Writing Process Lesson Plan

Prewriting Lesson Plan

Time allotted: 45 mins

Standards: CCSS.ELA-LITERACY.W.1.5: With guidance and support from adults, focus on a
topic, respond to questions and suggestions from peers, and add details to strengthen writing
as needed.
Objective(s): Students will find ways to select a topic, organize, and expand on their writing.
Assessment: One-on-one conference with students to reflect on their writing process and if a
focus topic was chosen to see which individuals will advance in the writing process.
Language Supports: Detailed graphic organizers and worksheets.
Accommodations: Fill in the blank format, boxes and lines, and modeling.
Materials and Resources: Pencil, writing journal, mapping graphic organizer worksheet
Formative Assessment: During individual and partner time, the teacher will observe each
partnership and take note of any students struggling students.
Opening: (5 mins) During carpet time, the teacher will remind students of how the whole class
recreated the Measuring Penny book by measuring items. The teacher will ask some students to
share a few things they measured with the class.
Introduction: (5 mins) The teacher will reread the book and point out how the author focused
their writing on dogs, a specific topic. Explain how this type of writing is stronger and includes
several details but is also challenging to start when they write about their own experience.
The teacher will explain to students that today they will learn ways to gather their ideas, expand
on their thoughts, and organize their writing.
Body of Lesson: (35 mins) The teacher will ask students to take out their writing journals and
list their measured favorite items. When the students have a list, they have choices that will help
them select the experience they want to talk about. Next, the teacher will model their own list of
measurements and show students how to select the most meaningful topic. The teacher will pick
two favorite items from the list and create a graphic mapping organizer to help make the final
decision. The teacher will model by writing two favorite things in the middle of the page with a
circle around the word and jot down words that are associated with the center word. Words to jot
would include: where, when, why, and reasons that made the experience measuring the item
enjoyable. Explain to the students that the center word with the most connections will make for a
great focus point for their writing. The students will now create their own mapping graphic
organizer in their writing journal and pick a meaningful experience as their focus topic. The
teacher will continue by modeling how you move from selecting a topic to creating a detailed
drawing in the illustration boxes on the worksheet provided. The worksheet will include boxes
labeled “First, Next, Finally.” The teacher will explain to the students that drawings are there to
help “guide and rehearse” for their writing. This allows students to explore and walk through
their ideas about the topic before writing. Let students work independently on their drawings.
After students are done with their drawings, they will pair up next to the person sitting next to
them to share their drawings. Explaining their drawings out loud will help students prepare to
draft their piece and create little details they might not have included. Encourage students to add
more details to their drawings as a result of their conversation with their partner.
Closure: To finish the lesson, the teacher will gather students on the carpet. The teacher will ask
students to share what they noticed when using a graphic mapping organizer when picking a
focus topic and how the illustration boxes can help them with their writing.
 Drafting Lesson Plan

Time allotted: 1hr 20 mins

Standards:
CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
CCSS.ELA-LITERACY.W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers.
Objectives:Students will be able to organize their data from objects they measured, and create a
draft.
Assessment:In small groups students will have a conference with the teacher before moving on
to the next step.
Language (ELA) supports: Using a graphic organizer labeled (first, then, next, last) with boxes
to draw their data, thoughts, and room to explain their drawing under each box.
Accommodations:Students will be able to work in pairs for those who need more support, and
teacher can circulate room to offer additional assistance.
Materials/Resources: Measuring Penny book, graphic organizer worksheet, pencil, document
camera, whiteboard
Formative Assessment:checking students worksheets one-on-one to make sure they understood
the assignment before moving on to the next stage of writing
Opening:Teacher will start by having students on the rug with hands in their laps and legs
crossed.Teacher will then re-read the book measuring penny, stopping and asking questions
along the way to ensure understanding (e.g. Why is she measuring items? Why did we measure
items?).
Introduction:Inform class that we will be riding about our experience with recreating our books
measuring Penny. Explain before we start riding, we need to organize our thoughts and ideas.
One way we can organize our ideas is by creating a list. Teacher will thenModel how to create a
list by organizing what the students measured.
Body of Lesson:Students will then go back to their tables, and be given the worksheet. teacher
will then guide each Square on the worksheet explaining direction (e.g. Square labeled “first”
students should draw the very first thing they did to recreate the book). Students will then be
given 5 minutes to individually complete the first Square. After the first five minutes are up,
students will be Assigned partners and will be given another 5 minutes to talk to their partners
and explain what they drew. During this time the teacher will circulate the room having students
explain what they drew and offer additional assistance to those who need it. This will continue
for the next three boxes, when students finish drawing in each box they will then be given 10 to
15 minutes to write about what they drew under each box. During this time the teacher will
continue to circulate the room offering any additional help.
Closure:To finish the lesson, the teacher will ask students to come back to the rug with their
worksheets. The teacher will then ask students what they wrote about for each of the different
squares on the worksheet.
 Revising Lesson Plan

