Teach

er:
Subjec
t area:

Ashley
Wienk
en
Writin
g

Date:

11/14/
16

Grade
Level:

1st

District
:

CFBIS
D

Scho
ol

Riverch
ase

Unit
Title

Writin
g
review
s

Less Not too

on
long,
Title: not to
short!

UNT Lesson Plan

Purpose and Lesson

Content
Standard(s):

Understanding goals(s):

Essential Question(s):

(17)
Writing/Writing
Process.
(C) revise drafts
by adding or
deleting a word,
phrase, or
sentence;
D) edit drafts for
grammar,
punctuation,
and spelling
using a teacherdeveloped
rubric;

Students will understand the

importance of checking over
their writing to ensure that
their writing makes sense,
and that it is reader friendly.

As you listened to me read

this book review, what did
you notice?

Student
Objectives:

Activities

I can check my
sentences to
make them just
right.

Are all of these words

necessary in order for our
book review to make sense?
How can you change this
sentence in order for it to
sound better?

Assessment
of
Objectives:
The teacher
will assess by
student
responses to
questions
during whole
class
instruction/disc
ussion
The teacher
will assess as
she observes
students
working.
The teacher
will assess by

What are some ideas in

which we could improve this
piece of writing?

After snack students will gather at the

carpet to begin lesson.
Introduce todays topic:
Today we will again be talking about how
to make our sentences just right. (Direct
students to the learning target). Yesterday,
we talked about ways to check your
sentences in your writing and we are
going to talk a little bit more about that
today (have anchor chart from previous
lesson available). What were some of
those ways? (Allow students to respond).
Today, I have a book review written by a
1st grade student at another school. Now
this may be a book you are unfamiliar
with, but we can still help this student by
fixing some of her sentences. (Show
students the writing piece). Now this
particular student chose to write about a
book titled: Earrings, please listen and
follow along as I read this aloud.
-make sure to run out of breath in certain
areas where there is a run on sentences to
emphasize the importance of punctuation.
Now as I was reading what were we
noticing?
Allow students to respond
Expected answers: It is repetitive, no
punctuation, running out of breath as I

Timeline
&
Grouping
Whole
group:
15-20
minutes

UNT Lesson Plan