Unit: How To Writing- 10/17/16 Martin- First Grade

(This is a Mini-lesson within the How-To writing Unit. At the end of this Unit, students will have explored a number of how-to writings. Students will be able to write their own ‘How-to’ writing on how to make an instrument.)

Stage 1: Priority Standards within this unit
( 1-2 standards that have the greatest endurance)
1.W.3.7: Participate in shared research and writing projects (e.g.; explore a number of “how-to” books on a given topic and use them to write a sequence of instructions
1.RI.2.5- Know and use various text features (e.g.; headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
Learning Goals (Help the student and teacher understand the goal/intent of the standard. Learning goals sometimes break the priority goal into smaller chunks.)
Understand
Students will understand how important it is to pay close attention to every step in a set of instructions. (This understanding is needed for students to be able to successfully write their own set of instructions at the end of the unit).
Students will understand that text features are a useful aid that will help with understanding a set of instructions.
Know
-Students will know that a set of instructions serve a purpose to complete a given task.
-Students will know how to follow a set of instructions to complete a given task.
-Students will know that instructions need to be followed carefully and every step must be completed in the order given for accurate success. / Do
Students will be working in groups of 2-3, following a set of instructions with text features on “How to Make a Bracelet”
They will be using each other to check their accuracy and figuring out a plan to fix any mistakes.
(The group of 2-3 students should have identical bracelets at the end. If a team member’s bracelet is not identical to his/her partner, then a mistake was made by one of the members. The group must work together to figure out who made the mistake, where the mistake was made, and how to fix it).
Stage 2: Evidence/Assessments (pre-assessment, formative and summative):
*Pre-Assessment: Find the missing step in a set of instructions (How to Brush Your Teeth)
*Summative: Completed bracelet
*Formative: Walk around and observe as student work and Responding to the question- Do you have to follow every step in a set of instructions for something to turn out right? Why?
Materials/Resources (text, media, digital, manipulatives): / Purpose(s):
Drums by Tim Pano / Read aloud-Attention Getter
Materials to make the drum (coffee can, paper, tape)
(Have premade/cut to fit for quick demo) / I Do- demonstration
‘How to Brush Your Teeth’ instructions / Anticipatory set and As a pre-assessment and to show the importance of every step
‘How to Make a Bracelet’ instructions (at least 4 different versions withal versions having the first 3 steps the same). / For students to follow to complete the task
Pre-made bags with pipecleaners and beads to go with the instructions / Items used to make the bracelet

Stage 3: Learning Plan (What learning activities are most appropriate for my students to engage in to master the priority standards throughout this unit?)

Q1: Why? Anticipatory Set / Ideas for Formative Assessment
Show students a set of instructions on ‘How to Brush Your Teeth’. While the students follow along with the instructions, the teacher will then follow each step (purposely skipping the step of removing the lid from the tube). The teacher will continue on with the remaining steps unable to brush her teeth with toothpaste because she skipped the step of removing the lid off the tube. Teacher will then ask students to write down which step she skipped. Leading into the discussion of how important it is to follow every step correctly in order to complete the task accurately. / Thumbs up
K-W-L
Think-Pair-Share / Exit Slip –responding to the question
1 Sentence Summary
Webb’s Depth of Knowledge
Level 1- Recall
Level 2- Skill/Concept / Level 3- Strategic Thinking
Level 4- Extended Thinking
School-Identified Focus
Q2: Concepts for Whole Group and Small Group (I Do)
What will I model, demonstrate, explain, provide mini-lesson for, etc.?
Read aloud the text Drums by Tim Pano. Point out/discuss the text features. Ask questions throughout such as, what is the purpose of these instructions? What will it look like? Does it have to look exactly like the picture? What could I change? What problems might I face? What would happen if I forgot to get the brown paper for the top? In front of the class as students follow along with the instructions, teacher will make the drum using the instructions provided in the text, purposely talking out loud through each step. Explain after completing the drum, that I was able to complete the drum correctly because I followed each step carefully.
Marzano’s Strategies
Identifying Similarities and Differences
Non-Linguistic Representations
Setting Objectives and Providing Feedback
Questions, Cues, and Advanced Organizers
Reinforcing Effort and Providing Recognition
Opportunities for Differentiation
(mark with )
Q3: Concepts for Whole Group and Small Group (We Do)
How will I provide guided practice, discussion opportunities, hands-on practice, etc.?
Tell students that now they will have the opportunity to follow a set of instructions. Hand out the instructions and materials for ‘How to make a bracelet’ (the materials will already be premade and sorted in individual bags to save time). Students will be working in groups of 2-3. Tell students they will follow the provided instructions to make a bracelet. They will compare their bracelet with their teammates to make sure they are exactly the same. If they are not then the group of students will need to discuss and figure out what is wrong, why, and will need to fix. The teacher will begin by doing the first 3 steps with the entire class. After the first three steps have been completed as a class, the students will then work with their group to complete the bracelet. / Content
Process
Product / scaffolding and enrichment
different ways to access or practice content
different ways to demonstrate learning based on
Interest
Learning Profile
ESE Modifications
Q4: Independent Practice and Observable Tasks (You Do)
If students have knowledge and understanding, what will they practice, perform, or produce individually or in cooperative groups related to standards?
Students will be working in groups of 2-3 following a set of instructions on how to make a bracelet. Students will check their bracelet with their teammate for accuracy. If a mistake was made, the group must figure out, which member made the mistake, where the mistake was made and how to fix it. Students will then respond to the following question: How did working in a group help you to complete the task accurately? / ESOL Strategies
Gardener’s Intelligences
Verbal-Linguistic
Visual-Spatial
Logical-Mathematical
Bodily-Kinesthetic / Notes