English Digital Writing Lesson Plan

Lesson Title: The Use of Technology in Writing Grade: 11th

Learning Target: Students should be able to understand the basics of the digital writing process and
learn how to model the teacher in their read out loud exercise. This lesson serves as an introduction to
the digital writing unit which they will partake in throughout this ten-week quarter.

Grade Level Guide: Content Standards

Content Curriculum Focal Common Core State Standards Interdisciplinary Connections

Points (IRA)
IRA Standard 3.2: Assessment CCSS.ELA-
and Evaluation LITERACY.WHST.11-12.5
Candidates select, develop,
administer, and interpret
assessments, both traditional
print and electronic, for specific
purposes.
IRA Standard 6.2:
Professional Learning and
Leadership
Candidates display positive
dispositions related to their own
reading and writing and the
teaching of reading and writing,
and pursue the development of
individual professional
knowledge and behaviors.
Develop and strengthen writing
as needed by planning, revising,
editing, rewriting, or trying a
new approach, focusing on
addressing what is most
significant for a specific
purpose and audience.
CCSS.ELA-
LITERACY.WHST.11-12.9
Draw evidence from
informational texts to support
analysis, reflection, and
research.
CCSS.ELA-
LITERACY.WHST.11-12.10
This lesson, while established
on Language Arts and based on
its standards, can be applied to
the content areas of History and
Math.
History: While teaching this
lesson in an English Language
Arts classroom, the teacher
could collaborate with a history
instructor. This would be
particularly helpful for students
reading an autobiography, or
biography for their technology
writing project in Language
Arts. The history teacher would
be able to provide more
background knowledge on what
these students are reading and
direct them to other helpful
resources for their studies.

Write routinely over extended Math: The use of technology as

time frames (time for reflection
and revision) and shorter time
frames (a single sitting or a day
or two) for a range of discipline-
specific tasks, purposes, and
audiences.
implemented in this lesson can
also be integrated into math
instruction. The math teacher
can have students create their
own word problems and use the
audio recordings in solving
them and demonstrate them in
front of their classmates.
Academic Language: The Academic Language that is specific to this lesson are the following words:
digital, writing, and recording. The teacher for this lesson must make the meanings of these words clear
by explaining to the students at the beginning of class what these words entail in their learning.

Students’ Needs: Students must have already been introduced to and have concrete knowledge
regarding the writing process. This prior knowledge will aid them in this lesson as the writing process
will be modified to provide digital learning and implementations. While be taught and introduced to new
methods in the writing process, the students will be able to take what the already know and modify it to
fit with this lesson’s criteria.

English Language Learners Special Needs (can be a

group such as “struggling
readers” or individuals)

 Students can be  Students will be

required to write
less in their writing
assignment so that
they might focus
more on their
understanding of the
material rather than
how long their work
should be.
 Students will be
provided with
graphics and visuals
so that – especially
the visual learners –
might better make
connections with
the text.
offered further
review on the
original writing
process than the
rest of the students
so as not to be
confused by the
modified writing
process’s changes.
In this way none
them will feel
behind while being
accommodated.

Materials:

Student Materials: pencil or pen, lined or graph paper, access to internet, computer, iPad or tablet.

Teacher Materials: access to the internet, computer, list of students, book lists to pass out, and
assignment hand-outs.

The teacher will have prepared a presentation, anchor chart, or set up a series of bulletin boards to serve
as a comprehensive guide to his/her instruction as they speak.  
Language Function: The teacher and the students will use the words noted above in the Academic
Language section in the lesson and throughout discussions in the following weeks. Students will be
prompted to go beyond their foundational knowledge of writing and to better analyze and interpret what
they are learning through digital writing. By the end of this lesson they will also be better able to explain
the modified writing process and then evaluate their experience and performance. This will be
accomplished by their practice of imitating the styles of the authors they read in their tone and voice.

Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize

Lesson Plan: (step by step sequence of the lesson)

Before: The teacher will begin by addressing the students and telling them about the digitally
modified writing process and how the lesson and the rest of the semester will proceed. Once the full
explanation has been given, the teacher may have open time to answer any questions, and the students
may express any thoughts, concerns, or reservations that they might have. The teacher will then go
directly to handing out the booklists that the students might choose from, which a brief summary of
each book on the sheet so as to spark student interest.

During: Once the students have been given a chance to look over the book list, the teacher – or a
willing student – will hand out their worksheet. The teacher will give them as long as they need to
read the passages, and following the instructions on the sheet, the students must identify words from
the word bank to use describing how the passage sounds to them in their heads. Once all the students
have completed this the teacher will read each passage out loud so that the students might realize the
significance of tone and voice in writing. Then the teacher and class will discuss what the students
answered from reading the passage silently and then compare what they wrote to what they thought
once the teacher read them out loud.

After: Now, the teacher and class will discuss what the students answered from when they had read
the passage silently. They will then compare what they wrote to what they thought once the teacher
read the passages out loud to them. The teacher will then ask the students how they can apply this to
the novel they each just chose from the booklist and how that will then be applied to their digital
writing process. Once a sufficient number of students have answered the teacher will explain the
importance of reading particularly in the writing process, and go on to say that this is exactly why
they are going to be doing this digital writing process.
Assessment:

Type of assessment Description of Modifications Evaluation Criteria

assessment
 This lesson  Students will  Students  The teacher will note
is formal share the who student participation in
summative answers they struggle the classroom
because it is give on the with discussion by paying
a pre- worksheet writing close attention to
planned (ELL) or do students who speak and
assessment  They will not find it those who do not.
measuring also express very
what and their bearable
how well knowledge may draw  Every student will need
the students and their to turn in their
have understandin answers on completed worksheet at
learned the g of material the the end of class so that
material. It in classroom worksheet the teacher might
will also rather than assess their work
discussion.
closely and assess their
swerve as a write them.
knowledge of content
starting material. This is so that
point to  ELL or the teacher knows the
evaluate special needs or ambitions of
how much needs each individual student.
the class students
has learned. may place a
number by
each of the
words to
indicate
which
passage
goes with
which
word.

Resource:

Pappageorge, T. C. (2014). Reading for Tone and Writing With Expressive Voice. In R. E. Ferdig, T. V.

Rasinski, and K. E. Pytash (Eds). Using Technology to Enhance Writing: Innovative Approaches to

Literacy Instruction (pp. 49-54). Bloomington, IN: Solution Tree Press.