Literacy 9: “Seeding” Lesson

Unit: Writing and narrative

Standard(s):
Standard Three: Writing and Composition
1. Synthesize ideas in original and inspiring ways. (Entrepreneurial Skills,
Creativity/Innovation)

Background and set up for the lesson:

1. Revisit the concept of “seeding” and the early stages of the writing cycle. Seeding is the
process of writing short passages about various topic to ignite inspiration and story from
students about their experiences. For this unit, we have already completed the seeds of
100 word memoirs, talked about our internal and external “scars,” and tried borrowing a
(spark) line from our free-choice books.
2. Define the word “indelible” and come to a common understanding as a class to set the
writing technique and prompt up for success.

Materials needed:
1. Free choice book
2. Writer’s notebook and supplies
3. Writing utensil of their choice

Objectives:
Every student will be able to use their experiences to write a piece that centers around an
event or person that changed their life. To do this, they will need to consult their
background knowledge and “me-search” to identify impactful events and powerful
experiences they have had. To show their mastery, they will dissect three events that have
shaped who they are, identify what happened, the people involved, and how they felt. Using
this information, they will then select one to begin fleshing out as a writing piece.

The Lesson: ~45 minutes

Anticipatory Set: (15 minutes)
1. Protected reading time (concluded just before video began). We start class with this every
day.

Lesson:
1. Define “indelible” as a class using our background knowledge and resources. This will
lead us to a common definition and set us up for success as we proceed.
2. Once we have come to a common understanding of what “indelible” means, as a class,
we will start talking about some of the moments in our lives that have changed us for
forever.
3. To get kids feeling comfortable and safe to share, I begin by showing them my chart of
indelible moments I have previously mapped out. I describe these moments very briefly
including the people involved and emotions I felt. I then share another indelible moment
 where I talk about getting into a car accident to show students that their indelible
moments are relative and get them thinking about things they’ve experienced.
4. After sharing these experiences, I then ask students who feel comfortable to share to
speak on some indelible moments they’ve had. I will ask them to either do this in the chat
box or orally, whichever they feel most comfortable with.
5. After sharing out, I will reference my chart once more and tell them what I am looking
for in each column. I then show them how I morphed one of my indelible moments into a
short writing piece.
6. After giving them the tools to begin seeding, I will allow them to work independently,
while still in the Google Meet, so they can ask questions and chat as needed. These
students also tend to work better and get more done synchronously. They thrive with
writing in a community.
Closure:
1. The class period before this, a lot of the students expressed to Ms. Druse and I that they
wanted to work on building confidence. To end class, I decided to try doing affirmations
with them every day. It is a self care practice that they can take with them as they grow
up and help them realize that they are smart, worthy, and kind.
2. After this, I remind them of what needs to be done today, and I let them go at the end of
class time.