chosen
standards level of complexity.
Assessment Plan- How will you Describe your assessment plan:
know students have mastered
your objectives? The assessment that will be used for this lesson is a sample of the students writing based on the given
topic. The students will have to meet the standard by providing the four criteria listed in the objective in
their writings.
Is your assessment formative or summative? Why did you make that assessment decision?
Because this is not a lesson wrapping up a unit, the assessment for the purpose of this lesson is
formative. I am looking to see if the students are able to include all four aspects of the objective, and if
they are able to go above and beyond by adding in one or more detail sentences.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Writing Group Size: Date of Lesson: 2/6/19
Whole
How does it align with your objective?
This assessment aligns with my objective by including all of the components of the objective. The
assessment that is being collected is graded off of a “check” rubric based upon the assignment satisfying
all areas of the objective. The assessment will show me if the students were able to create a title, state
their opinion, defend their opinion by stating a reason for having that opinion, and providing a closing to
their opinion based writing piece.
Assessment Scoring/Rubric
What are the criteria for how you
will assess student Check - Any of the components for a check are missing.
learning/student work? If you’re
using a rubric, include your rubric Title, sentence stating opinion, sentence providing a
here. Check reason for opinion, closing sentence.
Title, sentence stating opinion, sentence providing a
Check + reason for opinion, detail sentence(s), closing
sentence
Understanding the standards Trace the standard to the previous grade level. What have students already learned or been
over time exposed to related to this standard?
LAFS.K.W.1.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a
reader the topic or the name of the book they are writing about and state an opinion or preference about
the topic or book (e.g., My favorite book is...).
Trace the standard to the next grade level. What will students learn next related to this standard?
LAFS.2.W.1.1
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,
supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion
and reasons, and provide a concluding statement or section.
What misconceptions might Students may copy my own opinion that I write during the modeling portion of the lesson,
students have about this thinking that it is the “right”” opinion.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Writing Group Size: Date of Lesson: 2/6/19
Whole
content? Without me even stating my opinion, the students may think that there is only one right opinion.
Part 2: Lesson Implementation
Management & Environment
(integrated throughout your Arrangement: For this lesson, I will be at the front of the room under the document camera to model the
step-by-step plan): writing. The students will be seated at their desks with newsprint paper in front of them.
How will you arrange
yourself and the students Processes and Procedures: The process that I will use for this lesson will begin with a modeled writing
(location in the classroom, lesson. I will be located at the front of the room, and the students will watch me think aloud about how I
seating)? would compose my opinionated writing piece. Sentence strips will be at the front of the room on the
What processes & board, and the students will then be required to write their own opinionated writing pieces based on the
procedures will you use? given topic.
How and when will you
communicate those to The procedures of this lesson will involve the students observing me model the writing response, and
students? then they will have the time and freedom to write their opinionated writing pieces, with the option of
What expectations will you using the sentence strips to prompt their thinking. During this time I will be walking around helping the
have for the students? How students that are in need of further assistance.
and when will you
communicate those to Expectation’s: My expectations throughout the entire lesson include the following, and will be
students? communicated at the beginning of the lesson:
What strategies will you use Students will pay attention while I am modeling the writing sample for the students.
if students do not meet your Students will be able to use the sentence strips located at the front of the room to help them if
expectations? Are there needed.
specific students who Raise a quiet hand during independent work time if you need help.
require a more extensive Students will focus on their own writings, not their neighbors.
management plan? What
will that consist of? Strategies: If the students are not meeting my expectations behaviorally, I will have them clip down on
What will students do it the class clip chart. I will first give them warnings before it comes to them having to clip down, as that
they complete the task sometimes affects their ability to focus. I will also direct the students towards my model as well as the
quickly? sentence strips located at the front of the room if they go off task due to not understanding the lesson.
For students who get done quickly: For the students who get done quickly, I will have them ensure
that their writing is a check + by adding detail supporting sentences. Once this is done, they will be able
to illustrate their writing. Pictures are just as important as the words of a story.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Writing Group Size: Date of Lesson: 2/6/19
Whole
Materials Sentence Strips
(What materials will you use? Why Newsprint writing paper
did you choose these materials? Overhead Projector
Include any resources you used. Pencils
This can also include people!) Crayons
Differentiating Instruction How will you differentiate instruction in this lesson? Circle those that apply:
Process Product Content Readiness Interest Learner Profile
Describe what/how you will differentiate:
Process: For students that need the additional support, I will have large sentence strips located at the
front of the room as well as smaller ones printed and put on their desks. These sentence strips will
contain sentence starters to prompt their thinking and organization of their writing. I will also be
walking around assisting students during the writing process.
Interest: The topic that the students will be writing about is one that will interest them. Ice cream and
cookies are treats enjoyed by many, and the students will be required to state whether ice cream or
cookies are better, and use details to support their claim.
