Marrero, Cecilia

ED315 Project
Mystery Lesson Plan Rationale
Part of the process of writing lesson plans is reflecting on why we created them. The decisions I made in this lesson plan connect to the
particular placement and setting I am in. I have also taken into consideration who the learners are and their relationship with writing. I would like to
reflect on my rationale behind the objectives, procedures, and assessments.
The field placement I am at is a Catholic archdiocesan parish school in Milwaukee. Mrs. Sokups class is one of the smallest in the school
at eighteen students. In addition to being the smallest, most students have been with each other since second grade. As I planned for these
lessons I was not hindered by the kind of school I am at. Students still have regular subjects like public school in addition to mass and religion. In
regards to the student relationship in the class I have thought about how students respond to each other and how I will build a community of
learners through the unit plan lessons. Most of the students in the classroom are girls and they can be catty towards one another. This is
something I want to specifically decrease especially when its time for peer editing.
As for the objectives, I selected the objectives in regards to the writing process. I know that students have been through the writing
process for expository pieces, but I havent seen them write many narrative pieces. The overarching common core standard is for students to write
a narrative piece that is developed in ideas, details, and well-structured. Every lesson objective is a standard underneath the main standard for
writing narratives and is a piece of the writing process to get them to the produced writing piece. I purposefully picked the connected standards so
students could reach the final goal: an intriguing narrative connected to the stimulus.
Students have used stimuli before to inspire their writing. They have written about novels using the novel as inspiration. Students have
also made a narrative for a picture book with the pictures of the novel as stimuli. This time around students are using a picture and caption for their
stimuli. Students are familiar with this kind of idea and I thought that it would be good to help students think about what to write about. In fact,
many students said they needed inspiration for writing and would benefit from pre-writing exercises. Again, you can see that I have set up my
lesson to connect to the writing process.
The procedures I selected also connect to the writing process. I have started the unit plan with lessons for pre-writing activities and ended
the unit plan with lessons about producing the students work and sharing their work. (I have not included all the lesson plans 11 in total for the
unit as that is not required for this project). I have also included procedures to motivate the students to engage with the learning experience. I
noticed that students in this class are more hesitant to participate when answering questions. I have tried to give students experiences with
movement and writing ideas down rather than vocalizing everything. These activities are strategically placed as they too connect to the writing
process.
In regards to the assessment, for the writing process it is logical to have a produced piece of writing. This only makes sense as students
go through the whole writing process. The main objective was for students to produce a narrative piece that is inspired by a stimulus. Each lesson
builds on bringing students closer to their goal the narrative piece by following the writing process. Even editing brings students closer to their
goal which is to create a mystery narrative using effective technique, relevant descriptive details, and well-structured event sequences. To get
there students need time to learn about what is included in a mystery and how they can write an interesting mystery by using effective language.
Mysteries naturally have a sequence to them, but helping students identify this and apply it is important. That is why I keep going back to what is in
a mystery because I want students to see that their piece should align with the characteristics or elements of a mystery. In addition to this

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ED315 Project
assessment students will self-asses. Because students started the unit setting goals it is beneficial for them to re-visit those goals and write about
what they have learned about themselves and the writing process.
One big factor in writing these lessons was making sure I meet the needs of the students. One way I did this was through my preassessment process. I interviewed students and Mrs. Sokup about the relationship with writing and their preferences for learning. I include this
information in each of my lessons and write about ways I can meet students where they are at. For example, in my first lesson I write about the
students who may struggle with content. I discuss the amount of students who said they need examples and peers to work with. To scaffold
learning for these students I start off with a mini-lesson on the type of thinking they will be doing. I also include peer work time where students can
work with more expert others. Eventually writing becomes a solo act, but I didnt forget to allow students to hear from their peers. I have thought
about which students struggle in the different parts of the writing process as well as students who dislike or like a particular part of the writing
process. I also realized that I am coming against certain attitudes about writing and am trying to make the purpose behind the writing process
relevant to students. There are students in this class that will not do work because they do not see the point in it. From analyzing a mystery to
setting goals to peer editing I have b connected these to the final objective and final learning experience for students. I want them to see that their
work matters and hope my lessons reflect this. When we are finished with our stories we will be sending them to Chris Van Allsburg or an
organization that takes in the stories; I know that Houghton Mifflin does a contest and accepts stories even when the contest is no longer running.
This will help students realize their audience is more than their peers. I have also created a file folder for each student with notes on previous
lessons, how they learn, and who they are as writers. I am hoping to continue to add to this folder as I conference with students and get to know
them more.
As I reflect on the work I have done so far I cant help to mention the things I would have changed. One of the first things I would have
liked to do is look at samples of students writing. I interviewed the students and their teacher, but never looked at what their actual writing looked
like and sounded like. One way to better meet the needs of the students would be to look at their writing. Another thing I would have liked to
change is the amount of copies that I have of the text. I spent a good amount of time at libraries this week to get copies of the text. I allowed
resources more than what would benefit students affect my first lesson. I do understand that this happens a lot to teachers so it was a good
experience and learning opportunity for me. One more thing I would change is to allow students to talk more about the mystery novels they are
reading. For some reason, I didnt include much of this information. I think subconsciously I knew that Mrs. Sokup was giving them this amount of
time so I didnt include it in my lessons. BUT, students who can experience an idea more than once and in different contexts/contents have a better
chance of keeping the information they learned.
I am looking forward to teaching the unit plan, learning how to adjust, and seeing what worked and what didnt. I have done my best to
create lessons that build on each other and meet the needs of the learners at my field. The objectives I have selected connect back to the main
unit objective to write narratives. I am excited to see what stories these students make!

