Lesson Title

Students will work on writing a good ending to their How- To Books.

Discipline

Writing

Grade Level

1st Grade

Grouping

Class consists of 25 students. Students will be seated in the meeting area during the discussion about adding steps
to their how-to books.
Students will then return to their tables and continue to work on their how-to books.
Student with an IEP will be grouped with 3 other students and the students paraprofessional..
Whole class discussion in the meeting area.
Small group work
Quick transition to and from based on structure put in place
Good listening skills, respect for each other as demonstrated by students remaining quiet when a student is speaking
and being able to provide feedback to the student.

Class Organization/Class
Management:

Central Learning Focus

Central Focus
Content Standard

Students will be able to provide a how-to informational book and demonstrate knowledge of how to (i.e., procedural)
writing.
CCSS. ELA- LITERACY RI 1.1.: Ask and answer questions about key details in a text
CCSS.ELA-LITERACY.W.1.2 Write informative/explanatory texts in which they name their topic, supply facts about
the topic, and end with a sense of closure.
CCSS.ELA-LITERACY.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and
suggestions from peers, and add details to strengthen writing as needed.
CCSS. ELA- LITERACY W.1.6: With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
CCSS.ELA-LITERACY.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).

Student Learning
Goal(s)/Objective(s)

CCSS.ELA-LITERACY.SL.1.1.B Build on others' talk in conversations by responding to the comments of others

through multiple exchanges.
Students will write a good ending to their how- to book by providing the reader with an ending they will
remember.
Students will write a good ending to their how-to books by adding an ending that includes, feelings, action
words and that would provide the reader with a feeling that they would want to try and do what the how-to
book is describing.

Prior Academic Knowledge

and Conceptions
Academic Language
Demands

Differentiation/ Planned
Support

Prior knowledge of parts of a how-to book.

Prior knowledge of how to write a good ending based on previous writing of small moments pieces.
How-to
Ending
Procedural writing
Small moments
The student who has an IEP will be grouped with 3 other students and also with the students
paraprofessional who will prompt ideas of good endings for the students.
Teacher will work with small groups providing students with a few how-to books that displays different ways to
end a how to book.
Books used in small group discussion will be available to the students
A model of what the students will be doing will be available to the students on display in front of the
classroom.
Instructional Strategies and Learning Tasks

Resources and Materials

Launch

Exploration

Structured Practice

Pencils
Elmo
Chart name : How to make your How-to Book better displaying what we have already added to our how-to
books
A completed model displaying How to Make Play-Doh in front of the classroom
A few How to Books called Making a Plane by Peter Sloan & Sheryl Sloan; Lets Bake by Christine
Economos; Lets Make a Kite by Lisa Trumbauer and My First Soccer Game by Alyssa Satin Capucilli.
Teacher will remind the students about writing endings in small moments
Teacher will remind students what an ending is like, such as closure, like closing a door to our how-to books.
Teacher will remind students that we can add feelings and action words to our endings.
Once the teacher explains and gives examples of some ending ideas, the teacher will ask the students to turn
and talk about different endings that the teacher can add to the teachers how to book.
Teacher will go around the room and listen to the students responses to determine if the students understand
what is being asked of them.
Teacher will then display a white blank computer paper on the ELMO and ask the students for some of the
endings that they were able to think of and discussed with their partners.
Teacher will then write the different endings the students list down and leave the list displayed for the
students to use as another reference material to help develop and add an ending to their own writing.
Teacher will then model adding an ending to the teachers how-to book and it will be displayed for the
students.
Teacher will leave the list of endings that was discussed on the ELMO for students to see.
Students will be able to add and develop an ending to their writing booklets they are currently working on.

Application

Student Feedback

Closure/Discussion

Teacher will work with a small group and will provide students with multiple how-to books to help prompt the
student to add an ending to their books.
Conference notes will be kept to inform teaching.
Students work will be collected and analyzed.
Students will apply what they learned about adding and developing an ending to their writing by describing
and explaining the words that the student wrote in their books to the rest of the class.
Students can read what they wrote down or explain it to the class without using what is written down.
During the time the students are working individually, go around the room to see how each student is doing.
Make sure to observe if the students are using action words in their books and that the action word
corresponds with what is written down in the steps.
Once the students have completed writing an ending to their books, students will return to the carpet for a
share circle and students can state the ending they wrote in their how to books.
Once students have finished discussing and sharing their books ask and answer any questions if needed.
Share some ideas of endings that students used and provide feedback and state why the teacher believes
those endings are good.
Collection of students work to determine if the students meet the learning objective.
Academic Language Demand(s)

Academic Language

Language Functions
Engagement

Student Support

How-to
Ending
Procedural writing
Small moments
The knowledge that students should have is being able to help each other if it is needed.
How to write an ending to their procedural writing books.
Students will use listening during the group discussion and share circle when the students are sharing what
ending they developed and added to their writing.
Students will use writing when they are adding an ending to the booklet that is provided to them.
Students will use speaking when they are discussing and sharing their ideas of endings they wrote in their
booklets.
The teacher will provide a model of a how-to book using academic language, and will add and write down the
teachers ending in the teachers book.
A chart will be displayed showing the students how to make our writing better.
Computer paper with hand written endings provided by the students will be displayed
Students will be able to support each other by sharing their ideas of endings.
Assessments

Expectations of Student
Learning

Type and description of

assessment (summative
and formative, informal and
formal)
Modifications to the
assessment so that all
students could
demonstrate their learning
Evaluation Criteria of Data

I expect the students will be able to complete added a good ending to their how-to books.
I expect the students will be able to work and communicate with other students at their table and during the
group discussion.
Students will be able to write and develop an ending for writing that is appropriate.
I will document observations of students work and student share time to determine if the students made
progress and meet the expectations.
Students will be assessed by students written work.
Teachers notes during the lesson
Observations of partnerships if students requested help from a fellow classmate.

Provide written models of what is to be done.

Small group work with either the teacher or the paraprofessional in the classroom to support the struggling
students.

The assessments would be able to provide me with evidence on whether students understood the material that
was taught or if they had trouble with the material being discussed.
Since the students have worked on procedural writing in their small moments books, I should be able to see if
the students were able to write and develop an ending successfully or not based on the individual work
provided by the student
A check list titled How did I do? will be provided to the students to help the students complete their how-to
books.