Lesson Plan Template ED 3501 Curriculum Overview Lesson Lesson Title/Focus Subject/Grade Level The Writing Process Part

rt 1 of 3 Grade 2 Language Arts Duration Teacher 30 minutes Jarred Braun

LEARNING OBJECTIVES

SLOs 2.4 Create text Use own and respond to others ideas to create oral, print and other media texts 2.1 Use strategies and cues Preview book covers and titles; look for familiar words, phrases and story patterns to assist with constructing and confirming meaning Students will Use the prewriting stage of the writing process to find inspiration for writing their stories Students will make predictions on the story through the use illustrations to assist comprehension
MATERIALS AND EQUIPMENT Books rocket writes a story as well as the other Public Library to find rocket writes a story books in the classroom that students can use to find Language Arts Program of Studies inspiration Paper and writing utensils for writing story White board and markers to record student responses during the reading of rocket writes a story PROCEDURE
Introduction Assessment of Prior Knowledge Time

LEARNING RESOURCES CONSULTED

Introduction of Topic

Transition to Body

Bring students to the reading corner and have them sit down on the floor campfire style. Ask students What are some of the stories that youve already written? Did you just sit down and start writing a story or were there steps? How many steps were there? What were those steps? Explain to them what the writing process is (with the additional searching for inspiration step to help them write a story) in and why it is important to use it. Searching for inspiration Prewriting Drafting Revising Editing Sharing Tell the students that today we are going to read a story called Rocket Writes a Story.
Body

3 min

2 min

Learning Activity #1 Reading the Story

Before beginning the story have students examine the cover of the book and make predictions based on the title and illustrations. Perform a picture walk with the students and have them discuss what they think might be happening in this story.

Time 10 min

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Stop to point out and define vocabulary that might be new to the students or have potential to be topics for their own stories. Record predictions on white board in order so that we can test their hypothesis. Once I have started reading the book, refer back to original predictions and make new ones as the story progresses. Stop at the parts of the story that specifically discuss the writing process (when rocket searches for inspiration, when rocket edits his work when he makes mistakes, when rocket shows his friends the drafts that he has created and gets their feedback, etc.).
N/A

Assessments/ Differentiation:

Observe the predictions that the students make based on the title and illustrations.

Learning Activity #2 Discussion

Once the story is finished, ask students to reiterate what the writing process is and why it is important to use the writing process when writing a story. Possible responses: They might not be able to find inspiration right away They need to edit work to correct mistakes They can improve their story by having their friends comment on their stories Discuss some of the important elements of writing a story such as beginning, middle, end, settings, characters who perform actions, etc.

2 min

Assessments/ Differentiation Learning Activity #3

Formatively assess students based on the responses that are given during the discussion period

N/A

Search through the various books in the reading corner for 5 minutes in order to find inspiration from particular words, pictures, settings, and characters in the books. Sit down to write whatever comes to their minds about their story for 5 minutes in order to get ideas flowing. The only rule is that they keep writing no matter what it is that they write.

10 min

Assessments/ Differentiation

Observe students as they search through their books for inspiration and ask students individually to share their findings Walk around to see if students are continuously writing or having trouble thinking of things to write. Encourage those who are struggling by telling them that it doesnt matter what they write as long as they are writing something. Closure

N/A Time

Assessment of Learning:

Transition To Next Lesson

I will ask students what they thought about the free writing period What made it difficult or easy for you to keep writing? Was it enjoyable and why? After class has ended I will read what the students have produced during the 5 minutes free writing period. Tell the students that, there are many steps to writing a story and next week we will continue writing by using the ideas that we have had to create our stories. Tomorrow we will further discuss the important elements of a story and ensure that each of you includes these elements in your story.

2 min

1 min

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson Lesson Title/Focus Subject/Grade Level

The Writing Process Part 2 of 3 Grade 2 Language Arts

Duration Teacher

30 minutes Jarred Braun

LEARNING OBJECTIVES

SLOs 2.4 Create original text Use own and respond to others ideas to create oral, print and other media texts Create narratives that have beginnings, middles and ends; settings; and main characters that perform actions 4.1 Appraise own and others work Identify features that make own or peers oral, print or other media texts interesting or appealing Students will Students will engage in drafting and revising in order to create their own stories Students will include beginnings, middles and ends; settings; and main characters that perform actions in their stories Students will provide constructive feedback to their peers in order to help each other revise their stories
LEARNING RESOURCES CONSULTED

Language Arts Program of Studies

MATERIALS AND EQUIPMENT Books rocket writes a story as well as the other books in the classroom that students can use to find inspiration Paper and writing utensils for writing story White board and markers to record student responses during the reading of rocket writes a story PROCEDURE
Time

Introduction Assessment of Prior Knowledge

Introduction of Topic

Gather class in the reading corner and ask students Who can think of some of their favourite stories? What are some of the things that all of these stories have in common? Record their answers on the white board Explain that there are elements that all stories need to have to be interesting and make sense: beginning, middle, end, setting, and characters who perform actions. Bring up the writing process and discuss with the class the next two phases (drafting and revising) and explain why they are important. Drafting this organizes the students ideas that they had during the prewriting phase and records them in a more logical order. This is just a first try that will be changed and added to. Revising this takes the students first try and gives them the opportunity to improve their story (in this case through peer feedback). Tell students to find their desks, take out their prewriting sheets where they have recorded their ideas. Tell each student to check if their idea

2 min

3 min

Transition to Body

1 min

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

sheets include all of the elements that were discussed. Once they have done this, tell them to start organizing those ideas into a story.
Body Learning Activity #1

Students will re-write their stories on a separate piece of paper using the ideas that they came up with during the free writing period in the previous lesson
Observe students as they write their stories and check if each student has included each important element into their stories.