Title: Writing Mysteries Subject/Course: Writing

Topic: Narrative Writing
Grade: 7th Grade
Designer: Cecilia Marrero

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ED315 Project
Stage 1 Desired Results
Established Goal(s):
CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event
sequences.
Understanding(s)

Essential Question(s)
How do authors use a stimulus to inspire their writing?

Students will know

1. The characteristics of a mystery
2. The story structure of a mystery
3. What a stimulus is

Students will be able to

1. Apply the writing process to their work
a. pre-writing
b. rough draft
c. editing
d. re-writing
e. publishing
2. Write a mystery narrative inspired by a visual and phrase with clarity and attention to
mystery story structure
3. Use a stimulus to write a mystery story

Stage 2 Assessment Evidence

Pre-Assessment
1. Previous writing exercises Students have used stimuli before for a writing assignment. For the last two writing assignments (one with a
group and one individual) students used analytical skills to write about novels. In the individual writing piece students compared two novels
which served as the stimulus. One of the most recent writing exercises students engaged in was creating a narrative from a picture book:
the stimulus. I know that students have had experienced with using a stimulus to write. What I need to find out is the quality of their writing.
2. Conferencing with students I have met with all students and interviewed them about their learning styles and relationships with writing.
There are eighteen students in this class. Out of the eighteen nine students said they learn through examples, ten said they are visual,
eleven students said they need to take notes, and eight are interpersonal skills. Some students said they learn multiple ways and that is
why the numbers I just wrote do not add up to eighteen. As for writing eight of the eighteen said they love or enjoy writing. Five students
said they like to write, but on their own terms. Fifteen students mentioned the writing process for different reasons. Mia and Vicente have a
hard time starting their papers. Bella and Allie do not like pre-writing activities such as brainstorming. Emma has a hard time with rough
drafts. Zora and Allie dislike editing. Eve doesnt like to re-write or the production process; she doesnt like typing on the computer. Allie
doesnt like to edit or the production process; like Eve, she doesnt like to write on the computer. Alex, Kayla, Nisa, Antonio, Kaila, Zora,
Sonia, and Matthew mentioned that they need time to brainstorm. Carly and Kaila like the rough drafting process and Alex likes to edit. In

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ED315 Project
general, Mia, Vicente, Antonion, and Matthew find writing difficult. Antonio and Vicente dont like to write. Emma, Eve, Isabella, Jazmine,
Allie, Kaila, and Bella all like to write. Nisa, Alex, and Carly like to write but depending on the situation. Sofie finds writing boring. Jazmine
thinks writing can be boring depending on what shei s writing about. Sonia, Matthew, and Mia think they are not good at writing. Jazmine,
Carly, and Nisa enjoy writing about topics that interest them; Jazmine genuinely likes to write. Antonio and Sofie dislike writing for different
reasons. Antonio finds it hard to gather his thoughts because his thoughts are faster than his writing. Sofie finds the long process of writing
boring; on the other hand, Carly needs more time for rough drafting. Both Antonio and Nisa mentioned needing more time to brainstorm
ideas to get them started as this can be difficult for them.
3. Conferencing with Mrs. Sokup Mrs. Sokup has collected a lot of writing samples from the students. She is the perfect source to
reference when thinking about which students struggle with writing. When I spoke to Mrs. Sokup she gave me a list of students who were
advanced, proficient, and basic. Isabella, Jazmine, and Kaila have written advanced papers. Eve, Sofie, Sonia, Bella, Vicente, Zora, and
Allie have scored proficiently on previous writing assignments. Alex, Carly, Nisa, Antonio, Matthew, Kayla, and Mia have scored basics.
Mia and Emma are special cases. Mia has scored advanced on state tests, but she hasnt done well in writing. This has perplexed Mrs.
Sokup. Emma is between proficient and basic; when she gets stuck she has a hard time keeping her thoughts together.
Informal Assessment
1. Pre-writing activities
2. Discussion during class
3. Peer editing and Teacher Conferencing
Formal Assessment
1. Mystery Writing Piece (Needs a rubric)
2. Self-Assessment (Needs relevant questions to be answered by students)

