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Sarah Hornsby

English Language Arts & Reading


English 1
Lesson Title/Topic: Writing Process
Target Concept: Prewriting / Planning
Standards/Rationale: 110.31.3.13
(13) Writing/Writing Process. Students use elements of the writing process (planning, drafting,
revising, editing, and publishing) to compose text.
Lesson Objectives:

Assessment:

The students will compose a journal entry


using a brainstorming method of their
choice to evaluate Cadged Bird by Maya
Angelou with 80% proficiency.

Exit ticket.

Materials: Computer, projector, PowerPoint slides, Maya Angelous poem Caged Bird,
student journals
The teacher will:
Focus/Mental Set:

Before class begins, write on board


the objective for the day.
Have students take out their
classroom journal to do a
freewriting activity. Respond to the
following question:
o What does freedom mean
to you?
Give students about 2-3 minutes to
freewrite in their journals.
After 2-3 minutes, explain to the
students that what they just did
the freewriting activity was a
form of prewriting (the first step in
the writing process).
Explain that in todays lesson we
will learn about the first step in the

The student will:

Take out their classroom journal


and begin freewriting about what
freedom means to them.

writing process, prewriting.


Teacher Input:

Go over the PowerPoint with


students (the writing process
slides).
Facilitate a discussion, asking these
questions:
o Why do you think
prewriting is even in the
writing process?
o What is the importance of
prewriting?
o What do you do during the
prewriting process?
o What happens if you dont
prewrite?
Have students turn to a shoulder
buddy and pull out a piece of paper.
Explain to the students that they
will be doing a Rally Table
structure activity. The instructions
read:
o With your shoulder buddy,
you will each take turns
contributing to a list of
different brainstorming
techniques by passing the
paper back and forth.
o You will have 1 minute to
complete this activity.
Have students begin the Rally Table
activity.
After 1 minute, have each group of
partners write on the board at least
one way to brainstorm ideas (ideas
cannot be repeated on the board).
Discuss with the class the studentmade list on the board.
Go over the rest of the PowerPoint
slides about different brainstorming
techniques.

Guided Practice:

Observe and listen to PowerPoint


slides.

Respond to questions.

Turn to shoulder buddy and get out


a piece of paper.
Listen to rally table activity
instructions.

Complete the rally table activity.

Write on the board one


brainstorming method.

Discuss the student-made list with


the class.
Listen and observe the remainder of
the PowerPoint.

Break students up into 5 groups.


Explain that each group will be
assigned a specific brainstorming
method.
o Group 1 = Word Cluster
o Group 2 = A Drawing
o Group 3 = Cubing
o Group 4 = Similes
o Group 5 = Three
Perspectives
Instructions for the activity are:
o Using your assigned
brainstorming method, each
group will need to
brainstorm about what
freedom means to you.
o After about 6 minutes, your
group will present to the
class what you have created.
Give the group 5 minutes to do the
activity.
Walk around to each group to make
sure they are on task and to see if
they have any questions about their
assigned brainstorming method.
After 5 minutes, have each group
present to the class what they
created.

Sit with their assigned group.


Listen to instructions for the group
activity.

Work with their group to complete


the activity.

As a group, present their work to


the class.

Read the poem.


Discuss the poem with a group of
three.

Independent Practice:

Have students come back to their


own seats.
Pass out Maya Angelous poem
Caged Bird
Allow the students a few minutes to
read the poem individually.
After 3 minutes, instruct the
students to get into triads and
discuss the poem.
Allow the students 7 minutes to
discuss the poem in their groups.
After 7 minutes, explain to the
students that they will individually
create a new journal entry in their
classroom journal. The prompt for

the journal entry reads:


o Write in your journal
responding to the question:
What does freedom mean
in the poem?
o Before you write a short
paragraph, brainstorm your
ideas using one of the
brainstorming activities we
discussed in class today.
o This assignment will be
homework for tonight.
Write on the board the requirements
for the assignment (as read in the
assignment prompt).
Instruct students to bring their
completed journal entry to class
with them tomorrow.

Write down the homework


assignment.

Complete exit ticket assignment.

Turn in exit ticket.

Closure:

Explain to the students that


prewriting is an important step in
the writing process that should
never be skipped.
Exit ticket/assessment for students
to complete:
o Write down three reasons
why the prewriting process
is essential.
Collect exit tickets.

Options:
Enrichment:
Modifications/Correctives:

References:

Reteach:

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