Indiana Wesleyan University

Literacy Lesson Plan – Writing Workshop

Word Choice

Student: Ellie Stemple School: Northwestern Elementary

IWU Supervisor: Professor Hanson Co-op teacher: Mrs. Carrell
Teaching Date: N/A Grade Level: 1st Grade

LESSON RATIONALE (Big Idea: Patterns in Our World)

Because the students are in first grade, I am focusing this lesson on the prewriting stage
of the writing process. However, as students complete their prewriting, I will allow them to
progress to the next stages of the writing process accordingly. I am using the trait of word choice
as a means of encouraging students to look at the descriptive patterns in the stories they read. As
they observe patterns of descriptive words and phrases in their reading (sensory details), they
will gain a better understanding of the experience within the text. This will allow them the
opportunity to replicate these patterns in their own writing as they describe a personal experience
using interesting and varying word choice to enhance their writing.

READINESS
I. Goals/Objectives/Standard(s)
a. Goal: Students will learn effective word choice as they write about an experience
in their lives.
b. Objectives:
i. After reading Owl Moon, students will understand how to use sensory
details as a means of incorporating interesting word choice.
ii. By brainstorming various descriptive words and phrases, students will
portray an experience of theirs through writing.
c. Standard:
i. 1.W.3.3 Develop topics for stories or poems, using precise words to
describe characters and actions.
II. Management Plan
a. Time: 40 minutes
i. Mini-lesson: 15 mins
ii. Writing: 20 mins
iii. Sharing: 5 mins
b. Materials
i. Owl Moon by Jane Yolen
ii. Writing Notebooks
iii. Senses Chart (Feel, Hear, See)
c. Space
i. Mini-lesson: Nook
ii. Writing: Around the room
iii. Sharing: Nook
d. Behavior: Expectations will be set from the beginning for listening, speaking, and
using materials. I will review these with the students before sending them into
writing workshop. I will use the marbles as a reward system for the whole group
 if they are working hard and staying on task during writing workshop. As I am
conferencing with students, I will keep an eye on the rest of the class, bringing the
volume down if necessary. I will play classical music in the background to calm
students and help them focus.

PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students
a. Remediation: There will be multiple means of receiving the information,
according to the various multiple intelligences and learning styles. At each center,
students will have various opportunities to engage in different learning strategies.
b. Enrichment: The writing workshop structure allows students to continue working
on their writing without having an ending point. They should always have
something to do when they are done with one of the steps. If they are unsure what
to do next, I will be available for conferencing.
c. Exceptional Needs:
i. Student with Autism: Because this student struggles with social skills, I
will make sure to put him near people who help and encourage him in
independent activities. I will keep checking in on him regularly throughout
the workshop to make sure he is staying on track and not falling behind. If
he seems to be discouraged, I will encourage him to tell me how he feels,
address it, and then prompt him to continue working hard.
ii. Student with behavior issues: I will conference with this student for a
portion of the workshop. When he is not conferencing with me, I will have
him work at the small table next to me so that I can see and monitor him.
IV. Lesson Presentation
 Mini-Lesson
o Anticipatory Set
To begin my lesson, I will read the book, Owl Moon, by Jane Yolen aloud to my
students in the Nook.
Before I read, I want everyone to close their eyes. Listen to me read the first page
of this book and picture in your head what is going on. Think about how you
would feel, what sounds you would hear, what you would see, and even what you
might smell if you were a part of this story. Use your imagination to imagine you
are there. Listen closely and picture it in your head.
“It was late one winter night, long past my bedtime,
when Pa and I went owling.
There was no wind.
The trees stood still as giant statues.
And the moon was so bright the sky seemed to shine.
Somewhere behind us a train whistle blew, long and low,
like a sad, sad song.”
I will then have students open their eyes and ask for volunteers to tell me what
kinds of things they saw and felt, based on what they heard. I will then read them
the story, allowing them to keep their eyes open so they can see the pictures.
Before I read, I will encourage them to look for the descriptive words and phrases
that help them know what the characters are experiencing in the story.
 o Purpose Statement: Today we are going to learn how to use our senses to help us
describe our favorite experiences in our writing.
o Word Choice
Did you hear how many descriptive words the author used to tell us her story?
What are some words she used to describe her experience?
How did she use these words to help us picture her story in our heads?
Allow time for student response. Right! She described what she saw, what she
heard, and how she felt when she went owling with her dad. As the readers, we
can observe these patterns of descriptive words or pictures that we see in our
heads, which will help us understand what the author is feeling in their story.
When we write stories, it is helpful to think about what we feel, hear, and see and
describe those to our readers using cool, fun words to make our writing more
exciting. This is called word choice. When we use good words to describe our
experience, we are using word choice well in our writing.
Today, we are going to practice using word choice. I want each of you to choose
a memory you have, either with your family, friends, dog, or just by yourself.
Before we begin writing, it is important that we brainstorm what we want to write
about, right everyone? So first, brainstorm in your writing notebooks and think of
an experience or memory that you would like to write about.
Then, when you have a memory picked out, you are going to take a chart with the
words FEEL, HEAR, and SEE at the top (have charts ready at my desk for
students to access when they are ready). I want you guys to think of what you felt,
what you heard, and what you saw during that experience. You can either write
full sentences or just write words to describe your experience. Later, we will use
these charts to write our story, but this is just prewriting to help us think of good
words to use in our future stories. Make sure to use exciting and interesting words
to make your story better! If you need help spelling a word, ask a teacher.
 Writing
o Students will have the freedom to find a spot anywhere in the room, making sure
to stay a decent distance from each other. If they need a clipboard, they can use
one as a hard back for their paper. I will play classical music in the background
during this time and students will have the freedom to brainstorm and write about
their memory or experience, using the charts as a visual aid to guide their
descriptions of the experience.
o Conferences: During this time, I will conference with Dylan and Noah, giving
each of them 7-8 minutes. Because Dylan struggles with focusing and having
open-ended work time, I will work with him first on brainstorming an experience
to write about. We will discuss his ideas and choose one together. I will then have
him sit on the short table next to my desk while I transition to working with Noah.
By this time, Noah will already have his experience picked out. I will work with
Noah on formulating his words onto the paper, as he especially struggles with his
letters and spelling. I will keep a sticky note pad next to me to jot down notes on
patterns of letters or words he struggles with. I will target these words during my
conferences with him.
  Sharing
o After the 20 minutes are up, I will have each student find a partner near them to
share their experience with. I will also have them share what kinds of words or
descriptions they used to describe this experience. Students will have the chance
to bounce ideas off each other if they are struggling.
V. Check for Understanding
 I will ask questions and look for hand signals throughout my mini-lesson to ensure that
the students are following along.
 I will carefully observe my students as they write independently, making sure they are
staying on task. If students are getting too loud or losing focus, I will redirect them to
their task.
 I will look at the writing they create to make sure students are understanding the concept
of effective word choice.
 In my conferences, if I sense students are not following along, I will slow down and
review with them one-on-one before continuing.
 My closure will also serve as a check for understanding.
VI. Closure
For closure, I will have my students go back to the Nook. I will review word choice with
them and ask them to explain to me the importance of using good word choice in the
stories we write. I will then ask for volunteers to share their favorite word/phrase they
wrote on their chart and how it describes their experience. Hopefully, I will get a wide
variety of words and phrases that will help demonstrate the benefits of effective word
choice in writing.

PLAN FOR ASSESSMENT

Formative: To assess my students, I will look at their charts they created with the various
descriptive words and phrases on it. I will also observe my students during writing workshop and
make notes for students who are struggling with certain issues. I will target these students and
issues during my conferences the next time I have writing workshop. I will also keep a checklist
of important qualities I desire my students to have in their writing. If they are not achieving a
few of them, I will also make sure to address this with them during conferences. I will know this
by checking in with students during each stage of the writing process.

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?
7. How could I better conduct my writing conferences with my students?
8. What should I change in my anticipatory set and mini-lesson that would better
introduce my lesson to the whole group?