Writing Lesson Plan – Lauryn Scheske

CAEP K-6 Standards

LESSON RATIONALE

BIG IDEA: “Plan for what you can predict, but expect the unexpected.” There are patterns in our world that help us predict
what is going to happen, but there are also so many things that are out of our control in the world. If we examine what we
can control in different areas of our lives, we can prepare for the future and expect that the unexpected will happen.

In this lesson, students will be examining how authors organize events in logical ways so readers are able to predict what
is going to happen next while also embedding elements of surprise to keep them hooked in the story. They will begin
writing their own story that follows a chain of events. The purpose of this lesson is for students to begin understanding
how to organize their ideas in a logical fashion so that an audience could easily follow the ideas presented in their writing.
This will ultimately make students more effective and engaging writers.

(CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)— Students will write narrative compositions with the trait of organization of information and events
evident throughout.
B. Objective(s)— Students will be able to write a narrative composition with events organized logically.
C. Standard(s): 4.W.3.3: Write narrative compositions in a variety of forms that -
 Establish an introduction, with a context to allow the reader to imagine the world of the event or
experience.
 Organize events that unfold naturally, using meaningful paragraphing and transitional
words and phrases.
 Use dialogue and descriptive details to develop events and reveal characters' personalities,
feelings, and responses to situations.
 Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details to give clear
pictures of ideas and events.
 Provide an ending that follows the narrated experiences or events.

(CAEP K-6 3.c)

II. Management Plan-
a. Time per lesson element:
 Ant. Set: 2 minutes
 Mini-Lesson: 10 minutes
 Writing: 15 minutes
 Sharing: 3 minutes
 Closure: 2 minutes
b. Use of space:
 Ant. Set: desks/table groups
 Mini-Lesson: read aloud carpet & table groups
 Writing: desks
 Conferences: visit at student desks
 Closure: desks
c. Materials:
 Fortunately by Remy Charlip
 If You Give A Mouse A Cookie by Laura Numeroff
 If You Give A Moose A Muffin by Laura Numeroff
 A Very Hungry Caterpillar by Eric Carle
 I Want My Hat Back by Jon Klassen
d. Expectations and procedures:
 Students will be familiar with and responsible for the expected behaviors of the read-alouds and
group discussions.
 I will walk around the room to join students while they are writing to conference with ones I
believe need additional support.

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  We will also have a system for if you have a question while I am meeting with a group or another
student. Ask 2 friends first, then if they don’t know, raise your hand to be called over.
III.

PLAN FOR INSTRUCTION

IV. Adaptation to Individual Differences and Diverse Learners—
 I would have frequent check-ins who I believe may be struggling with the concept. I would pull these students to
conference with me during the writing portion.
 For any student who struggles with actually producing writing (it is a cognitive task), I will give them the option
to draw pictures in the spaces and focus on just organizing events. Or if I have a paraprofessional, I may have
them scribe their ideas.
 Students will see a children’s literature example of the trait, my own example that will be created with the class,
shared writing with peers that is inspired by more children’s literature and will be given an outline template to
support comprehension: multiple layers of scaffolding.
 Advanced writers have the freedom to choose their own story to write and the freedom to make it as complex as
they want as long as it follows a chain of events.

(CAEP K-6 1.b)

V.Lesson Presentation (Input/Output) (CAEP K-6 3.d)

o Minilesson (Whole Group)

 Anticipatory Set:
 Students will be at their table groups. “I have a riddle for you all to work together to
solve this morning: What do a dictionary, a filing cabinet, and a grocery store all
have in common? Brainstorm as a group and then we will take about our ideas in
two minutes.”
 I will get their ideas and write them on the board so they can visually see other
students’ thought processes. I will lead them to the conclusion that all of these
things are highly organized. “What would happen if they weren’t organized” Think-
pair-share.
 “We would not be able to find anything, right? It would not be an enjoyable
experience! We naturally like to understand ideas and find them easily, this is why
authors organize their ideas in writing. If they just threw events and details together
in any order, readers would have a really hard time understanding what is going on,
and they would not want to continue reading!”
 Purpose Statement
 “Today we are going to examine how some authors organize their ideas to help
readers predict what is going to happen next. Just like we have talked about
previously, many things in our world are predictable, but things we never think of
can still happen. Authors use this truth about the world in their writing and use
elements of surprise to entice their readers and keep them interested. You are going
to get the chance today to do the same. Organizing events in writing helps readers
understand what is happening in a story, but that doesn’t mean you can’t surprise
your reader!”
 Introduce Trait
 I will have made an anchor chart with questions on it to help students thinking
when organizing events. “Organization: Chain of Events – Does one event lead to the
next? What is going to happen next?”
 “Let’s look at how this author, Remy Charlip, decided to organize his story,
Fortunately. See if you can find a pattern throughout the book, and we’ll talk about it
after.”
 Share Examples (Short Text/Read Aloud)
 Read Aloud: Fortunately by Remy Charlip
 “Tell a partner what you noticed about this text.” Discuss findings: pictures were in
color and then black and white, “fortunately” and “unfortunately”, one event led to
the next, etc. “What surprised you in the story? What did you expect and what didn’t
you expect?”
 Provide Information (Model)

