Bailey Myers

Multimodal Project: Lesson Plan

Sample Lesson Plan

Grade Level: 4th Subject: Writing Processes

Lesson Aim/Objective:

Objective 1: Students will be able to reflect on past experience with the writing
process.

Objective 2: Students will be able to use the writing process in their practice and
assessment activities.

Objective 3: Students will be able to identify a specific audience in their work.

Objective 4: Students will be able to use multiple pre-writing strategies.

Objective 5: Students will be able to organize their information based on the mode.

Objective 6: Students will be able to use work choice, detail, vocabulary, and other
aspects that fit to their topic.

Materials:

White/Chalk board

Writing utensils

Planning the Perfect Paper worksheet for each student

4-square worksheet for each student

Writing Process Project Instructions for each student

Virginia State Standards:

4.7: The student will write cohesively for a variety of purposes.

a) identify intended audience

b) focus on one aspect of a topic

c) use a variety of pre-writing strategies

d) organize writing to convey a central idea

e) recognize different modes of writing have different patterns

of organization

f) write a clear topic sentence focusing on the main idea

g) write two or more related paragraphs on the same topic

h) use transition words for sentence variety

i) utilize elements of style, including word choice and sentence

variation

j) revise writing for clarity of content using specific vocabulary

and information

k) include supporting details that elaborate the main idea.

Motivation:

1. When introducing this topic to my students, I will start out by

asking, “Does anyone know what goes into the writing process and
does anyone have any experience with it?”
2. Students will give their answers based off experience with past
language arts classes.
 3. If students have a hard time with answering my question, I will
say, “You all have most likely used it before, but some of you may
not realize it.”
4. I will then ask, “Who all has put thought into what they are
writing about?”
5. Students will then raise their hands if they have thought about
what they are writing about.
6. I will then ask my students to keep their hands raised if they
have drafted, revised, edited, and published their papers.
Students will raise their hands for at least two of these.
7. After mentioning that students have worked with this concept
before, I will go into depth in my instruction about the different
steps of the writing process.

Instruction/Procedure:

1. After discussion of previously using the writing process, I will

mention the titles of the different steps.
2. I will ask the class to try and identify what work goes into each
step.
3. I start by saying, “prewrite.”
4. Students will then raise their hands and share their ideas of what
they think goes with the planning step.
5. After listening to what my student’s answers are, I will ask them
to write their answer on the board under the step. For example,
if one of my students says, “picking a topic goes under prewrite”
then I will allow my student to go write that on the board.
6. This process will happen with the steps of prewriting, drafting,
editing, planning, revising, and publishing.
7. After writing the steps on the board, I will do an activity with my
students that uses all of these.
 8. In order to use all the steps in the process, I will first ask my
students to come up with a topic and what we would like to say
about that topic.
9. I will then take suggestions from my students and we will then
draft a paragraph about the given topic. During this process, my
students and I will complete one of the two provided pre-writing
sheets that are attached below. We will fill this in as we go.
10. After this step, I will then go through with the editing,
planning, revising, and publishing of the paragraph with my
students.

Assessment Activity:

1. Students will choose from a list of modes for a writing process

project.
2. They are to choose from a website, letter, poster, presentation,
or paper on the topics that are listed on the guideline sheet
below.
3. In order to make sure students are using the writing process and
other aspects learned with the SOL, I will create a checklist on
the guideline sheet that they can use to keep track of their steps
in their projects.

Follow Up:

1. After all of the students are finished with their writing projects,
they will have the option to share their work with the class.
2. Students will share their projects with the class and the class
will give feedback about what they liked about their projects.

Notes/Reflections/Reminders

1) I will print out the pre-writing sheets as well as the project

instructions for each student.
2) I will remember that students answer to my introduction
questions could be limited.
 Planning the Perfect Paper!
1) What is your topic?
(Circle the topic that you chose!)
Possible topic #1:
___________________________________________________

Possible topic #2:

___________________________________________________

Possible topic #3:

___________________________________________________

2)Introduction: What is the background or what’s the

main topic you are you writing about?
(Make sure to include an interesting fact or hook!)



3)Body/Middle: What are the main points to get across?
Main Point #1:
______________________________________________________

Details





Main Point #2:

______________________________________________________

Details





Main Point #3:

______________________________________________________
 Details




4)Conclusion: Wrap up all the main points and the
ending of topic

4-Sqaure
Topic:
Introduction Main Topic 1
 
 
 

Main Topic 2 Main Topic 3

 

 

 

Conclusion:
 Writing Process Project

1. In art class, you will be painting a portrait of a famous person

who had an impact on our country. After, you will then complete a
paper based off information about their life. You will choose a
book or website that has information about the famous person
and you are to include the learned information in the project.
2. Next, choose a mode!
a. Website
b. Letter
c. Poster
d. Paper
3. Use the writing process that we learned in class in order to
complete your project. You must also use at least one pre-writing
process sheets.
4. In order to get an A+, check off everything below!

__ I identified an audience and wrote my project for that audience.

__ I focused on one topic.

__ I used at least one pre-writing strategy that Miss Myers gave me.

__ I organized my writing to show a central idea.

__ I wrote at least three paragraphs on my topic.

__ I used transition words, style, and supporting details.

__ I used all of the steps in the writing process in order to complete

this project.

If there are any questions, refer to the rubric or Miss Myers!

