Lesson Plan: Shared Writing Date: 02/18/2018 Name: Baylee DePugh

Content Standard(s): (include ODE's ELA standard)

W.2.2 Write informative/explanatory texts that introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.

Text/Resources/Materials: (everything you will need to teach the lesson)

 Giant lined paper

 Fat Sharpie
 Previously found facts on sticky notes

Instructional Objective(s): (Statement of concept or strategy that you want students to learn, written as
S.M.A.R.T. objectives.)

The objective is to complete one paragraph of informative writing in a shared setting about shark teeth
and prey while having students interact by giving ideas. This should be completed within a 15-20
minute lesson. The main goal is to have an informative, nonfiction paragraph about shark teeth and
prey by having all the students contribute.

Direct Instruction: (instruction by the teacher that is appropriate for the grade level, content area, and
instructional goals)

This lesson has had many parts. Before this specific lesson of shared writing, the whole class
participated in a shared reading about sharks and wrote on sticky notes what they knew before the
reading and after the reading.

The direct instruction during the shared writing is the teacher as the scribe and prompting the students.

Guided Practice: (how you will engage, share, and scaffold the work of learning with students)

The guided practice in the previous activities leading up to the writing was all of the students and the
teacher talking about the text and sharks.

The guided practice in the shared writing is the brainstorm between the teacher and the students about
what to write in the paragraph.

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 Independent Practice: (how you will release the work of learning to the students)

The independent practice in the shared reading activities leading up to the writing was the students’
writing on sticky notes what they knew and what they learned.

The independent practice in the shared writing is the students writing full sentences on sticky notes of
the facts they learned about shark teeth. These sentences will be added to the paragraph during the
writing.

Lesson Plan (cont.) Date ___________ Name ______________________________

Differentiation Strategies: (how you will adapt your methods or materials to meet the needs of all
learners)

Students who are not strong writers will work with other students to brainstorm full sentences to give
to the teacher.

Technology Integration: (how you will use technologies in planning, teaching, and/or assessment)

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/English-Language-Art/English-
Language-Arts-Standards/ELA-Learning-Standards-2017.pdf.aspx

Closure and Formative Assessment: (how you will obtain feedback and/or evidence to determine
students' level of understanding of what you have taught)

The closure is finishing the paragraph and reading it together. The assessment is the students
producing full sentences and the interaction with the teacher during the shared writing.

Lesson Reflection: (how well did the plan work?)

I consider this lesson to be a success. Every group was able to generate a good sentence about shark
teeth (some with more guidance than others). The individual groups worked well together, and they
did a nice job of sharing the marker. The best part was seeing their faces as they saw the paragraph
come together.
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Something that could have gone better was when groups finished with their sentence strips. I did not
have a follow up activity for them and I found them talking when they could have been reading more
about the subject.

Overall it was a successful shared writing lesson and it helped each student see what a strong
paragraph looks like.