Time 8 min

Assessments/ Differentiation:

Learning Activity #2

Assessments/ Differentiation

Break into partners (Students can choose their own partners) and share the rough draft of their stories with each other so that they can provide one another feedback Each student will have to tell their partner two things that they liked about his/her story and make one suggestion of something they could add to the story.

5 min

Observe the group work to hear the kind of feedback the students are giving each other. Ensure that students are giving appropriate feedback and encouraging one another.

Learning Activity #3

Return to their stories and use the suggestions of their peers, if they want to, also giving them the option to ask the teacher for suggestions if they still feel as though they need more feedback than they received from their peers. If they do not want to make the changes that have been suggested, give them the option to talk to the teacher for more ideas or simply revise their story on their own until they have a final copy of their story.
Give students feedback as they ask me for assistance and observe the students as they write. Closure

8 min

Assessments/ Differentiation

Time

Assessment of Learning:

Transition To Next Lesson

When the 5 minutes are up I will ask students What kind of changes did you make to your stories? Did you find it helpful to receive feedback from other people in the class? Why do you think that the writing process is important to use when you are writing a story? Discuss the next two stages of the writing process that will be addressed in the next class. Editing explain that editing is different from revising because during revising we change major parts of the story while during editing we just make small changes such as spelling and grammar. Sharing Students will have the opportunity to share their stories with each other

2 min

1 min

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson Lesson Title/Focus Subject/Grade Level

The Writing Process Part 2 of 3 Grade 2 Language Arts

Duration Teacher

30 minutes Jarred Braun

LEARNING OBJECTIVES

SLOs 2.2 Respond to text Retell the events portrayed in oral, print and other media texts in sequence 2.4 Create original text Use own and respond to others ideas to create oral, print and other media texts Create narratives that have beginnings, middles and ends; settings; and main characters that perform actions 5.2 Work within a group Work in a variety of partnerships and group structures Students will Retell the events portrayed in their stories by creating a dramatic group performance Engage in the editing and sharing process to create the final draft of their stories Create stories that include beginnings, middles and ends; settings; and main characters that perform actions
LEARNING RESOURCES CONSULTED

Language Arts Program of Studies

MATERIALS AND EQUIPMENT Books rocket writes a story as well as the other books in the classroom that students can use to find inspiration Paper and writing utensils for writing story White board and markers to record student responses during the reading of rocket writes a story PROCEDURE
Time 2 min

Introduction Assessment of Prior Knowledge

Introduction of Topic

Transition to Body

Gather class in the reading corner and ask students What do you remember about the writing process from last class? What stages of the writing process did we use last class? How did using the writing process help? Discuss the final two stages of the writing process (editing and sharing) and explain why it is important for the students to engage in these stages of the process. Editing to ensure that the final copy is quality work with no simple mistakes that were overlooked. Sharing to take pride in the work that has been created and share that creation with others. Explain that knowing you are going to show your work to others motivates you to present quality work. Discuss what kind of errors students will be trying to correct as they edit their stories. Adding periods at the end of a sentence Capitalizing names of characters and the beginning of a sentence Correcting spelling of common words that the students know Ensuring that words are legibly written

2 min

2 min

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Then send students to their desks and tell them to pull out their stories.
Body Learning Activity #1 Time

First have students stand up and find an empty spot on the wall (make sure that students spread out at least an arms width from each other) to which they will read their stories aloud so that they are able to hear what they have written and ensure that it makes sense. Students will then sit back down at their desks and edit their work to ensure that it makes sense and words are spelled correctly to the best of their abilities.

5 min

Assessments/ Differentiation:

Observe students to make sure that students are trying their best to fix obvious mistakes.

Learning Activity #2

Students will break into groups of four (I will assign groups) and share their stories with each other as well as how the writing process helped them in the creation of the stories.
I will observe the discussions that students are having in order to assess their comprehension of the writing process and why it is useful.

6 min

Assessments/ Differentiation

Learning Activity #3

Assessments/ Differentiation

Still in groups of four, each group will choose one of the four stories that were presented and act out that story from beginning to end in front of the class. If there are not enough characters for students to each have a part get them to act as different objects or scenery in the story. Give students 7 minutes to organize how they are going to act out the story. Then gather students in the reading corner (sitting campfire style) and have each group of 4 act out their presentations one at a time in front of the rest of the class.

12 min

I will observe as students create their performances as well as provide assistance where needed. I will watch their performances to gage their comprehension of each others stories as well as their ability work in groups. Closure

Time

Assessment of Learning:

Transition To Next Lesson

I will use the rubric that students have been using throughout the process to self-assess their work. Through the use of this rubric I will give students marks as well as written feedback on their stories. Give the class feedback on their stories and their performances.

1 min

Adapted from a template created by Dr. K. Roscoe