Project Rubric
 Website Letter Poster Paper

There is much
There is much
information on There is much There is much
information on
the topic. There information on information on
the topic. There
is excellent the topic. There the topic. There
is excellent
organization. is excellent is excellent
organization.
The student organization. organization.
The student
checked off all The student The student
checked off all
16-20 project steps checked off all
project steps
checked off all
on the project steps project steps
on the
guidelines. on the on the
guidelines. The
There website guidelines. The guidelines. The
poster has
has multiple letter has all of paper has all of
multiple visuals
visuals and it is the aspects of a the aspects of a
and is visually
visually correct format. correct format.
appealing.
appealing.
There is an There is an
There is an There is an
average amount average amount
average amount average amount
of information of information
of information of information
on the topic. on the topic.
on the topic. on the topic.
There is There is
There is There is
organization, organization,
organization, organization,
but with errors. but with errors.
but with errors. but with errors.
The student The student
The student The student
11-15 checked off
checked off
checked off
checked off
some but not all some but not all
some but not all some but not all
project steps in project steps in
project steps in project steps in
the guidelines. the guidelines.
the guidelines. the guidelines.
There are some The poster has
The letter has The paper has
visuals and it is some visuals and
almost all of almost all of
somewhat is somewhat
the format, but the format, but
visually visually
not all. not all.
appealing. appealing.
 There is some There is some There is some
There is some information on information on information on
information on the topic. There the topic. There the topic. There
the topic. There is some is some is some
is some organization, organization, organization,
organization, but not much. but not much. but not much.
but not much. The student The student The student
The student checked off checked off checked off
6-10 checked off under half of under half of under half of
under half of the project the project the project
the project steps on the steps on the steps on the
steps on the guidelines. guidelines. The guidelines. The
guidelines. The The letter has poster has some paper has some
website has one some aspect of visual appeal aspect of a
or two visuals. a format, but and few one to format, but not
not much. two visuals. much.
There is little There is little
information on information on There is little
There is little
the topic. There the topic. There information on
information on
is little to none is little to no the topic. There
the topic. There
organization. organization. is little to no
is little to no
The student The student organization.
organization.
checked off 0-1 checked off 0-1 The student
The student
0-5 project steps
checked off 0-1
project steps checked off 0-1
on the on the project steps
project steps
guidelines. guidelines. on the
on the
There are no The poster is guidelines.
guidelines. The
visuals on the not visually The paper is not
letter is not in
website and it appealing and in correct
correct format.
is not visually there are no format.
appealing. visuals.

__________ _________ _________ _________

Total Score:___/25
Bailey Myers

English 382

Perttula

May 5, 2019

Multimodal Lesson Plan Justification

“For students who struggle with composing text, the writing process can be an arduous

challenge which often results in frustration and a final copy which is lower in quality than

standards dictate. To produce a publishable story that fits the expectations of logical sequence of

events …, students need to demonstrate command of writing practices” (Dunn & Finley, 2010, p.

33). When practicing the steps in the writing process, students can make their writing go from

the low quality that Dunn and Finley mention to a well thought out piece of work. Integrating the

arts and grammar into writing lessons, activities, and or assessments could make student writing

even better. In order to help student writing through the visual arts, Dunn and Finley used the At

Home, At School summer literacy program with multiple students which uses art integrated

learning and writing skills. After having students use their program over the summer, the

students were able to put more and deeper thought into their work and practice with the writing

process.

In Larimer’s piece, she makes the connection of student writing and choreography. She

mentions that both of these activates are a five-step process. In class, she does choreography

activities and asks questions based on the activity. As a homework assignment, she would ask
students to watch videos or read articles and then she would ask the same questions that were

asked in class. This activity was just included in the first step, improvise. When it comes to the

other steps, each assignment starts with a choreography activity and then a similar writing

assignment. Larimer mentions, “by honing these skills within two different disciplines, students

begin to recognize the connections between writing and choreography and build skills that can

help them in both disciplines” (Larimer, 2015, p. 49).

I believe that teachers may think that integrating the arts into their classroom is harder

than they think, when in reality, it’s not. A lot of teachers can actually incorporate the arts into

most of their lessons. By doing so, there are more SOLs that can be covered by integrating the

arts. For example, my Theatre 448 class read The Hungry Caterpillar and acted it out at

Longwood’s Andy Taylor Learning Center. By reading the book alone, about five or six SOLs

are covered. When acting out the story, more than 20 SOLs were covered. The difference

between the two speaks volumes. Teachers can integrate the arts into history by students

reenacting a treaty meeting. Arts can be integrated into math by using dancing to work with

patterns and sequence. With science, students can work with singing the continent song, or

dancing around the world with students on a large map. There are many ways to incorporate the

arts into all subjects. And, the difference in student learning will show.

In conclusion, integrating the arts helps students with their writing, as well as other

concepts not only in language arts, but other classes as well. With the help of integration of the

arts, students can work through the writing process better while connecting it with other aspects.

The difference in before and after integrating the arts is something that teachers will definitely

notice since this method works well for most students.

 References

Dunn, M. W., & Finley, S. (2010). Children’s Struggles with the Writing Process: Exploring

Storytelling, Visual Arts, and Keyboarding to Promote Narrative Story Writing. Multicultural

Education, 18(1), 33-42. Retrieved from http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ916844&site=ehost-live&scope=site

Larimer, A. (2015). Parallel Process in Writing and Choreography. JOPERD: The Journal of Physical

Education, Recreation & Dance, 86(6), 48–49. Retrieved from http://search.ebscohost.com/login.aspx?

direct=true&db=s3h&AN=108696876&site=ehost-live&scope=site