Constructivist Lesson Plan

Writer`s Workshop: Creating a Format Expert

Grade: 5 Teacher: Anne Harbottle

Learning Outcomes:
BC English Language Art Grade 5 Prescribed Learning Outcomes (2010)
C1 - write a variety of clear, focused personal writing for a range of purposes and audiences
C2 - write a variety of clear, focused informational writing for a range of purposes and audiences
C3 - write a variety of imaginative writing for a range of purposes and audiences
C10 - reflect on and assess their writing and representing, by referring to classgenerated criteria
A1 - use speaking and listening to interact with others for the purposes of:
- contributing to a class goal
- sharing and explaining ideas, viewpoints and opinions
- improving and deepening comprehension
- solving problems
- completing tasks
B9 - read and review to improve and extend thinking

BC Fall 2013 Draft English Language Art Curriculum Grade band 3 -5(2013)
Big Idea: Responding to and creating text enables us to construct meaning, express ideas, develop
and deepen understanding of language and literacy and think critically, creatively and reflectively
Concepts and content: Students will know and understand:
- a variety of text genres including informational, personal, narrative and imaginative
- the writing process to enhance communication
- a variety of communication forms, including oral, written, visual and digital
- the structure, forms features and conventions of language
Curricular Competencies Creating and Communicating:
- use the writing process to improve clarity
- employ a variety of communication forms according to audience and purpose
- create a variety of texts to explore self, family, and community
- express ideas thoughts, feelings and opinions through various forms of communication
- create and communicate meaning by designing, editing, revising, refining and presenting
What concepts do you want students to understand after completing this lesson?
I want students to:
- understand how to compose their selected writing format, such as a friendly letter or recipe
- develop their cooperation and group work skills
- develop their research and presentation skills
- be able to apply their new concepts and produce quality writing
- begin to appreciate that reflecting on their own learning will improve their understanding

Essential Question:
What is good writing?
Resources (What resources will you and your students use?):
- Writer`s workshop website on Ms. Harbottle Weebly
- Addition paper resources example A to Z writing (teacher files)
- Kurzweil: a software program that can read text for students (i.e. internet)
- Computer lab (Sufficient computers for each student to have access to the internet for
research or presentation software, for example Power Point, or writing tools such as Google
Docs)
- Mini - iPads with Explain Everything App to create a video for their presentation, if
desired
- Classroom laptop computers
- SMART board (video, brainstorming, presentations)
- Student Reflection sheet
- Writers log sheet
- Class generated rubric

Introduction(Engage):
Driver`s Orientation and Elicitation phase/ / I dentify learners views or ideas (CI M)
Day One: (40 minute class)
Teacher reads an inferior recipe for a peanut butter and jelly sandwich, Combine peanut
butter, jelly and bread. And asks the students to predict and explain to their neighbor what it
is the teacher will be making. Teacher demonstrates following this recipe but, combines the
ingredients in a way that was unexpected, for example mixing all the items in a bowl and
using too much jelly. Ask: Does it match with what you predicted? Why not?

Pose questions: Was this an example of good writing? How come? What does good
writing look like?
Have the student THINK (think about their answer) PAIR (share their answer with their
neighbor) and then SHARE (share their ideas with the class)
From their answers probe using questions to direct them towards styles or genres of writing
rather than allowing the students to focus on only spelling and punctuation.
Play video on Writing styles.
Brainstorm to have the students think of all the different writing formats.
Give each student the writer`s log sheet and have them highlight the formats they know and
star two formats (or write one from their brain storming) about which they would like to
know more.
Students will hand-in this sheet at the end of the class.
Note: Add additional formats to website if class determines they want to learn about them.
Explore and Explain:
Driver`s Restructuring Phase/ Exploring and developing new ideas (CIM)/Prediction and testing (POE)
Day Two to Six:
Students are divided into groups created by the teacher (3 to 4 students in each group)
o Groups created according to the information gained from their sheet.
Each group will be given a writing format to research and become an expert so that they are
able to create a presentation for our class as well as the grade 4 class.
Class discussion: What does it mean to be an expert? (Possible ideas or areas: able to create
a high-quality example, explain it to others, evaluate other examples)
Remind students about what they said good writing looks like. (Possible ideas: purpose,
clear, follows a format) Bring up brainstorm file on SMART board
Hand out Reflection Sheet or students may access a digital copy of the reflection sheet from
the hand out drive in the computer lab.
Each student to predict what their writing format should look like (example: features) or
some may choose to create a sample and asked to explain their thinking.
Groups to access Ms. Harbottle`s Website Writer`s Workshop page to begin their research
of their format, which poses further questions to help the groups (Groups may choose to do
further research, interview people who use the format)
Groups to create a presentation for the two classes on their format in any manner they choose
(example: video, power point, poster, skit)
Groups to create an example, such as group write using Google Docs) and possible checklist/
rubric (website has a starting point) but, this will be determined during the discussion.
Teacher is available throughout this time to model or scaffold each writing format as needed
by individuals or groups.

Round day Four: (Cognitive Apprenticeship for their evaluation creation)
As a class we will create a rubric for the teacher to use to mark their presentations
Use the template rubric and SMART board to help facilitate this process
Teacher may use Oral Presentation Rubric with possible ideas or directions, if the class
needs the support
During the end of day Three and Five:
Class will have a fishbowl discussion to get feedback from the class on their presentations
and research A fishbowl discussion is having one person from each group come to the front and share about
their groups research/presentation and any questions they have. There is always an open chair for any student
who feels the need to participate.)
End of day Five or Six:
Students to fill-out Mid- Point Reflection section to their reflection sheet.

Elaborate and Evaluate:
Driver`s Application and Review Phases/ support attempts to rethink or reconstruct ideas (CI M)/
New understanding (POE)
Day Seven:
Group Presentations in front of our class and the grade 4 class
Peer evaluations will occur during the presentations (either using student generated rubric or
Two stars and wish where students say two things they learned/liked from the presentation
and an area the group could improve upon)
Teacher evaluation: Fill out student-generated rubric from each group presentation.
Self-evaluation: Students to complete their reflection sheet and to self-evaluate their
presentation using the student-generated rubric
Any video may be uploaded and added to the website for students to reference

During Journal time for the remainder of term:
Students given time to complete their own versions of any of the writing formats they
choose using the information gained from the presentations or from the website
Students complete their writer`s log sheet to track the different formats they choose
Students select one (maybe more) piece of writing to be evaluated by a class expert
The expert reviews the piece of writing and give feedback possibly using the rubric or
checklist their group created
Students to publish their piece of writing and it will be posted on either the class blog or as
an example for that format

Lesson plan based off: www.tarleton.edu/~becker/t4/ConstructivistLessonPlanFormrtf.rtf