Stage 3 Unit Plan Lessons Overview

Day 1 Mrs. Marrero Recall mystery characteristics, Introduce stimulus of writing, Brainstorm ideas for writing through setting goals to include
mystery characteristics, reading mystery stories inspired by Chris Van Allsburg book, and selecting their stimulus
Day 2 Mrs. Marrero Brainstorming & Beginning to Write: Read class selected story, think of how author tied in picture, use graphic organizer to
begin process of writing, students begin writing today, show rubric
Day 3 Mrs. Marrero Mystery writing discussion, Students continue writing, I conference with students
Day 4 Mrs. Sokup Writing & Editing
Day 5 & Day 6 Mrs. Marrero Peer Conferences, Peer Feedback, writing and editing

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ED315 Project
Day 7 Mrs. Sokup Teacher Conferencing, Teacher Feedback, writing/editing/publishing
(Lesson Plan Not Included in Project) Day 8 Mrs. Marrero Teacher Conferencing, Teacher Feedback, writing/editing/publishing
Day 9 Editing and Publishing work
(Lesson Plan Not Included in Project) Day 10 Mrs. Marrero Publishing/Sharing student stories
(Lesson Plan Not Included in Project) Day 11 Mrs. Marrero Sharing student stories

ED 315 LESSON PLAN

Lesson # 6 Day 1

Marrero, Cecilia
ED315 Project
Name: Cecilia Marrero
Date: April 20, 2015

Content Area: Writing

Grade Level: Seventh Grade

CCSS.ELA-Literacy.RL.7.1
Cite
several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Goal(s):
Goal in student language: Use textual evidence to support how the author explicitly or implicitly includes the picture and stimulus

Planning:

Mrs. Sokup has introduced the students to mystery novels. The vocabulary that she has given the students includes alibi,
breakthrough, clue, deduce, detective, evidence, hunch, motive, mystery, plot, red-herring, setting, sleuth, suspect, victim,
and witness. She has also discussed with students what the anatomy of a mystery is.
1. Characters have good physical characteristics so you have a good mental image of them. (There is usually more than
one suspect).
2. The author provides a vivid description of the surroundings in the story.
3. There is a good lead; action and suspense begin very early in the story.
4. There is a problem to solve; clues that lead reader to solution or red herrings to keep reader guessing.
5. There is a believable solution; one that is logical based on the evidence in the story.
Although students have learned this information about mysteries: - common vocabulary and the anatomy of a mystery I
am expecting some students to struggle with these concepts. From past experiences with students such as conferencing
and viewing students work I am aware that Nisa, Carly, Antonio, Mia, Matthew, and Kayla may struggle with this project.
Alex can also struggle if he is not engaged. The following students will have a good foundation: Eve, Sofie, Sonia, Bella,
Vicente, Zora, Emma and Allie. Both Matthew and Vicente have a hard time focusing; Matthew over thinks projects and it
paralyzes him and Vicente struggles with seeing the importance of an assignment. Students will have time to brainstorm
ideas that they would like to include in their writing as they set goals for this process. With this additional time to think
about what is included in a mystery I am hoping students who struggle with the vocabulary have extra practice.
Because students are reading mysteries and learning about mysteries, it is logical to have them practice writing mysteries.
This will give them experiential learning with mysteries. Crossing the mystery theme over into writing will also help
students solidify the information they have obtained. This lesson begins their thinking about the writing process. The
activities in this lesson will help students with the pre-writing stage. They will be able to get ideas from other writers and
engage with the pictures and captions. For this lesson it is important to me that they are able to analyze the story they
read to see how the author has included elements from the photo. It is also important to me that they set goals for this
writing process. At the end of the unit students will complete a self-reflection on their engagement in this unit. I want them
to be able to discuss all stages so setting goals and reflecting on whether they met them will be very important.