Time allotted: 40 min

Standards:
CCSS.ELA W.5- With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
CCSS.ELA W.7- Participate in shared research and writing projects (e.g., explore a number of
“how-to” books on a given topic and use them to write a sequence of instructions).
Objectives: Students will be able to apply changes to their writing by advice from peers and self
revisions to ensure the story makes sense sequentially and logically.
Assessment: Students will have one on one conference time with the teacher before moving into
the next writing process step.
Language (ELA) supports: Detailed graphic organizers with sentence starters including
“First...”, “Then…” and “Last…” to help guide the organization of their writing.
Accommodations: A small group of students who would need extra support can sit at a small
table with the teacher instead of independent partnering, and go through the process as a group
for more support.
Materials/Resources: Graphic organizers, Measuring Penny book, blue pen
Formative Assessment: Checking one on one to make sure the story flows logically and
sequentially.
Opening: (5 minutes)
Since we already read Measuring Penny the teacher would tell them we are going to read it again
as a refresher. With all the students on the carpet, the teacher would then open the book to a
random page and start reading. Immediately they should recognize and some might call out “wait
no” and “that's not the 1st page” and then pause and continue for at least one other random page.
The teacher would then have to stop and ask, “why does it matter?”. This would have them recall
lessons of beginning, middle and end of story's importance. The teacher would then tie in the fact
that in the book the girl travels from school to the dog park then home and what she's measuring
and what she's using to measure makes sense to where she is.
Introduction: (5minutes)
Then tell the class that today we are going to go back into our drafts and make sure our stories
make sense. Then have them first look at the pages of when she's at the dog park. Then notice the
tools she's using. Like her body height and the seesaw that's already there. Then flip back to
when she's at home and in the kitchen and how it makes sense now that she's using kitchen tools
like measuring cups and scales. We also notice the way the author displayed their data
throughout the book.
Body of Lesson: (20 minutes)
Students go back to their seats with their stories and a blue pen. Set a timer of 5 minutes to give
them time to have an initial self revision time and allow them to make any notes like numbering
and sentencing to organize them differently. After 5 minutes, reveal their pre-made partners. The
teacher should have pairs strategically made to match my student who the teacher thinks might
need extra support with my more independent students. Then they meet with their partners and
read each other their stories. Each partner will be given 5 minutes to read and answer at least 2
questions from their partner. It is the partners job to listen and come up with at least 2 questions,
comments or recommendations. Then the partners will switch for another 5 minutes. For the last
10 minutes, they will go back to their seats and add or move around what they discussed with
their partners.
Closure: As the students finish up with their partners revising, choose a few students' examples
to have them come up to the doc camera who the teacher thought exemplified great changes and
alterations that made sense. The teacher would then remind them that this does not mean we are
down with our stories and preview our next editing step.
 Editing Lesson Plan

Time allotted: 45 minutes (5 minutes for mini lesson, 15 minutes for individual editing, 20
minutes for partner editing and discussions, 5 minutes for closing).
Standards: CCSS.ELA-LITERACY.W.1.5: With guidance and support from adults, focus on a
topic, respond to questions and suggestions from peers, and add details to strengthen writing as
needed.
Objectives: SWBAT read through their own writing, as well as a partner’s, and make edits to
correct any grammatical, spelling, or punctuation errors they notice.
Assessment: Individual conferencing (plus the final result of the story once it is published).
Language (ELA) supports: Visual posters that address the things to look for when editing for
the students to refer to.
Accommodations: Visual posters to refer to, possible choice of typing up their story if need be,
and individual conferencing will help address any needs and provide additional support.
Materials/Resources: Editing poster, sample story with mistakes riddled throughout, red pen,
document camera and projector to display the story while editing.
Formative Assessment: While the students are working on their editing (either individually or
with partners), the teacher will go around for quick individual conferencing to see each student’s
progress. The teacher will then make a mental note of things that commonly pop up among the
students, so the teacher can make any necessary adjustments or address them during the closing
or the upcoming lesson.
Opening: With the students on the carpet, the teacher will ask the students to raise their hands if
they have ever made a mistake (spelling, grammar, punctuation) while writing before. The hope
is that most students raise their hand, and the teacher would too, noting that mistakes while
writing are common.
Introduction: The teacher will ask students to raise their hands if they have noticed any writing
errors in published books they read (most students should not raise their hand). The teacher will
ask if the students think those authors are just perfect writers who never make mistakes, or if
they think they do make mistakes and therefore make edits to their writing to fix those mistakes.
Students should say the authors make changes, and the teacher will say that they will be doing
exactly that for their writing today: reading through their stories and making edits to fix anything
that might be misspelled, not given the right punctuation, or is grammatically incorrect.
Body of Lesson: The body of the lesson will begin with the teacher referencing a poster that
addresses the different things to look for when editing (grammatical mistakes, spelling mistakes,
punctuation mistakes, capitalization mistakes, etc.). After that, the teacher will model how to edit
a story looking out for those specific mistakes. The teacher will use a sample story they have
written with mistakes in it. Reading the story out loud, the teacher will first notice two mistakes
on their own and use a red pen to edit those. After the first two, the teacher will ask for the
students to help on the next few mistakes, telling them to raise their hand if they notice a mistake
while the teacher is still reading the story out loud. After calling on students to explain the
mistake, the teacher will edit those mistakes with a red pen. The teacher will then explain that the
students will be doing the same thing: reading their stories with a red pen/crayon/colored pen to
correct any mistakes they find. At this point, the teacher will ask the students to give a thumbs up
if they understand what they are expected to do. Then, the teacher will explain that, after having
some time to edit their own stories, they will get together as partners to edit each other's stories
with a red pen, too. The teacher will model what that looks like, by showing how they will
exchange stories, read through it silently, make edits, then, once they are both done editing, will
discuss/explain the edits they made to each other. Finally, the teacher will ask for another thumbs
up to make sure the students understand that aspect of the lesson, too. Once they are all ready,
the teacher will dismiss them to edit their stories at their desks.
Closure: To close the lesson, the teacher will call the students back to the carpet and ask them to
raise their hands if they noticed any mistakes and therefore made edits within either their own
story or their partner’s story. The teacher will then call on students who raised their hands and
ask them to explain what mistake they noticed and therefore what edit they made. Finally, the
teacher will ask the students to give a thumbs up if they feel ready to rewrite their story and
finalize it the next time/lesson for publishing.
 Publishing Lesson Plan

