Writing Lesson Template

Reading, Writing, and Oral Language

2007 ACEI Standards
READINESS

I.
A.
B.
C.

II.

III.

Goals/Objectives/Standard(s)
Goal(s) Learning is Play
Objective(s) After the minilesson, students will create a game
and organize the instructions in logical order.
Standard(s): 2.W.3.1: Write a logically connected paragraph or
paragraphs, that introduce an opinion, with a concluding statement
or section and multiple reasons to explain why a certain course of
action should be followed.
Materials
26 bags of jumbled instructions
Different prewriting papers will be available to students
Management
45 minutes for the day, as much time as the students need to
complete the assignment
Students will be at their desks, unless they would like to move
around the room as they prewrite.
A timer will be set for the 30 minutes of prewriting time

PLAN FOR INSTRUCTION

IV.
Adaptation to Diverse Students
A few of the jumbled instructions will not be as long as the others. J,
E, J, B, and J will get these due to anxiety and attention span.)
A few of the jumbled instructions will be longer than the others. H, J,
M, K, will get these due to the tendency of finishing before other
students and talking.
(ACEI 3.2)
V.
Lesson Presentation (Input/Output)
Use concepts from reading, language and child development, to teach
reading, writing, speaking, viewing, listening, and thinking skills to help
students successfully apply their developing skills to many different
situations, materials, and ideas.
(ACEI 2.1)
Include a variety of teaching strategies that encourage elementary
students development of critical thinking and problem solving.
(ACEI 3.3)
o Minilesson (Whole Group)
I will read a story to my students that is out of order. After the
story is complete, I will ask the students if the story made
sense.
Today we are going to practice putting thoughts in order in our
writing.

I will read the same story I read out of order, but this time the
story will be in order.
When we have any type of writing, it is important to make
sure what we are writing is in logical order. This is especially
important if we are writing any type of instructions. If I give
you an instruction or first write your name on your paper,
then get out your pencil. That wouldnt make much sense
because you need your pencil to write your name. Or what
would have happened if in The Bremin Town Musicians, the
robbers ran away before the animals got to the house. Then
the animals never would have been able to work as a team
and get rid of the robbers. I am going to give you three
instructions and I want you to tell with a thumbs up or thumbs
down if they make sense or not. (Model)
We are going to practice now. I am going to give instructions
for games that are all mixed up and you have to put them
back in order. (Hold up an example) Once you think you have
the slips of paper, raise your hand I will come around and
check. Do not open your bag until I tell you. When are you
opening your bag (when you tell us to). I will pass you the
bags. You may now open your bags.
I will walk around and watch students as they solve the
instructions and aid the students who need help.
o Writing
After students have completed the instruction manipulative, I
will give them their prompt. (The next few weeks you are
going to be making up a new game. You will be writing the
rules and instructions for your game. The game can be
anything you want it to be. At the end, I will pick a few games
at random that we will play. Today you will get 30 minutes of
prewriting time. You can use any prewriting technique to help
you plan your writing. Tomorrow will have more writing
workshop time and you can move onto drafting or keep
prewriting.
Today, I will be going around and conferencing with a few of
you. We will be going over what your game is and if your
current ideas are in logical order. If I have not conferenced
with you, and you feel that you would like one, please put up
your help flag. You may begin working. I have a few
specific students in mind that I would begin my conferences
with mostly to ensure they understand the assignment. As
time progressed, the conferences would become more indepth depending on each students need.
o Sharing (Whole Group)

At the end of each writing workshop, I will ask the students if

anyone would like to share anything they learned that day. I
will also ask if any students would like to read something they
have written. If something from a conference stood out, I will
ask the student if they will read it to the class during the
conference and if they agree, I would have them read it during
this time.

VII. Check for understanding.

I will check for understanding during conferences and at the end of writing
workshop. I will give them another three instructions that are out of
order and ask them for a thumbs up if they make sense or thumbs down
if they do not. I will ask students why it is important to keep stories and
instructions in order.
VIII. Review learning outcomes / Closure
We are going to close out today by reciting the traits of writing and shouting
the one we are working today (introduced in a previous writing lesson).
PLAN FOR ASSESSMENT
I will grade the students finished product for the logical order of their
instructions of their game.
(ACEI 4.0)
REFLECTION AND POST-LESSON ANALYSIS
1.
How many students achieved the lesson objective(s)? For those
who did not, why not?
2.
What were my strengths and weaknesses?
3.
How should I alter this lesson?
4.
How would I pace it differently?
5.
Were all students actively participating? If not, why not?
6.
What adjustments did I make to reach varied learning styles and
ability levels?
a.
Blooms Taxonomy
b.
Gardners Multiple Intelligences
1. Where students uncertain on what to do with the freedom of making
up a game?
2. Did the students react well to having a prompt given?