Objective(s):

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ED315 Project
Identify and explain their goals in relations to the writing process
Explain context of story, characters, and key ideas of a story
Vocabulary Learned in previous lessons that may pop up
1. Alibi
2. Breakthrough
3. Clue
4. Deduce
5. Detective/sleuth
6. Evidence
7. Hunch
8. Motive
9. Mystery
10. Plot
11. Red-herring
12. Setting
13. Suspect
14. Victim
15. Witness
Language Function:
1. Seek information to describe and explaining elements of a photo in a writing piece through written format and
discussion;
2. Inform their own writing process through identifying and explaining their goals in written format

Assessment:

Informal Assessment: Anecdotal notes for participation: whole group, peer work, individual work; check plus, check, check
minus for thoughts and ideas Their work in station one and station two is not formally assessed, but will show me what
connections they are making between the pictures, captions, and authors stories/narratives.
Formal: The work done for today will be formally assessed in the students mystery writing piece and through selfreflection. Mrs. Sokup will not be testing students vocabulary knowledge, but when students set goals the vocabulary
should pop it. This will be a way to informally assess their knowledge of the vocabulary words as they will not be graded
on whether or not their stories have included the vocabulary; some mysteries are different and dont always have an
individual with an alibi or a suspect. People could be trying to find out a secret about a family or history which has nothing
to do with an alibi or suspect.

Materials Needed:

Marrero, Cecilia
ED315 Project
Students:
1. Paper
2. Pencil
Teacher
1. Several copies of The Mysteries of Harris Burdick
2. Several copies of The Chronicles of Harris Burdick
3. Fun paper for goal setting
4. Five sets of directions for each station
5. Sticky Notes

Procedures:
(Include time allotments)
Introduction (5 minutes): Put students into teams. Rules are everyone writes and no one talks. Give class words or objects to stimulate their
writing ideas. See which team comes up with the most ideas. The words I gave them were their stimulus- a thing that rouses activity or energy
in someone or something; a spur or incentive. Today we will be working with pictures and captions that hopefully will stimulate or inspire your
imagination. In their teams they will also list characteristics of a mystery. When they finish we will have each team name one thing from their
list until all ideas have been shared. Today students will begin setting goals for their mystery writing.
Teams were created by information students gave to me about working in groups. For example, Alex, Emma, Isabella do not like working in
groups. If Isabella works in groups she likes her peers to challenge her. I think that working with Kayla will challenge her thinking and Vicente
and Mia will challenge her social skills.
Teams
Team 1
Kaila
Isabella
Vicente
Mia
Nisa

Team 2
Jazmine
Alex
Carly
Zora

Team 3

Team 4
Eve
Kayla S.
Emma
Sofie
Matthew

Antonio
Sonia
Bella
Allie

Steps for instruction

Engagement - This is the introduction of the lesson. Allow students time to move back to their desks.
Demonstration (15 minutes) Introduce the texts: The Mysteries of Harris Burdick and The Chronicles of Harris Burdick. Tell the story of
how they came to be. Read one of the stories from The Mysteries of Harris Burdick and model the thinking students will do as they work with
one of the stories in the text. Questions to ask: 1. What details about the picture stand out to me? 2. What details stood out to the author? 3.

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ED315 Project
How did the author include the picture? 4. How did the author include the quote? 5. How can I apply the tips I learned from the author? The
second thing students will do today is set goals for their writing piece and the process. Remind students of the writing process: What
characteristics of a mystery do they want to include? What goals do they have for the writing process itself? What places do they think they will
have trouble? When writing goals students will also select their stimulus and begin thinking about what they will write. They will jot down some
ideas that come to mind but will not start writing yet.
Participation & Practice (25 minutes) There will be two stations today, each station going for thirteen minutes each. Students will study an
authors story in one station and discuss how the author used a stimulus to write their story. The second station will be goal setting and
selecting a picture to write about.
Strategies for students requiring additional assistance:
The students who struggle with vocabulary and characteristics of a mystery will have peers to rely on. Students with a good foundation will be
able to build on this foundation during the beginning of the lesson. Throughout the lesson students have peers to work with. In interviewing the
kids I learned that eight students really like to talk to peers. In addition to these eight, eight other students said they liked to get ideas from
their peers when they write. Students will not only receive ideas from their peers, but from famous authors. Nine students said they need an
example of what they are asked to do; they will receive examples of what they will do when they write, but also the kind of thinking I would like
them to do through the mini-lesson.
Closure (2 minutes): Now that all students have had time to engage with the text have them vote on which story and picture they would like
to hear the next day. Ask some students to share their goals, because tomorrow we start the pre-writing process.
Station 1 Directions: Reading the Narratives Created by Famous Authors
1. Look at the pictures and decide on one story to read.
2. As you read the story think about the following questions
- What makes the story interesting? (Examples: the dialogue, the word choice, descriptive language)
- What details from the picture did the author decide to emphasis?
- How did the author use words to connect back to the picture?
- Where did the author decide to use the caption? (The beginning, middle, or end of the story) Why do you think the author used the
caption where he/she did?
- How else does the author include details about the picture?
3. With your partner discuss the questions you thought about. Write down your ideas.
4. On your own, write tips you learned from the author about using a stimulus to write a story. You will need these when we go through the
writing process.

