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Writing Center Lesson Plan

This lesson plan is for a 5th grade classroom of 25 students. The objective is for students to write their own narrative using story elements drawn from cans containing character, setting, and plot options. Students will select one item from each can to incorporate into their story. They will also provide suggestions to add to the story starter cans. The lesson will be assessed based on the clarity, details, and effective storytelling of the student narratives. Accommodations like additional time are available for students who need it.

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SammyForeman
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122 views4 pages

Writing Center Lesson Plan

This lesson plan is for a 5th grade classroom of 25 students. The objective is for students to write their own narrative using story elements drawn from cans containing character, setting, and plot options. Students will select one item from each can to incorporate into their story. They will also provide suggestions to add to the story starter cans. The lesson will be assessed based on the clarity, details, and effective storytelling of the student narratives. Accommodations like additional time are available for students who need it.

Uploaded by

SammyForeman
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM LESSONPLANFORMAT

Description of Classroom:
25 5th graders

Background:
Students are familiar with elements of a narrative

Content Objective(s):
Students will write a narrative on their own. Students are show their best writing skill as of This time. Students will show 90% efficiency.

Language Objective(s):
Students will show their current level of writing by writing a narrative with 3 elements, characters, plot, and a setting.

Nevada Standards:
Text types and purposes: 3. Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences. Provide a conclusion that follows from the narrated experiences or events.

Key Vocabulary: Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies:
Student led activity

Warm Up Activity: none Lesson Sequence:


Students will write a story using story starters from cans. One can has characters One can has the setting One can has the plot

Students are to select one item from each can to use in their story. At the top of the paper students list what they pulled from the cans. When students are done with their story at the bottom of the story they will list 3 suggestions To add to the story starter cans. -3 characters to add -3 different settings to add -3 different plots to add

Accommodations:
Allow students more time to work on the center if needed.

Supplementary Materials:
Paper, pencils, cans with the story items

Review/Assessment:
The stories will be assessed for clarity, details, and effective story telling. If the suggestions are appropriate for the class they will be added to the cans.

Reflection: NEVADASTATECOLLEGE TEACHERPREPARATIONPROGRAM EXPLANATIONOFLESSONPLANCOMPONENTS

Form: 005 JDC 4/22/08

Description of Classroom:
(e.g., grade level, type of class, demographics, age range, gender)

Background:
The context of how this lesson fits into the curriculum in which you are teaching. (e.g., beginning of a unit of ___________; a review at the end of a unit on ______). Number of days of lesson. Students stage of learning relative to the content (i.e., acquisition, proficiency, maintenance, generalization)

Content Objective(s):
What will you teach?

Language Objective(s):
How will the students show you they learned it (listening, speaking, reading, writing? Tip: effective lessons integrate reading and writing.)

Nevada Standards:
Refer to Benchmarks, CEF, Power Standards, Syllabi

Key Vocabulary:
What are the powerful words that will help students understanding of content?

Best Practices: (put an X next to those that you address in your lesson)
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

EXPLANATIONOFLESSONPLANCOMPONENTS(CONTINUED)
Teaching Strategies:
(e.g., KWL, reciprocal teaching, cooperative learning, mapping, mnemonics, Blooms Taxonomy, questioning.) List all the strategies you use in your lesson sequence below.

Warm Up Activity:
Anticipatory Set

Lesson Sequence:
Presentation, guided practice, application. Your strategies may be executed in the form of activities.

Supplementary Materials:
What materials will support the lesson and increase students understanding?

Accommodations:
What accommodations are needed to support students with learning challenges or students who require

advanced instruction?

Review/Assessment:
Rubrics, feedback to students, observations, surveys, ticket out the door, student reflections, student response journals, quizzes, tests. How did your assessment measure your objective?

Reflection:
How did your lesson go? What worked? What did not work well? What will you do differently next time? How will your assessment data affect subsequent planning?

Form: 005 JDC 4/22/08

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