TCNJ Writing Unit Plan

Lesson #2 Brainstorming & Speaker I nterview

Student Name: Keri Anacker & Michelle Seelenfreund School Name: Hopewell Elementary
Grade Level: 3rd Host Teachers Name: Ms. Hamilton


Guiding Questions:
What are effective ways to brainstorm?
What animal will you choose to write your article about? Is this animal interesting to me?
What do I want my readers to know about my animal?



Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)

Students have used brainstorming for different writing units in the past. They probably dont
know that brainstorming is an important step in the process of writing informational text as it can
help you figure out what to research.


Standards:
CCSS.ELA-LITERACY.W.3.8
Recall information from experiences or gather information from print and digital sources;
take brief notes on sources and sort evidence into provided categories.


Learning Objectives and Assessments:
Learning Objectives

Assessment
Students will be able to brainstorm
effectively about their animal articles.
Students will be making brainstorming webs
and teacher will assess for relevance and
correctness.


Materials: (List all, include any online or book references)
clipboards, pencils, dry erase marker, paper



Plan for distribution/cleanup of materials:
Teacher will distribute clipboards by calling students by table to retrieve clipboards at rug, paper
passer will distribute papers.



Lesson Beginning: Keri
Teacher will have students begin at their desks. She will write the prompt on the board:
Three Animals that I know about or am interested in are:
1.
2.
3.
Teacher will ask students to fill in the spaces with three animals they would like to write their
article about. If a student has already chosen an animal and written its name on the sign-up sheet,
then he or she may write three facts they know about that animal instead.
Step by Step plan (numbered):
1. Lesson beginning
2. Keri will ask students to think for two minutes and choose one of the animals to focus their
article on. Teacher will ask students to circle that animal.
3. Keri will explain that after choosing the topic to write, the next step in the writing process is
called brainstorming. Teacher will write the word brainstorming on the board.
4. Keri will ask class Does anyone know what brainstorming is?
5. Keri will listen to student responses. Teacher will make a list of these responses on the board.
6. After hearing student responses, Keri will write the definition of brainstorming: Brainstorming
is an informal way of generating topics to write about, or points to make about your topic. It can be done
at any time during the writing process. You can brainstorm the topics for a whole paper or just a
conclusion or an example.
7. Keri will explain that there are many different ways to brainstorm depending on who the writer is.
Some make visual pictures, others make lists, and others outlines.
8. Jeff is here today to talk to us about a variety of really cool animals to help us select what we are
writing our article about and to find out interesting information about that animal.
9. You may have written down some questions for Jeff, please take those out. First he is going to talk to
us and then we will have time to ask him questions after.
10. Jeff will lead this part of the lesson and will show students a variety of animals
9. Students will have a question and answer session with Jeff.
10. Students will thank Jeff and say goodbye.
11. Today, we will make a visual brainstorming web to show the information, Ms. S and Ms. Anacker and
3H want to include in their article about Frogs. Michelle will create with the web with the help of the
class. It will look something like this:




12. Michellewill explain that students will be making a similar web to brainstorm their animal.
Using clipboards, students will be able to sit around the room and create their webs for their
animals. Michelle will distribute clipboards and allow students to pick their own spots around the
room. Michelle will remind students to pick a spot where work can be done.
13. Michelle will remind students that they should refer to mentor texts in the article library to
see what other authors included about their animals.
14. Students will work on their webs, teacher will confer with each student to ensure they are
working and are coming up with good ideas.
15. Students will be reminded when there is 5 minutes left, by Michelle ringing the chime.
16. Michelle will regain class attention using the chime.
X. Closure

Closure:
Michelle will say Now that we have made a list of some things we think might be good in our
articles, we do not have to include all of these things in our articles. Brainstorming is just a list of
ideas, and not a
Does anyone know what brainstorming is?
How can brainstorming help an author?

Logistics: about 1 hour

Timing:
-lesson beginning 2 minutes
-discussion & Jeff interview 30 minutes
-creation of frog web 5 minutes
-student brainstorming 20 minutes
-closure 1 minute

Transitions: Teacher will use the class chime to change activities. She will call students to the
rug and back to their seats by table. She will also call them to get their materials by table as well.

Classroom Management: If the noise level gets too loud during the brainstorming, the teacher
will turn off the lights to regain attention. She will consistently use the phrase 1 2 3 eyes on
me! to make sure the students are ready for the next set of directions.

Differentiation: The student conferences will act as differentiation. Also, the students will be
allowed to work wherever they want in the room. If anyone needs help or gets stuck when
brainstorming ideas, the teachers will walk around to assist and discuss.Students who are afraid
of the speakers live animals will be allowed to watch from afar. Further, if Elias or Cameron are
being distracted by things on the rug they can stand or sit at the desk during the speakers
presentation. Those students who do not want to ask their questions orally will be allowed to
submit them to Jeff in writing.