Station 2 Directions: Setting Goals and Selecting My Stimulus

1. Think about previous writings you have done in this class or while you have been a student.
- What was difficult for you?

Marrero, Cecilia
ED315 Project
- What came naturally to you?
2. Use your previous experiences to set goals for yourself and write down those goals.
- For example, if you have a difficult time starting a piece of writing set a goal that you will help yourself by engaging in the prewriting process: brainstorming using a web or a list of ideas.
- Another example, if you have a difficult time working with peers set a goal that you will work with peers by listening to their ideas
and helping them when they do not understand.
3. Because we will be writing mystery pieces think about what you will need to include for your story to be a mystery. Write your ideas down.
- What do you like about mysteries that you want to apply to your own writing?
- What other characteristics of a mystery will you want to include that you havent tried before?
Name: Cecilia Marrero
Date: May 21st, 2015

ED 315 LESSON PLAN

Content Area:Writing
Grade Level: Seventh

Lesson #7 Day 2

Goal(s):

CCSS.ELA-Literacy.W.7.3.a
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event
sequence that unfolds naturally and logically.

Planning:

From planning the previous lesson and speaking with Mrs. Sokup students will have experienced the vocabulary words
with two teachers and a few occasions. Students will continue thinking about these words as they begin the pre-writing
process in this lesson.
From my interviews with the students, fifteen students commented on the writing process. Multiple parts of the writing
process were mentioned, but the most important for todays learning experience is the pre-writing stage and the drafting
stage. Alex, Kayla, Nisa, Antonio, Kaila, Zora, Sonia, and Matthew each mentioned that pre-writing is important to their
ability to develop a piece of writing. Mia and Vicente both said that pre-writing activities can be a little difficult for them, but
is important part of their writing process. Bella, Allie, and Isabella do not like this stage of writing. I have talked to these
ladies about going through the process and not just focusing on the end product. Each has said they will be committed to
the learning experience. As for drafting, Carly and Kaila were the only students who said they enjoyed drafting specifically,
but seven other students said they like to write. Emma is the only individual that mentioned specifically that drafting is
hard for her; Mia, Vicente, Antonio, and Matthew mentioned that in general, writing is difficult for them. Sofie was the only
one that said Thinking about writing is boring.
Because the writing process can be very individual in the beginning of the process, this day includes more individual work.
Students will begin to write their ideas about their own stories. I know there are a few students who said they need to get
ideas from peers before they write. For this reason, students will share some of the ideas they already thought about for
their pictures.

Marrero, Cecilia
ED315 Project
One other idea to keep in mind is that students have had a lot of experience with expository writing. As I interviewed
students they referred a lot to those experiences. Five students mentioned writing on their own terms which meant not
writing expository pieces. Five others said they like to write stories. Going into the lesson I know that a majority of the
students like to write on topics they are interested in. I know there are a few with negative attitudes towards writing, but I
dont know whether this attitude is also towards narrative pieces. I will need to mention that we are working on narrative
pieces.

Objective(s):

Describe the details of their mystery story

(Begin) Creating a mystery story
Vocabulary
1. Setting
2. Characters
3. Crime/Mystery
4. Detective/Victim
5. Clues
6. Solution
Language Function
1. Explain the components of their story through writing and/or verbally
2. Analyze the components of their narrative through graphic organizer
3. Compose their stories through writing

Assessment:

Informal Assessment: Anecdotal notes for participation: whole group and individual work; check plus, check, check minus
for thoughts and ideas I know that this will show if students have a great start, but will not be the final product so should
not be graded formally. The graphic organizer will also help me see what ideas students have going.
Formal: This is described in lesson one. The narrative writing piece is their formal assessment. Today they will be exposed
to the rubric that we will be using to assess their writing.

Materials Needed:

Students:
1. Paper & Pencil
2. Goals
3. Selected Pictures
4. Completed Graphic Organizers to begin writing (Some will begin today and others will begin tomorrow)
Teacher:

Marrero, Cecilia
ED315 Project
1. Writing Rubrics
2. Student Choice Author Narrative The Chronicles of Harris Burdick
3. Graphic Organizers for Students
4. Anchor Chart with Graphic Organizer for Whole Group Discussion:

Procedures:
Introduction (10 minutes): Visual from the student choice narrative. Have students write down details about the picture. Read the story and
see what the author pulled out. Ask students using sticks what they noticed about the authors connections to the picture.
Steps for instruction
Demonstration & Participation (10 minutes) Discuss rubric for their writing piece. In addition to their personal goals students can include
meeting the criteria on the rubric. At the end of this unit we will be sending our stories to Chris Van Allsburg (I am still looking for his address)
so their audience is more than their class. Show students the graphic organizer we will be using for pre-writing: web. Select a picture for the
class to pretend we are writing about. Pick one part of the web to go into detail about. This is the kind of thinking students will do with their own
webs. Questions to consider:
1. How can I tie in the picture to each part of the web?
2. What will make my mystery interesting in each part of the web?
3. What kind of mystery do I want to write about? Will it include a detective and victim or will it be a family secret being uncovered? What
does the picture and caption suggest?
Practice (25 minutes) Students will begin their pre-writing process. Some students will begin to write today.
Strategies for students requiring additional assistance:
In the pre-writing section of my lesson I mentioned that there are a few students who are inspired by their peers ideas: Sonia, Kaila, and Mia.
They will be able to hear ideas from their peers. Mia and Vicente mentioned that starting a writing piece is difficult for them so I will make sure
to check on these individuals as I circle the room. Isabella, Bella, and Allie dislike the pre-writing process, but I want to combat that attitude
through keeping them engaging in the pre-writing process. By conversing with them and engaging them in conversation I will be able to
stimulate their ideas to get them to write those ideas down. Alex, Kayla, Nisa, Antonio, Kaila, Zora, Sonia, and Matthew all said they benefit
from the pre-writing process. They will definitely get an opportunity to engage in this process so they can have a foundation before writing. I
will need to find a way to keep Sofie engage because she finds this part of the process boring. One way I can do this is through conferencing.
For the students I know that struggle I will be taking anecdotal notes on their process and checking on them more frequently.
Closure (5 minutes): Allow a few students to share what they wrote in their graphic organizers for each section.

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ED315 Project

Characters

Setting
Clues

Narrative Title: (This should be

the title of the picture)

Picture Details
Solution

Marrero, Cecilia
ED315 Project
ED 315 LESSON PLAN

Lesson #8

Day 3

Format and Cooperating Teacher Feedback Form

Name: Cecilia Marrero
Date: May 22, 2015

Content Area:Writing
Grade Level: Seventh

Goal(s):

CCSS.ELA-Literacy.W.7.3.a
Engage and orient the reader by establishing a context and point of view and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-Literacy.W.7.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.
CCSS.ELA-Literacy.W.7.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one
time frame or setting to another.

Planning:

In previous lessons students have talked about the characteristics of mysteries

and completed the pre-writing process. Now that we are going to write a mystery
some students may have started we are going to discuss the specific
elements of their writing piece. This is bringing students back to what should/can
be included in writing piece that is considered a mystery. I am expecting a lot of
students to know what is included because they are reading mysteries and
discussing with Mrs. Sokup what texts include certain elements and what do not.
But, if not, this will be an additional time for students to hear about mystery
writing.
In rough drafting there are a few notes about the students that I will need to
remember. Emma has a hard time with rough drafting. She can get stuck. Carly
and Kaila like the rough drafting experience. In this lesson I am again confronting
the attitudes students have about writing. Mia, Vicente, Antonio, and Matthew find
writing to be difficult. One of the problems for Antonio and Vicente is that they
dont like to write. Emma, Eve, Isabella, Allie, Kaila, Bella, and Jazmine enjoy
writing. Nisa, Alex, and Carly like to write if the topic engages them. Sofie finds
the process of thinking about writing boring; I dont know if she thinks writing in
general is boring.

Objective(s):

Create a mystery story with attention to the characteristics of a mystery

Apply narrative writing skills such as transitions, dialogue, and description
Vocabulary
1. Transition - words and phrases that provide a connection between ideas,
sentences and paragraphs.
2. Sequence ordering events in a logical way
3. Description using adjectives to describe nouns examples: describing how
something looks or how someone feels
4. Dialogue the characters conversation
Language Function
1. Ordering their sequence of events through their pre-writing and writing

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ED315 Project
process
2. Describing the parts of their narrative through their writing piece
3. Synthesize their ideas through creating a narrative piece

Assessment:

Informal:
Whole group discussion, conversations with students about their writing
Formal: Narrative writing piece. Students now have rubric to look to as they write.