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  “When I am about to write a story that is going to have a chain of events, I first want
to ask myself, ‘Who is my main character(s)? Where do I want them end up?’. So,
let’s say I want to write a story like Remy Charlip’s and use his pattern of
“fortunately” and “unfortunately”, but the main character of my story is going to be
my wiener dog, Ginger. I want her to end up getting her favorite treat, a honey nut
Cheerio. So, I have my main character: Ginger, and my end result: her getting a
treat.” As I am thinking aloud, I will be writing on the board brief descriptions of
events. “Next, I am going to think of what is going to happen first. I will say that
fortunately, she heard me calling her to get a treat. Unfortunately, she couldn’t
figure out where I was. Fortunately, she has a tracking device.” And from here, I will
take student ideas and have them help me write the story. My story will only have
three twists in it until I reach the end.
 Supervise Practice (Shared Writing)
 I will have students go back to their table groups and look over the book at their
group. I will have a book that follows a clear chain of events on their desk. These will
all be familiar texts they have read before. I will direct them to look over them. Find
the pattern. Then together they are going to brainstorm their own example
following the pattern of the book they been given. Example: For If You Give A Mouse
A Cookie, they could come up with the example ‘If you give a cockroach a
rollercoaster...’
 “What’s the main idea of the story? What is the pattern?”
 Check for Understanding
 I will walk around and supervise and guide student groups. I will listen in on
conversations and redirect when necessary.
 I will get the whole class’s attention again, and let some groups share the basic idea
of their group’s story.
o Writing
 Include details of what students will do
 “Now you will begin writing your own stories that include a chain of events such as
the stories we have been reading. You can use the pattern of the books we read or
change them slightly. We just want to make sure the events flow logically from one
thing to the next, even if there is a silly surprise in it. I would love to see you write
something unexpected! Use the anchor chart with the guiding questions to make
sure you have everything you need. Today we will only have time to do some
prewriting. We will draft our stories tomorrow. What I want you to do is: (1) pick a
main character, (2) pick a pattern, (3) figure out where you want them to end up or
what their end goal is, and (4) brainstorm seven events that will happen to your
character and write a brief description of each event just like we did with my story
about Ginger.
 I will give them an outline sheet with these directions and a space for each of the
steps.
 Describe your plans for conferences
 I would most likely try to meet with two students one-on-one. Based on
participation in the group shared writing portion, I would pick students who I think
may need additional support organizing ideas. We would talk about what they want
to write about. I would help them make sense of their ideas and get them started on
the outline sheet. First student – we would start the sheet together; Second student
– I would refine their sheet and make sure they are on the right track.
 I will take anecdotal records of this trait: “Were they able to logically sequence
events? Were they able to identify a pattern? What misconceptions came up?”
 For any student who struggles with actually producing writing (it is a cognitive
task), I will give them the option to draw pictures in the spaces and focus on just
organizing events. Or if I have a paraprofessional, I may have them scribe their
ideas.
o Sharing (Whole Group)
 Describe your plans for sharing
 Students will pick a partner and go somewhere in the room to share their outline
with each other. Ask each other, “Does this make sense?”

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VI. Check for understanding.
o Group discussion after read aloud
o Participation in modeled writing
o Shared writing activity
o Conferences
o I will join partners at the end and listen to what their stories are going to be like.

VIII. Review learning outcomes / Closure

 “Tomorrow we will actually get the chance to draft these stories. So, think back to where we began and talk in
your groups for 30 seconds: Why is organization important?” Choose a few people to share.
 “We want our friends to WANT to read our stories, right? This is why we have to write stories that make sense.
But I also heard some awesome ideas for some surprises in your stories that make them interesting! Life is all
about preparing ourselves for what we can, but we know that things can change, and unexpected things will
happen. I can’t wait to read your stories!”

PLAN FOR ASSESSMENT

 Formative:
o Group discussion after read aloud
o Participation in modeled writing
o Shared writing activity
o Conferences
o I will join partners at the end and listen to what their stories are going to be like.
 Summative
o Outlines
o Eventually, their drafts can serve as a summative assessment as well.

(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Which patterns did students like or seem to understand the most? Which one did they use in their own
writing?
8. Who was participating most? Who was participating least?

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Rationale Candidate demonstrates Candidate uses Candidate uses Candidate uses
little or no understanding understanding of how understanding of how understanding of how
of how planning is children grow and children grow and children grow and develop
related to how children develop across the develop across the across the developmental
grow, develop, and learn. developmental domains developmental domains domains, and is able to
CAEP K-6 1.a but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.

Readiness

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 The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning
Candidate
Lesson
Presentation The candidate’s lesson is
not developmentally
Explicit appropriate.
Instruction of
Trait The candidate’s lesson
does not use
appropriate modeling
and guided practice.
The lesson presentation
InTASC 5
CAEP K-6 3.f
includes little
opportunity for students
to engage in relevant
and active learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
somewhat demonstrates an demonstrates strong
developmentally understanding of developmentally
appropriate. developmentally appropriate practice
appropriate practice. including a variety of ways
The candidate’s lesson to teach content.
includes the basic level of The candidate’s lesson
modeling. includes both modeling The candidate’s plan
and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
includes activities that The lesson presentation
encourage student includes relevant activities The lesson presentation
participation, but lack that encourage student supports student
purpose or depth. participation and critical motivation through
thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
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The candidate’s plan is
not differentiated for
subsets of students or
Differentiated individual students.
Instruction
Conference Plan
The candidate’s plan is
differentiated according to
a subset of learners and
includes modifying
content or instructional
processes.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.
solving.
The candidate’s plan is
differentiated according to
learners and includes a
variety of instructional
approaches that address
individual interests and
preferences for learning.

CAEP K-6 3.d The candidate

differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
Check for included to check for is included in the lesson plan and the means to understanding of the
Understanding student understanding plan, but the connection check for student content are an integral
or to reteach concepts with the lesson understanding of the part of the lesson, and
InTASC 4 that elude students presentation is weak lesson. A provision is include frequent questions
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.
Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
Sharing elements of the lesson.

InTASC 4
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
Writing Plan of the lesson. to result in lesson mastery match lesson objectives.
InTASC 5

Plan for Assessment

The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6
activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment
practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students
to achieve the expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished

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 Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4

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