Name: Kaytlyn Placatka
Date: November 29th, 2017
Students will communicate straightforward ideas (Cupcakes) through writing and visual displays/responses.
- Hands-on learning
- Direct instruction
- Student exploration
CC4.2 Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.
G. Experiment with different ways of representing ideas and sharing them with others (e.g., drama, mime, tableau, dance, music, models, painting).
Students do not require prerequisite learning to complete the learning activity, as for when students are completing their writing response, students will draw on what they have learned about cupcakes in the book we read at the beginning of the lesson.
Differentiated Learning/Adaptive Dimensions:
- For students that require additional help with their writing skills, I will walk around and scribe for students to ensure that they don’t fall behind.
- For students that need a challenge, an outline of a cupcake will be provided for students to work on as their peers complete their work before we move to the next section of the lesson.
Preparation (Materials, Resources, Equipment):
- Writing response handout
- Cupcake outline
Student Engagement/ Classroom Management Strategies:
- Call and response strategies
- Circling throughout the room to ensure students are remaining on task.
Set (Min 15)
To begin the day we will read a book about cupcakes. Before reading, students will make inferences as to what they think the book will be about.
Development (Min )
After reading, students will respond by writing. In addition, once the students are complete as a class each student will respond by designing their own cupcake and share it with others.
Closure (Min )
Once students are finished sharing their representation of their cupcakes we will gather as a class eat our cupcakes and then share what they have learned today.