Time allotted: 55-60 minutes (5 minutes for mini-lesson, 30 minutes for writing final draft and
designing cover, 5 minutes for book walk mini-lesson, 10-15 minutes for book-walk, 5 minutes
for closure).
Standards: CCSS.ELA-LITERACY.W.1.6: With guidance and support from adults, use a variety
of digital tools to produce and publish writing, including in collaboration with peers.
Objectives: SWBAT take their revisions and edits to write a final draft of their story, then
publish it for everyone to read.
Assessment: The final published story at the end of the lesson.
Language (ELA) supports: Continued referencing to posters that visualize the writing process.
Also, the modeling of the teacher’s own story helps EL students visualize the lesson, too.
Accommodations: Visual posters to refer to, possible choice of typing up their story if need be,
and individual conferencing will help address any needs and provide additional support.
Materials/Resources: Construction paper covers (either a long piece of construction paper big
enough to fold in half like a cover and fit a normal piece of paper inside, or two pieces of normal
sized construction paper stapled together like a cover), white paper for cover, markers/crayons
for decorating cover, stapler, gluesticks, post-its.
Formative Assessment: Checking each student’s story when they bring it up to get started on
their cover. The teacher will review the finalized story to ensure it is ready to go. If it isn’t, the
teacher will tell the student what things they could improve on.
Opening: With the students on the carpet, the teacher will remind the students that they have
been working hard on their stories for a while, but now they finally get to finalize their hard
work and publish it for everyone to read.
Introduction: The teacher will begin by bringing up their story they have been working on,
which was just edited the previous lesson. They will review the journey their story has taken -
from pre-writing, drafting, revising, editing, to now finally being ready to finalize it.
Body of Lesson: As such, the teacher will model how they write their final draft, making sure to
include any changes/edits made throughout the writing process. The final draft will be written in
pen. After modeling how to write the final draft (only writing one page is necessary for
modeling), the teacher will explain that the students will also get to design a cover for their story.
That will be modeled/explained too, as the teacher will provide the students with a cover (that is
two pieces of construction paper stapled together, or one large piece of construction paper folded
in half. The students will be given a plain piece of white paper which they will design. The
teacher will explain that the cover needs a title and their name, but the rest can be designed
however they wish. The students will be told that they will complete writing their final draft,
then bring that up to the teacher who will look through it, then staple the story inside the cover.
After that, the students will be given the white piece of paper to make the cover. Once the
students have finished with designing the cover, they will glue the white paper onto the
construction paper, finishing their final story. The final part of the lesson is the book walk. The
teacher will model how the students will leave their books on their desks, and the students will
rotate around the desks/table groups to read each other’s stories. They will also be given post-its
on the desks/table groups to leave a little note for each story - something they liked, or something
that might help them grow. Then, the students will be dismissed to do the book walk.
Closure: To finish the lesson, the students will be called to the carpet where they will be asked to
give a thumbs up if they enjoyed reading each other’s stories. The teacher will also ask the
students to share some things they liked about a story they read. Finally, the teacher will ask the
students if their published story was exactly the same as when they started writing it (the answer
is no). The teacher will then quickly recap all of the wonderful things they learned during their
writing process to better their stories and storytelling when writing.
Summative Assessment: Collecting the published stories and drafts, and reading through them,
seeing how well they improved from the beginning to the finalized story.