Writing Lesson Plan

Early Childhood Special Education Lesson Plan
Teacher Candidate: Becca Ratzenberger
Grade Level: Kindergarten
Lesson: Green Eggs and Ham

Unit of Study: Dr. Seuss
Goal of Lesson (Common Core State Standards/Division of Early Childhood where appropriate)
W.K.3 - Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell
about the events in the order in which they occurred, and provide a reaction to what happened.
W.K.8 - With guidance and support from adults, recall information from experiences or gather information from provided
sources to answer a question.
L.K.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.a. - Print many upper- and lowercase letters
L.K.1.d - Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
L.K.1.f - Produce and expand complete sentences in shared language activities
L.K.6 - Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
Objectives:
SWBAT answer prediction and comprehension questions during read aloud of Green Eggs and Ham by responding yes or no to
prompted questions
SWBAT use a small moment to convey personal experiences using what, where and who questions
SWBAT use appropriate punctuation (period) in their writing
SWBAT use differentiated lettering in their writing (ex. upper case in beginning of sentence)
Pre-Assessment:
Teacher will assess students comprehension of the book through questions after the read aloud.
Teacher will assess students understanding of the instructions and activity through informal observations while circulating
the classroom during the independent writing activity.
Post-Assessment:
Teachers will assess the students story expansion while student is presenting writing to class
Teacher will assess the students writing by checking to see if student answered what, where and who questions correctly.
Materials:
Green Eggs and Ham book
Large chart paper
Marker
Paper with picture block and large spaced lines
Pencils
Colored pencils
Use of Technology:
None
Differentiation:
Up:
- Students will be asked to give more information in writing piece (ex. Add a descriptive word such as it was
yummy).
- Students will be asked to write if they did or did not like the food and why.
- Students will be asked to write at least 3 sentences.
Down:
-
Students will be given a fill in the blank sentence (__(who)___ tried __(what)__. It was ___(yummy/yucky?)___.).
Larger pencils will be offered for those students you have fine motor delays.
Seating Configuration/Use of Physical Space:

Students will first be seated at carpet, each in own spot facing teacher on chair next to large chart paper.
Students will move to desks when told to do so. Desks are arranged in groups of 4.
Teaching roles and collaboration:
Head teacher will sit in front of class on carpet to read story and demonstrate writing activity. Teachers assistants will be
seated on carpet with students to aid students who require extra attention. Paras will sit with assigned student.
Classroom Management:
Teacher and teachers assistants will give verbal praise to students for desired behavior. Students who demonstrate desired
behavior will also have opportunity to be called on to help teacher at large chart paper. When students portrait disrupting
behavior, teacher will address behavior and redirect towards desired behavior. The students will always be encouraged to try
their best with spelling, and given reminders to check word wall or ask a peer if they need to. They are also reminded to sound
it out if they cannot figure it out.
Engagement of students/anticipatory set/Motivation:
Consistent and appropriate verbal praise to increase/keep desired behaviors, multiple opportunities for students to provide
responses, students will have opportunity to assist teacher and write on large chart paper in front of class. Students will also
have opportunity to share writing at the end.
Connection to Previous lesson/Prior Knowledge:
Students have been introduced to the book previously in the week. The students have been working on sentence structure in
other units.
Lesson Presentation:
Estimated Time: 1 hr
1) The teacher will begin lesson by introducing book to students (ask children questions such as would you ever try green
eggs and ham? And follow up with why? Also ask students to make prediction of the end?)
2) The teacher will read green eggs and ham to students
3) After book is finished, the teacher will ask the students comprehension questions about the book (did he like it at first?
Did it matter where he tried it? Did he like in the end?
4) The teacher will then discuss with the students about how trying new foods is difficult and scary.
5) The teacher will ask the students to raise hand if they ever tried new foods (the teacher will pick on a few students to
share what they tried and if they liked it)
6) The teacher will introduce the writing assignment (the teacher will share an experience had with trying new foods)
7) The teacher will first answer the what, where and who questions
8) While writing sentence, the teacher will demonstrate and go through step by step process of structuring a sentence
(capitalize first letter, have noun and verb, spacing between words, period at end of sentence)
9) The teacher will point out that she thinks her writing is complete so the teacher will move on to draw a picture to
accompany the writing
10)The teacher will then ask the students to go back to their seats and begin their writing
11)The teacher will tell the students that they must show their writing before they are allowed to move onto the drawing
part
12)The students will first be asked to answer what, where, and who questions
13)Then students must write sentences about their experience using the what, where, and who answers. They must also
say if they liked it or did not like it.
14)After majority of students are done with their art work, the teacher will stop the students and ask to go back to carpet
with writing piece
15)On the carpet, the students will take turns sharing their writing piece if they wish
Guided Practice/Active Involvement/Small group work/Independent Practice:
Estimated Time: 30 min
The students will be able to answer questions before and after read aloud
During writing demonstration, the teacher will ask students questions regarding writing structure
The teacher will also ask them to come up to the chart paper and demonstrate
The students will work independently on their writing piece and will be able to refer to each other and the word wall for help
in regards to spelling.
Final Summary/Closure:
Estimated Time: 15 min
When all students have completed their writing piece, the class will come back to carpet. There, the students will be given the
opportunity if they wish to share what they wrote about and expand on the experience. Students will be able to ask each other
questions regarding the experience they wrote about
Extension:
The students will be offered to try new foods during snack and talk about it as a class
During literacy centers, the book will be available for the students to read
During literacy centers, the students will be given same paper to write about their favorite food or another new food
experience.

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Early Childhood Special Education Lesson Plan

Teacher Candidate: Becca Ratzenberger

Grade Level: Kindergarten

Lesson: Green Eggs and Ham

Seating Configuration/Use of Physical Space:

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