Materials Needed:

Students
1. Graphic Organizer
2. Paper and Pencil
3. Rubric
Teacher
1. Mystery Anchor Chart
2. Transition Sheet Handout needed:

Procedures:
(Include time allotments)
Introduction (5 minutes): Mystery Leader Game. Students participate in a game where one student
leaves the classroom (the detective) while a suspect is selected to wink/pull ear/specific-movement at
students (the victims) who fall to the ground dead. The detective must find the killer before all
students are dead. This is the beginning of thinking about including mystery elements more
purposefully in their writing.
Steps for instruction
Demonstration & Participation (10 minutes): What elements of a mystery were included in the
game? Have students turn and talk and then share out. What other pieces have students thought
about as they have been writing their mysteries? As a class, work on mystery anchor chart. Focus on
transitions explain what they are. Include ideas that would make their narratives more interesting
such as dialogue and descriptions.
Questions to ponder: How can dialogue be used to keep the story moving? Why do descriptive words
make stories interesting? What kind of descriptive language/literary devices do students know?
Practice (30 minutes): Students go back to their narratives with a transition sheet.
Strategies for students requiring additional assistance:
Continue to check/conference on the individuals that have a difficult time rough drafting: Emma, Mia,
Vicente, Antonio, and Matthew. Keep Alex and Carly engage with their writing process because they
selected their pictures and the topics should be interesting. Challenge Kaila, Isabella, and Jazmine to
use more transitions words, descriptive language, and dialogue.
Closure (5 minutes): Have a few students share some dialogue from their narrative, a sentence with
a transition, and a descriptive part of their story.

Marrero, Cecilia
ED315 Project
Anchor Chart

Transitions

Marrero, Cecilia
ED315 Project
Transitions connect your sentences and paragraphs together and provide
coherence to your writing. They help your reader understand the relationships
between your ideas.
To Indicate Place
Above, adjacent to, below, elsewhere, opposite to, on the other side,
Here, farther on, there, near, nearby to the left/right,
beside to the east/west/north/south
To Indicate Time
Afterward, as long as, as soon as, after a while, thereafter, until,
at length, presently, shortly, simultaneously, now, until now,
at last, at that time, since, so far, soon, subsequently,
when, then, before, earlier, formerly, immediately,
lately, in the meantime, meanwhile, in the past, later, after a short time,
recently, temporarily
To Compare
Similarly, in a like manner, likewise, in the same way, in like manner, in a similar manner
To Contrast
after all on the contrary however although but despite
still on the other hand in spite of yet and yet nevertheless
though notwithstanding otherwise regardless even though but at the same time
in contrast
To Show Cause or Effect
then as a result because consequently hence for this purpose
since accordingly therefore thereupon thus to this end

ED 315 LESSON PLAN Lesson #9 Day 5 & Day 6

Format and Cooperating Teacher Feedback Form
Name: Cecilia Marrero
Content Area:Writing
May 24, 2014
Grade Level: Seventh

Date:

CCSS.ELA-Literacy.W.7.3.a
Goal(s):
Engage and orient the reader by establishing a context and point of view and introducing a narrator
and/or characters; organize an event sequence that unfolds naturally and logically.
CCSS.ELA-Literacy.W.7.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters.
CCSS.ELA-Literacy.W.7.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one

Marrero, Cecilia
ED315 Project
time frame or setting to another.
Throughout the writing process students have worked with peers and individually.
There are a few students who are opposed to peer work, but peer editing is very
beneficial for students. For one, the advice they are receiving is from someone
who is considered their equal. Many times students will listen to their peers
before they listen to their teachers. I purposefully built in peer editing time
because students have had a hard time slowing down with their editing process.

Planning:

There is important information that I need to remember about the students as I

teach and plan this lesson. Allie and Zora do not like editing, but Alex does. Both
Allie and Zora feel editing is a waste of time. I want to make the editing process
more meaningful for them that is why peer editing will be used. Both of these
ladies like to work with their peers so they should benefit tremendously from this.
Students who struggle with writing in general may also struggle with looking back
at their work. I must remember to encourage them and check on them. For
students who like to write they might not like this part of the process. In general, I
will need to keep an eye how students enjoy/dislike this part of the process.
One other concern I have is that the class is filled with girls. This might not seem
like a big issue and its not, but girls, more than boys, seem to have a hard time
with feedback at this age. There are self-esteem issues in this class. I want to
make sure everyone doesnt leave this process feeling like they cant write or that
they are stupid.
{Use the Bloom verbs to write 2-3 learning outcomes. What vocabulary will
students learn to use when demonstrating their learning? List them. What
language function will students practice and use?}

Objective(s):

Explore their work and their peers work

Assess their peers work
Begin to synthesize the feedback they recevied
Vocabulary
1. Feedback
2. Peer Editing
Language Function
1. Evaluating student work using a checklist
2. Seeking information about their own work and taking in feedback
3. Synthesizing what their peers have said to apply to their work

Assessment:

Informal: Student Conversations with each other, peer editing forms,

observations
Formal: Again, their writing piece is their formal assessment, but they will need to
include this piece of the writing process when they turn in their work along with
the pre-writing graphic organizer.

