Salem Lesson Plan Format

GRADE/CLASS: Fourth

SUBJECT AREA(S): Writing

UNIT TOPIC: Write and Revise It!

DAY:1

Desired learning outcome(s):

Students will know how to and understand how to create a writing
web.
Students will create a writing web.
Students will understand the prewriting process.
Students will have basic editing skills.
I can statement(s):
I can use prewriting strategies to begin a formal writing piece.
I can observe conventions of capitalization, punctuation, and spelling when
writing.
Learner prior knowledge/ learner background experiences:
Students will have basic writing, editing and revising skills.
Students will understand the importance of punctuation,
capitalization and sentence structure. Students will also have been
exposed to the writing process, prewriting, editing/revising and
producing a final piece. Students will understand the peer editing
process.
Materials and resources needed (include authentic literature
selection):
Pencil
Paper
Erasers
Journals

Markers
Poster Board
Promethean Board
Teaching strategies
Anticipatory strategy:
The teacher will begin the lesson by reviewing basic
writing skills with students. He/She will split students
into groups of four and give them poster board with
markers. The teacher will then allow students to find a
spot in the room, at their desks or on the floor to begin
the review. At this time he/she will pull up prewritten
sentences with puncuation/capitalization errors; one at
a time for the groups to rewrite on their poster boards.
Each group will be instructed to take turns writing the
sentence correctly. Once all four sentences are
displayed each group will have the opportunity to come
up and share their corrected sentences. If groups miss
the error this will become a learning opportunity for the
teacher to address the possible outcomes for correcting
the sentence (answer questions and address other
editing problems that come up). After each group has
shared their sentences the groups will tape their
posters to the whiteboard in the front of the classroom
and go back to their seats. This portion of the lesson
will take fifteen minutes.
Sentences
my friend alice likes to go swimming at the YMCA.
We like going to taco bell, but our friends like pizza
hut much much better!!
there were 17 people at the party with candance and
Drew
Developmental strategies:
The teacher will begin the main portion of the lesson at

this time. He/She will ask students to take out their

writing journals and open them to a new clean sheet.
Using the promethean board the teacher will then
model for students how to set up a writing web. This
will be displayed at the front of the classroom for all of
the students. She will then model how to begin the
prewriting process using the writing web as a guide.
She will discuss each step, Topic, Topic sentence, 3
Supporting details with sentences, Conclusion. Allow for
students to ask questions, give ideas and participate in
this process. The teacher will then briefly go over the
complete writing web and then instruct studetns to
begin their own writing web in their journals. The topic
students will be given to write about will be, What is
the best sport and why? The genre of writing will be
opinion writing. Students will already be familiar with
opinion writing from prior exposure and experience. At
this time the teacher will walk around with her
notebook and take notes on the students, answer
questions and give help. He/She will allow students to
have thirty minute of writing time in their journals
working on their webs.
Concluding strategies:
The teacher will ask the students to stop writing and
put their journals in their desks. She will then ask
students to take a sticky note and write their opinion
and their three supporting ideas and post them onto a
blank poster in the back of the room. At this time
he/she will give the students five minutes to share with
their tables (desks in sets of 4) what they chose to write
about and why. This gives the students a chance to hear
from their classmates their reasons why they chose
what they did and gets ideas shared in a small group
setting. After the five minutes is up the lesson will be
complete. This portion will take ten minutes.
Assessment:
The teacher will be using her notes from the main portion of the lesson
as a formative assesment tool on guaging the students understanding
of the prewriting/graphic organizer process. The teacher will also use
the students sticky notes as a formative assessment tool to see where
each individual student stands in their prewriting process.

EC accommodations/modifications to strategies or assessments

(refer to IEPs or 504 plans)
Students that struggle with Attention Defeciet Disorder will be given
extra time to work on the writing webs. They will also be given the
option of working alone on the sentence editing portion at the
beginning of the lesson. The teacher will monitor the room for noise
level as well to make sure it does not exceed the appropriate level
during discussion and participatory portions of the lessons.
Wrap-up and reflection by the students:
The students will use the concluding strategy talk time as a reflection
time of what they have just completed in the lesson. This gives them
the opportunity to share ideas and learn from others about their
opinions and choices.
Reflection by the teacher:
The teacher will make notes in each students journal in reflecting over
their work. She will document in her notebook with the sticky notes
and notes previously taken as formative assessment pieces and will
determine which students may need further scaffolding in the following
lessons.