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Writing Lesson Plan

The lesson plan is for a 3rd grade ELA class to write persuasive letters. Students will read the book "The Day the Crayons Quit" and discuss the emotions and letters of the crayons. They will then use a graphic organizer to write reasons why their chosen crayon should not quit. The teacher will model the process. Students will independently write their reasons and may share. Papers will be assessed and the lesson will continue with writing draft letters. Modifications are provided for students needing extra help or time.

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94 views2 pages

Writing Lesson Plan

The lesson plan is for a 3rd grade ELA class to write persuasive letters. Students will read the book "The Day the Crayons Quit" and discuss the emotions and letters of the crayons. They will then use a graphic organizer to write reasons why their chosen crayon should not quit. The teacher will model the process. Students will independently write their reasons and may share. Papers will be assessed and the lesson will continue with writing draft letters. Modifications are provided for students needing extra help or time.

Uploaded by

api-457205531
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Whole Group Writing Lesson Plan

Title: The Day the Crayons Quit

Subject/ Grade Level/ Date: ELA, 3rd grade, 2/4/19

Time Required: 45 minutes

Materials List:
The Day the Crayons Quit book
Graphic organizer
Anchor Chart of sentence starters
Pencils

Type of Lesson: Whole class

Connection to Standards: Write opinion pieces on topics or texts, using reasons to support
one's point of view.
a. Introduce the topic or text, state an opinion, and create an organizational structure that lists
reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect
opinion and reasons.
d. Provide a concluding statement or section.

Instructional Objectives: Students will be able to write a persuasive letter.

Active Instructional Plan:

Anticipatory Set:
(On the rug)
Teacher: Read aloud on the rug with the book The Day the Crayons Quit.
Make sure to comment on the fluency and talking with expression since they are struggling
with that in class.
Questions: Ask them what emotions the crayons have when they are writing their letters?
What kind of letter do they think the crayons are writing?
Students: Raise their hands and make comments.

Modeling:
(On the rug)
Teacher: Explain to them what the worksheet we are doing is. Go over each step. Tell them
that we will be using this graphic organizer as a rough draft to write a letter tomorrow that we
will type up. Make sure the students know spelling doesn’t count, just keep writing.
Explain to them these are the three reasons they will have on their paper. Introduce the anchor
chart with sentence starters to help them with their writing.
(have them go back to their seats)
Write the question: What would not exist without the color you picked? On the board
On the document camera I pick a color and write one reason.
Do the thumbs check to see if they are confused.
Students: Ask questions if confused.

Independent Practice:
Teacher: Walk around and monitor the students. Answer questions when needed.
Students: pick their color and write the reasons they want them to stay.

Closure: Have students share their ideas with the class if they would like to.

Assessment/ Evaluation: Have them turn in their papers. Look them over to see if they
understood the lesson.

Extension: If the students finish early have them begin their letter. The lesson will be
extended into the next day to write the letter. They will then type up the letter to help them
with technology and typing skills.

Modifications/ Differentiation: For the students who need extra help make sure to talk to
them and make sure they understand what they are doing, one-on-one
For the students who can’t finish have them turn in what they have

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