TCHR 6011 Lesson Plan Format (Guidry - Revised July 2008)

Date____________________ Time/Period______________

Teacher Name: Dawn Allison Subject: English I Grade level 9

Text page #s: 439-675 (reference) Writer’s Choice Grammar and Composition
Lesson step Description of Activities and Setting Question script

1. Focus/hook and review Yesterday students talked about the writing What did you notice
Review quickly previous lesson and process. They learned how to go from about reading your
skills. Give meanings if needed. drafting to the revision and editing stage, work at home out
Talk in relative terms. Use as which is where they will begin today. loud one you finished
opportunity to engage/excite your rough draft?
students (hook).
Did any part of the
writing process prove
difficult, and what
did you do to
overcome it?

What, if anything, did

you enjoy about it?
What (besides not
having to do it,
because you will and
do) could have made
it more enjoyable to
you?
2. Statement of Objective 4.01, 4.02, 6.01, 6.02 How do you create
Let students know what they will Today students will create a set of criteria and implement a
learn. Be specific. Set minds for judging one another’s work, that same writer’s workshop?
(anticipatory set). Must align with criteria will be used in grading the final
SCOS. revised draft of their personal narratives. What is the
difference between
criteria and
standards?
3. Major instructional sequence - Teacher input - include topics to be covered What do you think is
may include: Lecture topics to include: the point of
​A. Teacher input​ – “My time” ● The Structure of a writer’s workshopping
Present content with accuracy and workshop student (or any)
clarity. Teacher must now deliver ● Purpose of a writer’s workshop writing?
the information. Teacher is in ● Standards (grammatical rules,
control. Give examples, definitions, spelling, ect). What would be some
and show the process. Check for ● Criteria: additional qualities that a ways we might
understanding. Ask students work should possess subjectively imposed structure it? Would it
relevant questions. (in this case, descriptive writing, literary make the most sense
​B. Guided Practice​ - “Our time” devices, a setting, and other things covered to do it all as a single
Involve all. Teacher must monitor in unit). group considering
the activity and activity must be ● The compliment sandwich. time constraints?
relevant to the objective. Must be
observable and vital if learning is to What is the
take place. difference between
​C. Independent practice​ – “Their standards and
time” Involve all. Must be relevant criteria?
and can be observable. Student
words, actions, products on his or
TCHR 6011 Lesson Plan Format (Guidry - Revised July 2008)

Date____________________ Time/Period______________

her own in class- or for homework.

Guided practice What are the

● Together we standards of
will determine what our English? Why
standards and criteria should these
should be for critiquing
be our
student work (and for
grading). The teacher standards for
will asked directed reviewing each
questions to guide other’s work?
students to the
necessary requirements What criteria
of the assignment while should be
listening and weighing
included?
their own suggestions
and using the ones that What elements
are applicable. These of literature
will be written on the have we
board for all to see. discussed over
● Together we the course of
will determine rules for the unit would
critiquing work (the you expect to
structure of the
see in student
workshop, including
how students will be work?
grouped, how large the
group will be, operating What elements
procedure—student should you
reviewers must mark look for when
their names on the you read
papers they reviewed
another
for a grade)
● Students will student’s
split of in groups in the work?
way decided and begin (Standards and
reviewing each other's criteria, flow,
work. The teacher will punctuation,
circulate the room, spelling,
asking and answering elements
questions, observing the
discussed).
activity, and making
sure that student's
remain on track and How should
offer helpful criticism you give
that deals with the feedback?
standards and criteria
already set up. What marks
should you use
to indicate…?
(new
paragraph,
insert
something,
remove
something,
capitalize, ect).
TCHR 6011 Lesson Plan Format (Guidry - Revised July 2008)

Date____________________ Time/Period______________

What should
our rules be
when
reviewing the
work of other
students?

How many
students
should be in a
critiquing
group? (No
less than three
and no more
than five).

What is a
compliment
sandwich and
why should we
offer criticism
in this way?

Independent practice What did you

Students will take find helpful?
their marked drafts
home, consider the What can we
suggestions and improve about
corrections made our operating
during the workshop, procedure for
and revise and edit next time?
their drafts. They will
turn in their final
drafts tomorrow
along with all the
marked copies. The
teacher will be
looking for some of
the changes to be
implemented, though
not all. The teacher
will grade final drafts
with a rubric based
on the standards and
criteria set up during
class.
6. Closure and/or Evaluation Today we implemented a writer’s How do you create
Have a summary of vital aspects of workshop by coming up with a list of and implement a
the lesson, prepare for next lesson- standards and criteria, deciding how it writer’s workshop?
get the students anticipating what is would operate, and then actually doing it.
next and check for understanding. What is the
Must ultimately answer “What did Tomorrow you will turn in your final draft difference between
they learn?” (Essential questions to along with a bundle of marked rough drafts criteria and
TCHR 6011 Lesson Plan Format (Guidry - Revised July 2008)

Date____________________ Time/Period______________

be listed below) from today. Reviewers, please make sure standards?

you’ve signed your name to each draft that
you marked.
Lesson Essential questions:

1. How do you create and implement a writer’s workshop?

2. What is the difference between criteria and standards?

Lesson materials/reference list:

4 copies of each student's rough draft.
Paperclips
Pencils/pens (not red)