Fourth grade

Narrative writing unit

Day 2: writing process and self-evaluative writing
Lesson Overview: In this lesson, students will learn and examine the steps/stages of the

writing process and analyze the importance of writing in a step-by-step procedural

manner. Students will be provided with a rubric that they will use to evaluate their own

pieces of writing.

Time: 60 minutes

Resources or Materials Needed

• Chart Paper

• Markers

• Student Writing Notebooks

• Glue

• Pencils

• ELMO

• SMART Board

• Access to Brain Pop video: Writing Process

• Quiz

1
Performance Objective: Given a ten-question quiz, students will classify specific tasks

completed during the writing process into their individual stage of the writing process with

90% accuracy.

Step 1: Pre-Instructional Activities

• Students will engage in a web-based game on https://www.abcya.com/grades/4 to

practice grammar skills necessary to become strong writers.

• Students are asked to take out Google Chromebooks and access the webpage listed

above.

• Students are instructed that they may choose from any of the “Parts of Speech Word

Quest” games under the Word Games tab.

• Students will play the game of their choice for ten minutes before being asked to close

their Chromebooks.

Step 2: Content Presentation

• Teacher will open content presentation by asking students to discuss with their face

partner what the first steps are when they write?

• Teacher allows students 1-2 minutes to discuss, before asking students to share

• Teacher explains that there is a step-by-step procedure that all good writers follow

when they begin writing, called the “Writing Process”

2
• Teacher shows Brain Pop video entitled, “Writing Process” at

https://www.brainpop.com/english/writing/writingprocess/

Step 3: Learner Participation

• Teacher asks students to take out their Writing Notebooks.

• Teacher draws students’ attention to anchor chart (on chart paper) pre-labeled with
markers “The Writing Process” (divided with markers into 5 equal sections).

• Teacher instructs students to create the same anchor chart in their writing notebooks.

• Teacher walks through each step of the writing process (pre-write, draft, edit, revise,

publish), and, asking for student input, fills out the anchor chart.

• Discussion: students partake in a discussion of the importance of self-evaluating one’s

writing as they move through each step of the writing process.

• Teacher provides students with a self-evaluation rubric to put in their

writing notebooks that will serve as a tool they can utilize as they move through each

step of the process.

• Students are instructed to glue in the self-evaluation rubric in their writing notebooks.

Step 4: Assessment

• Teacher distributes ten-question quiz in which students are asked to classify specific

tasks completed during the writing process into their individual stage of the writing
3
process.

Step 5: Follow-Through Activities

• Students will discuss, at their table groups, what problems may arise if the steps of the

writing process are ignored or not followed in the step-by-step manner outlined.

Printable RESOURCES

• Self-Evaluative Rubric (page 5)

• Writing Process Quiz (page 6)

4
5
6