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Writing Lesson Plan Lesson Rationale

This lesson plan teaches students how to organize research for a writing assignment. Students will brainstorm topics of interest, identify sources about their topic, and organize information in a graphic organizer or other format. The teacher will model different organizers and have students practice choosing organizers. Students will then research their topic and complete their organizer during writing time while the teacher conferences individually. Finally, students will present their completed organizers to the class.

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140 views5 pages

Writing Lesson Plan Lesson Rationale

This lesson plan teaches students how to organize research for a writing assignment. Students will brainstorm topics of interest, identify sources about their topic, and organize information in a graphic organizer or other format. The teacher will model different organizers and have students practice choosing organizers. Students will then research their topic and complete their organizer during writing time while the teacher conferences individually. Finally, students will present their completed organizers to the class.

Uploaded by

api-530419922
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Writing Lesson Plan

LESSON RATIONALE
Students will discover how the processes of research come together in order to form a stance on
a topic.

READINESS
I. Goals/Objectives/Standard(s)

A. Goal(s)—Unit (broad terms): Students will explore a topic to research in the form of a
short writing and presentation.
B. Objective(s)—(specific terms):
● Students will identify a research topic of interest.
● Students will identify sources about the topic of interest.
● Students will organize information about the topic in a sensible way.
● Students will present information in a unique way.

C. Standard(s):

4.W.5 Conduct short research on a topic.


● Identify a specific question to address (e.g., What is the history of the Indy 500?).
● Use organizational features of print and digital sources to efficiently locate further
information.
● Determine the reliability of the sources.
● Summarize and organize information in their own words, giving credit to the source.
● Present the research information, choosing from a variety of formats.

II. Management Plan-


● Time:
○ Anticipatory set: 5 minutes
○ mini lesson: 10-12 minutes
○ Writing(organizing/research): 20 minutes
○ Conferencing (during writing): 20 minutes
○ Sharing/Closure: 5-10 minutes
● Space:
○ A.S: desks
○ mini-lesson: desks
○ writing: desks or spaced around room
○ conferencing: walking around
○ sharing: around the room tour
○ closure: cool down corner
● Materials:
○ paper
○ pencils
● Expectations/Procedures:

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○ Students will follow expected rules and guidelines of classroom etiquette, if not
following directions students will be informed of having to do the assignment
alone or in a different format with the teacher’s supervision.

PLAN FOR INSTRUCTION


III. Adaptation to Individual Differences and Diverse Learners​-
● For the entirety of a lesson it is important to be aware of all students and their need for
stimulation, dopamine, and the ability to work in their best environment. For this specific
lesson students will be given the opportunity to sit wherever they work best for crafting
writing.
● For students who may struggle with attention, I will add in small brain breaks available to
stop for 30 seconds during writing to stretch hop jump and continue writing.
● For ELL students, I will provide bilingual examples and instructional slides so students
are able to read in english and their first language. I will also pair them with a bilingual
student if I have one available in the room to double check and will circulate more often.
● For students who need specified step by step instruction I will provide a schedule written
on the board of what tasks we are going to accomplish and in what order.

IV. Lesson Presentation (Input/Output)


Mini Lesson (Whole Group)

Anticipatory Set:
Begin by asking students to get out a blank piece of paper and pencil. Students will have a set
timer of 4 minutes to brainstorm topics that they think are interesting and they want to know
more about and how they would go about finding more information on the topic. Students will be
given 2 minutes at the end to collaborate with each other and share ideas.

Purpose Statement: “​Today, we are learning about organization and how to use it while we
research about our favorite topics! This is important because we come across new topics each
day and we want to know how to learn more about them and organize our thoughts before we
write about these topics!”

● Introduce trait: ​“What we just did was what we call brainstorming! This is the very
beginning step to how we begin organizing all of our thoughts and brilliant ideas we may
want to write about! Next I am going to show you some examples of different organizers
we can use while writing. There is no right or wrong way to organize your thoughts as
long as each piece of information fits together in the end like a puzzle!”

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● Share examples:

● Provide information:
“Now I am going to take you through an example organizer and some of the information we are
searching for. Here we see that the chosen topic is all about sharks, this first page we see 5
different boxes listed that have 5 different verbs. We want to know what the sharks can do; can
they swim fast, eat a lot etc. what they have; do they have fins, gills, hard or soft skin, teeth, are
they big, small, round, aggressive, they eat; fish, seaweed, other animals, and they live; in
oceans, can they live in freshwater etc. These are some typical questions to want to know
specifically about an animal. You can come up with your own questions that relate closely to
your topic. This second sheet is a question and answer form. Before you read anything about
your topic come up with a question and what you think the answer is. then as you read and form
questions write those down in the during box, answer it, then when you are finished reading and
you have questions write that down and find another source to help answer. You can also use
any of the formats shown above. This is your research and your organization process, so we get
to do what works best for us!”

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● Supervised Practice: Students will spend the next 2-3 minutes researching different types
of graphic organizers or ways to organize research and pick their favorite, they will then
write this answer on a sticky note and put it on the board.

Check for understanding: Students will share with partners at the end of brainstorming time of
strategies to find and research about topics. Have students write strategy or organizers found on
sticky notes and put on board.

Writing:
● Students will begin by picking a topic of the brainstorm list they made from the mini
lesson.
● Once the topic is selected students will choose an organizer or create their own and make
sub-topics or questions that they are researching for.
● Students will be asked to have at least 4 main sub topics, headings or questions they are
researching for.
● During this time the teacher will walk around the classroom, using a binder clipboard and
take notes on each students’ organizers, topics, and information collected, making sure to
ask students why they chose the organizers they did for their topic and how they are
finding their information.

Sharing (Whole Group):

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● Students will tape their graphic organizers up around the room, we will then be free to go
on an around the room tour of each graphic organizer. Students will be welcomed to
stand at their organizer and share their thoughts if they chose to and visit at least 2 others
as well.

V. Check for understanding:


● Students will be checked for understanding by post it notes activity during mini lesson,
this will be informal.
● Students will be assessed during conferencing while writing this will be authentic.
● Students will be assessed when sharing the final organizational product, this will be
informal.

VIII. Review learning outcomes / Closure

“I am so proud of you guys for creating such unique and organized writings today! I can’t wait
to develop these more! Turn to your shoulder partner and tell them your favorite organization
strategy you saw as we toured the room! *​ Give students 2 minutes to discuss and share*

PLAN FOR ASSESSMENT


● Assessment will happen informally during lesson, in the mini lesson students will be
assessed by the post it notes they provide on the board of organizational strategies and
questions they will use.
● During writing time students will be authentically assessed during conferences as the
teacher keeps record of progress, support, accuracy.
● Students will be assessed informally during around the room tour of completed graphic
organizer/ organizational strategy

REFLECTION AND POST-LESSON ANALYSIS


1. How will you know students are collecting correct information?
2. How would I pace it differently?
3. Were all students actively participating? If not, why not?
4. What adjustments did I make to reach varied learning styles and ability levels?
5. How will you assess a student who is copying peers throughout the lesson?
6. How did the students organize their writings to form a paper?

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