STEPP Lesson Plan Form

Teacher: Ms. Eder

School: Altona Middle School
Title: Writer's Workshop

Grade Level: 6th

Date: 4/21/2015 - 4/23/2015

Content Area: Language Arts
Lesson #: 1 of 1

Content Standard(s) addressed by this lesson:

6.1.d. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly. (CCSS: SL.6.1)
6.2.2.a.i. Use Key Ideas and Details to: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text. (CCSS: RI.6.1)
6.2.2.c.ii. Use Integration of Knowledge and Ideas to: Trace and evaluate the argument and specific
claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are
not. (CCSS: RI.6.8)
6.3.2.a. Write arguments to support claims with clear reasons and relevant evidence. (CCSS: W.6.1)
6.3.2.a.i. Introduce claim(s) and organize the reasons and evidence clearly. (CCSS: W.6.1a)
6.3.2.a.ii. Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text. (CCSS: W.6.1b)
6.3.3.e. With some guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a new approach. (CCSS: W.6.5)
6.4.1.b. Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources. (CCSS: W.6.8)
CDE Technology Standards
V. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior. Students:
B. exhibit a positive attitude toward using technology that supports collaboration, learning, and
productivity.
VI. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
A. understand and use technology systems.

Inquiry Questions:
- How do writers monitor their work to include information that is relevant to the topic?
- How do writers improve the organization of a piece of writing?
- How is word selection important to a piece of writing?
- If strong, well-selected vocabulary is used, what might a reader say to the author?
- How does text organization help the reader understand writing?
- How can writers create strong sentence fluency in their work?
Evidence Outcomes:
Every student will be able to: give effective feedback to their peers

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STEPP Lesson Plan Form

Given the peer review form and teacher guidance I can: review a peers argument and give them effective
feedback so that they may improve their essay.
Every student will be able to: improve their own papers using writing workshop stations.
Given the writer's workshop station guidelines and teacher instructions I can: review my own paper for
grammar, content, and relevant information to the assignment at hand and improve my paper to be closer
to complete enough to turn it.
Every student will be able to: write a 5 paragraph argumentative essay that has a fair and effective
claim.
Given the writing, workshop, planning, and research time in class I can: produce a well written 5
paragraph argumentative essay using the rubric I was given to complete all requirements.

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STEPP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set

Procedures

Writer's Workshop
This lesson comes in during our "content days" (Tuesday-Thursday). Since Monday and
Friday have a more set routine these days are devoted to work time and content. These
three days will be a three step part of one lesson that will lead up to the completion of their
essays.
3 extended class periods (90 minutes)
IPads, writer's workshop station cards, peer review sheet, printed rough draft, source
sheets, access to the internet, highlighters, document camera.
Day 1
Add extra words semiarid and centigrade to Notability document.
Day 2
Add extra words semifinal and unicycle.
Day 3
Add extra words bikini and bifocal.
Day 1
Anticipatory Set (5 minutes)
Go over rubric (15 minutes) - teacher input: I will project the rubric on the document
camera and we will go over the expectations for receiving advanced in all the categories.
Class agenda (5 minutes) - teacher input: I am going to explain that we will be working
on our source sheets and rough drafts depending where students are at. They will have the
remainder of class to finish, but they need to spend this time wisely because it will affect
LEA grades if they don't get the rough draft done by the next class period.
Work time (60 minutes) individual practice: As mentioned above students will have the
remainder of class to complete their rough draft. Next class period will be writer's
workshop so they need to have something to workshop.
Closure (5 minutes)
Day 2
Anticipatory Set (5 minutes)
Wrap up rough draft (20 minutes) - individual practice: The writing time the day before
was not sufficient so I added 20 minutes in the beginning of class for students to finish.
Workshop essays (40 minutes) - small group practice: Student were allowed to get with a
partner and then I put the pairs at different stations. There are 6 in total. They were to go
through each one at their own pace and complete everything on the instructions.
Revise (20 minutes) - individual practice: Students, upon finishing workshop, need to

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Closure

Differentiation

Assessment

go and edit and revise their paper according to what they learned in the workshop. They
need to edit it before a peer looks at it.
Closure (5 minutes)
Day 3
Anticipatory Set (5 minutes)
Agenda for the day (10 minutes) - Teacher input: I will go over expectations for the day.
Peer Review (45 minutes) - Small group practice: They have a sheet to go through with a
peer who is done. If the students were at track the day before (period 4 and 5) see
differentiation.
Final draft (remainder of class) - Students are aware of the due date of April 27th.
Closure (last 5 minutes)
Day 1
Have students repeat to me what we are doing tomorrow. Ask them what they need for the
workshop and check in with how they are feeling.
Day 2
Ask students what was one thing they noticed they needed to work on. Then have the
students turn in a quick to do list of three things they need to change or already did.
Day 3
Review what they need for assessment day tomorrow.
On Wednesday during period 4 and 5 I was missing about half of each of my classes
because of the 6th grade district track me. These students will be missing the workshop.
They have the option when they return to do either the workshop or peer review. They
don't need to do both and they will be exempt from one of them in their LEA grade.
The workshop and peer review are both assessments. The workshop is a self-assessment
and peer review is a peer assessment.

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STEPP Lesson Plan Form

Post Lesson Reflection

1.

To what extent were lesson objectives achieved?

In period 4 and period 2 I was pleased with the achievement of these objectives. Over
75% of my students were engaged and working hard on their essays. I know this because
of their LEA materials they have since turned in and by walking around and checking
progress. Period 5 had less participation, but they were still engaged in their arguments,
just not the work shopping piece as much. The part of the lesson I was the most pleased
with was the workshop. I wasn't sure if students were going to just breeze through it
because beyond seeing markups on their rough draft there wasn't too much accountability
for them, but they all took their time and really went through each step at the stations.

2.

What changes, omissions, or additions to the lesson would you make if you were to
teach again?
I would have made some sort of concrete checkpoint where they had to do something to
move on. This way I could have kept track of who was doing what and who had
accomplished what. I would have also made the workshop completely independent or
more structured. I let them pick partners because of all the writing time by themselves
they had had, but some pairs abused the choice to pick and it ruined it for everyone.

3. What do you envision for the next lesson?

The next lesson is the last lesson of this unit. It is assessment day. Today was really the
last content day.

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