Lesson plan

Lesson 11 - Performance Task—Informational Writing: Describing a Classmate’s Toy Preferences

  • From EL Education Language Arts
  • Created by
  • Standards
  • Tags
teaches Common Core State Standards L.K.2 http://corestandards.org/ELA-Literacy/L/K/2
teaches Common Core State Standards L.K.2.c http://corestandards.org/ELA-Literacy/L/K/2/c
teaches Common Core State Standards L.K.2.d http://corestandards.org/ELA-Literacy/L/K/2/d
teaches Common Core State Standards W.K.2 http://corestandards.org/ELA-Literacy/W/K/2
teaches Common Core State Standards W.K.8 http://corestandards.org/ELA-Literacy/W/K/8
Print / PDF
Press ESC or click here to exit full screen

Tip: swipe on touch devices, use your keyboard's ← and → arrow keys, or clicker buttons to quickly navigate the lesson plan

or to view additional materials

You'll gain access to interventions, extensions, task implementation guides, and more for this lesson plan.

To learn more about this lesson, read the Lesson 11 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can describe the toy my classmate prefers using pictures and words.

Ongoing Assessment

  • During Work Time A, as students draft their writing and drawings about a classmate’s toy preferences, circulate and note progress toward the writing and language objectives of this lesson.

Purpose of Lesson

  • In this lesson, students use the information from their interviews in Lessons 9–10 to complete the performance task, in which they create and publish an informational piece to describe their classmate’s preferred classroom toy.

In Advance

  • Display the “Little Ball” Song and other documents throughout the lesson (optional).
  • Prepare the Picture Story Paper: Teacher Model by writing it on chart paper.
  • Distribute student materials for Work Times A and B (pencils, completed Toy Preference Interview Note-catcher: Student Version, and Performance Task Response Sheet Student Version on clipboards) at students’ seats in the whole group area. This helps to ensure a smooth transition for Work Time.
  • Post: Learning target, Color Words Anchor Chart, Shape Words Anchor Chart, Size Words Anchor Chart, Texture Words Anchor Chart, and Classroom Toys anchor chart.

Vocabulary 

  • Lesson-specific: describe

Materials

  • “Little Ball” Song (one to display)
  • Letter from the Principal (from Lesson 1; one to display)
  • Toy Preference Interview Note-catcher Student Version Part 1 (from Lessons 9–10)
  • Toy Preference Interview Note-catcher Teacher Model Part 1 (from Lesson 8; one to display)
  • Performance Task Response Sheet Teacher Model (written on chart paper; one to display)
  • Performance Task Response Sheet Student Version (one per student)
  • Clipboards (one per student)
  • Pencils (one per student)
  • Color Words Anchor Chart (begun in Unit 2, Lesson 2)
  • Shape Words Anchor Chart (begun in Unit 2, Lesson 2)
  • Size Words Anchor Chart (begun in Unit 2, Lesson 3)
  • Texture Words Anchor Chart (begun in Unit 2, Lesson 3)
  • Classroom Toys anchor chart (begun in Unit 2, Lesson 1)
  • Toys and Play Word Wall (from Unit 1, Lesson 2)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.