Which specific students will benefit, and why?
The students that will benefit are the ELLs by having the support needed to help them write their
sentences. All of the students will benefit from an interesting opinionated writing prompt and the
support offered walking around the room while they write.
Accommodations (If needed) What accommodations will you make for students who are English Language Learners? (Refer to
(What students need specific your ESOL Strategies checklist and list specific strategies)
accommodation? List individual
students (initials), and then explain For ELLs, I will have sentence strips that will be available on their desks to guide their writing. I will also
the accommodation(s) you will be walking around to assist the students by explaining to them what I am looking for. My model about
implement for these unique hamburgers and hot dogs will be projected on the front board in the same format that their writings will
learners.) be.
What accommodations will you make for students who have an IEP or 504 plan?
USF Elementary Education Lesson Plan Template (rev. F18) Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Writing Group Size: Date of Lesson: 2/6/19
Whole
For the students with an IEP or 504, I will have small sentence strips to help them start their sentences
located on their desks. I will also assist them with the writing of their opinionated writing pieces.
What accommodations will you make for students identified as gifted and have an EP (education
plan)?
For the students identified as gifted, I have extended the rubric to include a check + criteria, where they
are able to embellish their writings with as much detail as they’d like.
Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?
The topic that the students will be writing about is one that will interest them. Ice cream is a treat
enjoyed by many, and the students will be required to state what the best ice cream flavor is, and use
details to support their claim.
If applicable, how does this lesson connect to/reflect the local community?
N/A
Step-by-Step Plan
(What exactly do you plan to do in 1. What is the content area for this lesson? Writing
teaching this lesson? Be thorough. 2. What is the expected lesson structure for a lesson taught within this content area? In other
Act as if you needed a substitute to words, what lesson structure is appropriate for teaching within this content area? Modeled/
carry out the lesson for you.)
Gradual Release
Where applicable, be sure to
address the following: 3. Step-by-step plan:
What Higher Order Thinking Time: Action Steps:
(H.O.T.) questions will you ask? For this lesson, the students will be seated at their desks with required materials located
How will materials be on their desks. My CT will be observing and interjecting to help students as needed.
distributed?
Who will work together in
USF Elementary Education Lesson Plan Template (rev. F18) Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Writing Group Size: Date of Lesson: 2/6/19
Whole
groups and how will you 3 minutes Explain to students what we will be doing today. Today I will write an
determine the grouping? opinionated writing piece…. So I can practice stating my opinion using a
How will students transition writing format…. I’ll know I’ve got it when I can include all four
between activities? components of an opinionated writing piece in my own writing.
What will you as the teacher Go over my rules and expectations for the students (see above section)
do?
What will you as the teacher 5 minutes Begin lesson by explaining to students that we will be writing an opinion
say? based piece. I will then go over the four things that their writing needs to
What will the students do? include to meet the standard (title, opinion, why you have that opinion,
What student data will be closing)
collected during each phase? This will lead into the rubric that I will be using to grade their writing pieces.
What are other adults in the I will go over that with them.
room doing? How are they
supporting students’ learning? 5 minutes This is the modeling portion of the lesson where I model for the students
what it is that I will be expecting them to do.
The topic that I will be using for my own model will be hamburger vs. hotdog
as opposed to the students’ topic of ice cream vs. cookies.
I will think aloud the following HOT questions:
- What do I like better… Hamburgers or hot dogs? Hotdogs!
- Now that I know what my opinion is on this topic, I can ask myself:
What should I title my writing? Hotdogs are Delicious!
I will then write: I like hotdogs more than hamburgers.
My next question will be:
- Why do I like hotdogs better? I like hotdogs better because they
are easy to eat.
- What is a detail I can add in there? They also taste delicious with
ketchup and mustard.
Now I need to close my opinionated writing piece. I can say:
- That is why I like hotdogs more than hamburgers.
12 minutes I will have the guiding sentence strips located on the board at the front of
the room, as well as pass out strips for students who are in need of having
them directly in front of them.
USF Elementary Education Lesson Plan Template (rev. F18) Name: Nichole Piccolo
Grade Level Being Taught: 1st Subject/Content: Writing Group Size: Date of Lesson: 2/6/19
Whole
I will then explain that the students will now write an opinionated writing
piece based off of whether they like ice cream or cookies more. They can
follow my model, but need to have their own ideas relating to their topic
evident within their work.
I will then tell my students to begin and raise their hand if they have a
question or need help. They can use the sentence strips to guide their
thinking and writing.
I will spend the rest of the lesson walking around the room to help students
in need, and then collect their writing at the end of the lesson.
Post-lesson I will grade the students writing based off of the rubric provided within this
lesson plan.
