WEEKLY LESSON PLAN
Teacher’s Name M. Stark
Subject Grammar/composition
ESSENTIAL
LEARNINGS
Standard 2 Students will read, write,
Mon
listen, and speak for literary
response and expression.
Students will read and listen to oral,
written and electronically produced
texts and performances, relate texts
and performances to their own lives,
and develop an understanding of
the diverse social, historical, and
cultural dimensions the texts and
performances represent. As
speakers and writers, students will
use oral and written language for
self-expression and artistic creation.
Tues
Standard 2 Students will read, write,
listen, and speak for literary
response and expression.
Students will read and listen to oral,
written and electronically produced
texts and performances, relate texts
and performances to their own lives,
and develop an understanding of
the diverse social, historical, and
cultural dimensions the texts and
performances represent. As
speakers and writers, students will
use oral and written language for
self-expression and artistic creation.
Week of
OUTCOMES
What will the students know or be able
to do at the end of the lesson?
The students will and should use
what they have learned about
sentences, paragraphs,
conventions of the essay, the
writing process, and their own
emerging capabilities as writers
to:
1. recognize that writing is a
process requiring thoughtful
reconsideration and revision
2. discern and record details
accurately as part of the
composing process
The students will and should use
what they have learned about
sentences, paragraphs,
conventions of the essay, the
writing process, and their own
emerging capabilities as writers
to:
1. recognize that writing is a
process requiring thoughtful
reconsideration and revision
2. discern and record details
accurately as part of the
composing process
May 9th__________
Unit Writing Process Grade/ Class _5-302____
ASSESSMENT STRATEGIES
How will the students demonstrate that In what activities will the students be engaged to
they have accomplished the desired accomplish the desired outcome?
outcome?
Student will have the Writer’s Notebook used Show Poetic forms and poetic devices express
a tool for their progress in writing at and thoughts and ideas in a variety of ways
above grade level
e.g. haiku — a poetic form; simile — a poetic
device.
Writings will be at or above grade and will
include generate varied ideas as part of
the composing process
evaluate details and ideas in light of
particular audiences and rhetorical
purposes
organize ideas in a coherent manner
use specific details to support claims
. gather, use, and document information
to develop an argument
communicate with an academic
audience to describe, analyze, and
persuade
observe the conventions of standard
edited American English
Student will have the Writer’s Notebook used Show Poetic forms and poetic devices express
a tool for their progress in writing at and thoughts and ideas in a variety of ways
above grade level
e.g. Acrostic work
Writings will be at or above grade and will
include generate varied ideas as part of
How do you define Name Poem? What is the
definition of Name Poem?
the composing process
evaluate details and ideas in light of
particular audiences and rhetorical
purposes
organize ideas in a coherent manner
use specific details to support claims
. gather, use, and document information
to develop an argument
communicate with an academic
audience to describe, analyze, and
persuade
observe the conventions of standard
edited American English
 Standard 2 Students will read, write,
Wed
listen, and speak for literary
response and expression.
Students will read and listen to oral,
written and electronically produced
texts and performances, relate texts
and performances to their own lives,
and develop an understanding of
the diverse social, historical, and
cultural dimensions the texts and
performances represent. As
speakers and writers, students will
use oral and written language for
self-expression and artistic creation.
Standard 2 Students will read, write,
Thurs
listen, and speak for literary
response and expression.
Students will read and listen to oral,
written and electronically produced
texts and performances, relate texts
and performances to their own lives,
and develop an understanding of
the diverse social, historical, and
cultural dimensions the texts and
performances represent. As
speakers and writers, students will
use oral and written language for
self-expression and artistic creation.
Standard 2 Students will read, write,
Fri
listen, and speak for literary
response and expression.
Students will read and listen to oral,
written and electronically produced
texts and performances, relate texts
and performances to their own lives,
and develop an understanding of
the diverse social, historical, and
cultural dimensions the texts and
The students will and should use
what they have learned about
sentences, paragraphs,
conventions of the essay, the
writing process, and their own
emerging capabilities as writers
to:
1. recognize that writing is a
process requiring thoughtful
reconsideration and revision
2. discern and record details
accurately as part of the
composing process
The students will and should use
what they have learned about
sentences, paragraphs,
conventions of the essay, the
writing process, and their own
emerging capabilities as writers
to:
1. recognize that writing is a
process requiring thoughtful
reconsideration and revision
2. discern and record details
accurately as part of the
composing process
The students will and should use
what they have learned about
sentences, paragraphs,
conventions of the essay, the
writing process, and their own
emerging capabilities as writers
to:
1. recognize that writing is a
process requiring thoughtful
reconsideration and revision
Show Poetic forms and poetic devices express
Student will have the Writer’s Notebook used thoughts and ideas in a variety of ways
a tool for their progress in writing at and
e.g. Cinquain
above grade level
Writings will be at or above grade and will
How do you define Cinquain Poetry Type?
What is the definition of Cinquain Poetry Type?
include generate varied ideas as part of
the composing process
evaluate details and ideas in light of
particular audiences and rhetorical
purposes
organize ideas in a coherent manner
use specific details to support claims
. gather, use, and document information
to develop an argument
communicate with an academic
audience to describe, analyze, and
persuade
observe the conventions of standard
edited American English
Show Poetic forms and poetic devices express
Student will have the Writer’s Notebook used thoughts and ideas in a variety of ways
a tool for their progress in writing at and
e.g. Limerick
above grade level
Writings will be at or above grade and will How do you define Limericks? What is the
include generate varied ideas as part of definition of Limericks?
the composing process
evaluate details and ideas in light of
particular audiences and rhetorical
purposes
organize ideas in a coherent manner
use specific details to support claims
. gather, use, and document information
to develop an argument
communicate with an academic
audience to describe, analyze, and
persuade
observe the conventions of standard
edited American English
Show Poetic forms and poetic devices express
Student will have the Writer’s Notebook used thoughts and ideas in a variety of ways
a tool for their progress in writing at and
above grade level
e.g. Senryu Poetry Type
Writings will be at or above grade and will
include generate varied ideas as part of How do you define Senryu
the composing process
Poetry Type? What is the
evaluate details and ideas in light of
particular audiences and rhetorical definition of Senryu Poetry
purposes Type?
organize ideas in a coherent manner
use specific details to support claims
 performances represent. As
2. discern and record details . gather, use, and document information
speakers and writers, students will accurately as part of the to develop an argument
communicate with an academic
use oral and written language for composing process audience to describe, analyze, and
self-expression and artistic creation. persuade
observe the conventions of standard
edited American English

MOTIVATION FOR Bloom’s Six Facets: Immaculate Conc. Grade Weighting Scale: Multiple Intelligences/ Use of Technology:
LESSON: Taxonomy: x Self-Knowledge Tests and Quizzes (60%): Differentiated
x Knowledge □ Empathy Instruction: Smartboard
In order to improve xComprehensio x Interpretation Classwork/ Participation (10%): Grouping IPAD
their writing ability as n x Explanation
well as increase their □ Application □ Application Homework (10%):
self esteem of their x Analysis x Perspective
ability to write □ Synthesis Projects/ Portfolios (10%):
□ Evaluation
creatively and
correctly, the teacher
must begin with a
visual model which
can be visualized by
the student.
Integration with… Religion x ELA □ Mathematics □ Science □ Social Studies Art □ Music □ PE/Health
Explain: Writing/creative
ALL DAYS INCLUDE THE WRITER WORKSHOP MODEL