BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:McKenzieMay
Subject/Grade
Level:
5thGradeEnglish

LessonTitle:

Unit:

DateorLesson#:

WritingtoInform:Sequencing

Writing

1/19/2016

VirginiaSOL
/NationalStandard:
Standard5.7:Thestudentwillwriteforavarietyofpurposes:todescribe,toinform,toentertain,to
explain,andtopersuade.
a)Identifyintendedaudience.
b)Useavarietyofprewritingstrategies.
c)Organizeinformationtoconveyacentralidea.
d)Writeacleartopicsentencefocusingonthemainidea.
e)Writemultiparagraphcompositions.
f)Usepreciseanddescriptivevocabularytocreatetoneandvoice.
g)Varysentencestructurebyusingtransitionwords.
h)Reviseforclarityofcontentusingspecificvocabularyandinformation.
i)Includesupportingdetailsthatelaboratethemainidea.
*Note:sincethisisonlytheintroductorylessontothepaperwewillbeworkingonallweek,itwill
focusmainlyontheobjectivesinbold,whichrelatetotheprewritingprocess(comingupwithatopic,
organizingthoughts/details,etc.).
MeasurableLessonObjective(s):
Aftertodayslesson,thelearnerwillbeableto:
1. Identifythetopicoftheirpaper,whichwillinvolveteachingthereaderhowtodosomething
(sequencing).
2. DisplaytheirknowledgeoftheprewritingprocessbycompletingaWritingOrganizationSheet
inwhichtheywillwriteacleartopicsentencewhichfocusesonthemainideaandorganize
theirinformationusingmainideasandsupportingdetails.

Materials/Technologies/ResourcesNeeded:
WritingOrganizationSheet(seeendoflessonforresources),oneperstudent
Checklistforpaper(adaptedfromMrs.Shifflettsexample),oneperstudent
Documentcamera
Assessment(Formativeand/orSummative):

1. Studentswillcompletethewritingorganizaitonsheet.
AnticipatorySet(Hook&Agenda)
Teacherwill:

Studentswill:

Raiseyourhandifyouveever
taughtsomeonehowtodo
something.

Raisehands,offerafew
examples

Whenyoutoldthemhowtodo
it,didyoutellthemthestepsall
jumbledupordidyougoin
orderstepbystep?

Accommodation
s/Differentiation
:

Anticipated
Time:
1min.

Access/ReviewPriorKnowledge
Teacherwill:

Studentswill:

Whocantellmethewordthat
describestheorderinwhich
thingshappen?

Think;raisehandsandguess...

Accommodation
s/Differentiation
:

Offerhintsifneeded;eventually
arriveattheanswersequence.
Whenyouteachsomeonehow
todosomething,whatkindsof
wordsdoyouuse?Especiallyif
youwerewritingitout,ifyou
wereteachingsomeonehowto
makeasandwich,wouldyoujust
say,Getthebread.Getoutthe
mayonnaise.Unwrapthecheese.
Putitonthesandwich.?Or
wouldyouhelpthemremember

Listen;offerquestionsor
commentsbyraisinghands

Anticipat
edTime:
10mins.

theorderandusewordslike
first,then,next
Whatotherwordsmightyou
useifyouweretellingsomeone
thesequenceofsomething?

Offerexampleslikeafter,before,
later,last...

Thesewordsarecalled
sequencingsignalwords.

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.
Thisshouldbethelongestportionofyourlessonplan.
Teacherwill:
Studentswill:
Accommodation Anticipat
s/Differentiation edTime:
TeachingProcess&Modeling

:
(Contentispresented,accessed,
about

orbuilt),Guided

3045
Practice/Checkingfor

mins.

Understanding

***startpassingoutpaper

checklistandwriting

organizationsheet.

Thisweek,wearegoingtostart

writinganewpaper.Ifyou

remember,inyourlastpaper

youwroteaboutcomparingand

contrastingtwothings.Forthis

paper,youwillteachyourreader

howtodosomething,stepby

step.

Raisehands,offeranswers.The

Speakingofstepbystep,who
processisalsowrittenonaposter

cantellmethestepsofthe

intheclassroom.

writingprocess?Thereare5.

Makesurestudentsare

remindedoftheprocess,which

isprewriting,drafting,revising,

editing,andpublishing.

Today,wearegoingto

completetheprewritingstepof
ourprocess.First,weregoingto
gothroughaprewriteasaclass

withatopicIvechosen.
Forguidedpractice,wewill
completethewriting
organizationsheetasaclasson
thedocumentcamera.Ihave
chosentowriteabouthowto
makebrownies.Wellcomplete
thesheettogetherandIwill
writetheanswersonmycopyon
thedocumentcamera.

Activelyparticipateintheprocess;
askquestions,beengaged.

*Oneimportantpartofthis
lessonismakingsurethe
studentsknowthedifference
betweenmainideasand
supportingdetails,soIwill
providelotsofgoodandbad
examplesofeach.

IndependentPractice:
Forindependentpractice,
studentswillworkontheirown
tocomeupwiththeirtopicand
completetheprewritingprocess.
Teacherswillbeavailablefor
assistanceandadvice.

Closure:

Quietlyworkontheirwriting
organizationsheetandask
questionsiftheyneedhelp.

Lowerachieving
studentsmay
needmore
oneonone
assistancewith
organizingtheir
thoughts.

about30
mins.

Teacherwill:

Studentswill:

Okayeveryone,findagood
stoppingpointandlookup
hereplease.Ifyouhavent
finishedyourprewriting,its
okay.Wellhaveplentyof
timethisweektoworkonthis
paper.Letstakeaquicklook
atthefocusareasforthis
paper.

Listenquietly,askquestions
ifnecessary.

Accommodati
ons/Differenti
ation:

Anticipated
Time:
35mins.

**gothroughandtouchonthe
focusareas,foundonthe
checklist.
Bethinkingaboutthethings
thatneedtobeincludedin
yourpaperasyoustartyour
firstdrafttomorrow!

DeclarativeSummaryStatement:
Youalldidafantasticjobtoday!Iseesomereallyawesomepapersbeingstarted.Tomorrow,
wellkeepworkingandhopefullygetfirstdraftswritten.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:

Studentswill:

Iftechnologyfails,Icanwrite
theanswerstothe
organizationsheetonthe
whiteboard.

Ifextratimeremains,
studentscanmoveontothe
draftingprocessoftheir
papers.

Accommodati
ons/Differenti
ation:

Anticipated
Time:

Note:Attachorprovidehyperlinktoallhandouts,externaldocuments,resources,etc.