Materials Needed:

Students:
1. Rough Drafts

Marrero, Cecilia
ED315 Project
2. One colored pencil
Teacher:
1. Peer editing forms (self-created):

Procedures:
(Include time allotments)
Introduction (5):
Day 1 of Editing: Have you ever done something that you didnt want to do? Who would like to give
me an example of something you didnt want to do? (Allow students to say fun or serious things).
Now, editing is kind of like that. A lot of people dont like to do it. Let me tell you that looking at your
work again takes courage. When youre editing, especially with a peer, you make yourself vulnerable.
It likes having someone in your brain. That can be kind of scary, but know that everyone here wants
each other to succeed. As we peer edit we will want to be sensitive to each other and be polite with
our words. We will also need to have tough skin for when we receive feedback we dont agree with.
Day 2 of Editing: Remind students that this process takes courage. Share with them a time I had to
edit my paper and I really didnt want to, but I did anyways. Afterwards I realized I was afraid for no
reason. Today we are going to put that courage back on and make our self vulnerable one more time.
Steps for instruction
Day 1 Demonstration & Participation (10 minutes) Introduce students to the peer editing process
I would like them to go through. 1. Read for enjoyment and meaning. Dont mark anything on the
paper yet. 2. Read again with a pen marking notes on paper. 3. Go through the peer editing checklist
form systematically. (When I say systematically I mean taking one item at a time or two items at a
time and scanning the paper to check for these edits). 4. Return paper back and allow time for both of
you to look at your peers feedback. 5. Discuss your praise and edits. This is where we play the game
Would you rather? Students will stand up and then shift to the part of the room designated for the
answer to a question. When students make a decision they go the side of the room designated for
their response. This allows students to see what their students like and relate to each other.
Questions to ask students: Would you rather your peers be honest with you or lie to you? Would you
rather have feedback that helps you change something or keeps you stuck? Would you rather have
feedback that sounds like Your awesome! or Your details in your story were amazing. I can actually
picture what your writing?
Questions to ponder:
1. What is helpful feedback? What is unhelpful feedback?
2. Why do we read the narrative one time through without marking anything on the paper?
3. What kind of feedback do you like?
Day 2 Demonstration (10 minutes) Depends on what I observe the students struggling with or
doing very well. This may be the process or the kind of conversations students had.
Participation & Practice for Both Days (30 minutes) Peer conferencing and editing
Strategies for students requiring additional assistance:
Check on students who dont like editing: Zora and Allie. Check on students who have a difficult time
with writing in general: Mia, Vicente, Antonio, and Matthew. Put these students with peers that will
encourage them to keep going: Jazmine, Sonia, Kaila, and Allie. There a list of students who Mrs.
Sokup gave to me that are in the basic level of writing: Alex, Carly, Nisa, Antonio, Matthew, Kayla, and
Mia. I will need to make sure I check on these students as they peer edit and give them partners that
will encourage them and give good feedback. Students who complete the peer editing process early
can begin to re-write. I know that Eve does not like to re-write so I will need to make sure I help her
get going on re-writing and using the feedback she was given.
Peer Editing Pairs Mia & Allie, Vicente & Isabella, Matthew & Sonia, Antonio & Jazmine, Kaila &
Alex, Eve & Carly, Bella & Nisa, Zora & Kayla, Emma & Sofie
Closure (5 minutes): Have students share some of the helpful feedback they received.

Marrero, Cecilia
ED315 Project
Peer Editing Form
Your Name: ____________________________________
Your Peers Name: ______________________________
The Title of Your Peers Narrative: ______________________________________________
Steps to Editing Paper
1. Read through narrative one time for enjoyment and meaning.
2. Read through the narrative a second time with a colored pencil marking edits and feedback
directly on the paper.
3. Go through the checklist systematically and mark what is present and what isnt.
4. Return the paper to your fellow writer and give each other time to read the edits.
5. Discuss praise and edits. Take notes as your peer speaks.
Peer Editing Checklist
Organization
o There is a title that fits the story.
o There is a beginning, middle, and end.
Content
o Includes elements of a mystery (What elements do they include? Write them here.)
_____________________________________________________________________________
___________________________________________________________________
o Strong details that relate to the picture and caption
o The caption is a part of the story
Word Choice
o Transitions are present
o Vivid verbs
o Strong adjectives
Sentences
o Complete sentences
o From one sentence to the next, the story flows smoothly
o No run-on sentences
Conventions
o Capital letters
o Punctuation
o Words are spelled right (Mark the ones that are spelled wrong on their paper.)
Write your helpful comments/feedback on the back of this sheet.