Writing Lesson Plan Template

CAEP K-6 Standards

LESSON RATIONALE
This lesson needs to be taught because narrative compositions are reflected in fiction and non-fiction texts
and in the structure of how people tell a story. This skill allows students to reflect on their own experiences
and creatively construct a story from the imagination. (CAEP K-6 1.a)

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will understand how to write a narrative piece with a definitive a plot line with
the essential story components: characters, plot, and setting
B. Objective(s)
1. After completing this lesson, students will be able to determine the traits of a narrative
composition.
2. After completing this lesson, students will be able to write a cohesive storyline that follows a
cohesive conflict, climax, and resolution.
3. After completing this lesson, students will be able to differentiate between the components of a
narrative composition.
C. Standard(s): 5.W.3.3 Write narrative compositions in a variety of forms that – • Develop the
exposition (e.g., describe the setting, establish the situation, introduce the narrator and/or
characters). • Develop an event sequence (e.g., conflict, climax, resolution) that unfolds naturally,
connecting ideas and events using transitions. • Use narrative techniques, such as dialogue,
description, and pacing to develop experiences and events or show the responses of characters to
situations. • Use precise and expressive vocabulary and figurative language for effect. • Provide an
ending that follows from the narrated experiences or events
(CAEP K-6 3.c)
II. Management Plan-
Time:
Anticipatory Set- 5 minutes
Instruction/Guided Practice- 20 minutes
Independent Practice- 35 minutes
Space:
Anticipatory Set- Students will be seated at their desks
Instruction/Guided Practice- Students will be seated at their desks, able to discuss in groups and
then move around the room to different seats
Independent Practice- Students will be seated at their desks
Materials:
-Personal Writing Notebooks
-Easel Paper
-Blank sheet of paper for each student
-Writing utensils
-Wooray For Wodney Wat, by Helen Lester
-Storyline Mad Lib printout (use structure to create ones on my own)

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners

Learning Disabilities: These students will be provided with a personal chart that defines and gives an
example of each element.
Mental Illness (Anxiety): Adequate time and efficient space will be provided for each piece of
instruction so that students do not have to rush through the activity.

1 Revision Date: October, 2018

 Intellectual Disabilities: I will meet with these students before they begin writing on their own to help
them determine what they will include for each element of narrative writing.
Highly Intuitive Learners: Allow these students to answer some of the posed questions. It could be
beneficial to use their thoughts and assistance in demonstrating part of the lesson. (CAEP K-6 1.b)

IV. Lesson Presentation (Input/Output)

Anticipatory Set
Class, I would like to begin by sharing a picture with you”. Show picture of grandpa. “This is my grandpa and one
of the things I love the most about spending time with my grandpa is that he loves to tell me stories. One of my
favorite stories that my grandpa tells is about one winter day. My grandpa and some of his friends were out
playing in the snow in a small town in Michigan. They were digging a really big hole so that they would be able
jump in and hide. After a little while, an older boy was walking by and my grandpa’s friends convinced him to
throw a snowball at this older kid. My grandpa threw the snowball right at this boy and then ran and jumped in
the hole. The older boy stormed over to where my grandpa and his friends were playing and yelled ‘WHO THREW
THAT SNOWBALL?’. Nobody answered and so the boy started to point fingers at each of my grandpa’s friends,
‘Was it you? Was it you?’. To save his friends from getting in trouble, my grandpa finally spoke up and said, ‘It
was me, I threw the snowball’. Much to my grandpa’s surprise, the older boy replied, ‘No it couldn’t have been you
because you were in the hole’. Eventually the older boy left in a huff and with the final warning, ‘Don’t do it
again!’.

Purpose Statement
Today we will be learning how to write narrative compositions. This is important because we read stories
every day and share stories with others frequently.

Introduce Trait
Today we are going to learn how to write and organize narrative stories.
Utilize easel paper to make a chart and a graph to teach students the different elements of narrative writing
and the chronological order they are written in.

Share Examples (Short Text/Read Aloud)

Read Wooray for Wodney Wat by Helen Lester
Use easel paper to create a chart. The chart will include each of the four elements in narrative writing. Then
ask the students where the setting was, who the main characters were, what the conflict was, and how/if that
conflict was resolved.

Provide Information (Model)

Utilize the story structure mad lib. Teacher will select something for each element and then read the
completed story out loud. After modeling one Mad Lib, the teacher will ask the students to help him/her
complete a few more by providing answers for the elements.

Supervise Practice (Shared Writing)

Students will be split into four groups. In front of each student will be a blank sheet of paper. Students will
begin at their own desk and then rotate to the left. During the first round, students will write down
characters. Then the students will rotate so that they have a new paper in front of them. They will follow this
structure until they have rotated back to their original seats. During the second round, students will write the
setting. For the third-round students will write the conflict. And the fourth round will ask students to write
down the resolution.

Writing
Students will be prompted to write their own narrative story. This story could be a real event that the student
experienced or they can create one from their imagination. The goal of the students is to include each of the
essential elements of a narrative composition (setting, characters, conflict, and resolution). Once students
have completed their narrative writing, they will illustrate the main idea or event from their story.
Conferences:

2 Revision Date: October, 2018

For students that have an intellectual disability, I will meet with them before they begin writing to help them
plan out each of the elements for their writing. For the rest of the class, I will break the students into groups. I
will meet with one group at one of the steps in the writing process, another group in the next stage, and so on.

Sharing (Whole Group)

Students will be instructed to share their narrative stories with a partner and describe how their illustration
is reflected of their story.

V. Check for understanding

During the mini-lesson, I will ask students to provide examples for each component of narrative
writing to complete the story structure Mad Libs. This will help me to gain insight into students’
level of understanding.

During the individual writing, the lead teacher will walk around the room to assist students as
needed. The teacher will help ensure the students are on track and are successfully navigating
through each part of the activity.

VIII. Review learning outcomes / Closure

PLAN FOR ASSESSMENT

Formative Assessment: The narrative writings of each student will be their exit ticket. I will read over each
composition and look to see if the students were able to include each element of narrative writing.

Summative Assessment: At the end of the unit focusing on different types of writing, students will be given a
test to demonstrate their knowledge and understanding of the elements necessary for each type of
writing. (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS

(CAEP K-6 3.b)
1. What adjustments did I make to reach varied learning styles and ability levels?
2. Were students able to differentiate between the four main elements of narrative writing?
3. How many students met the objectives stated in the lesson?
4. Were the differing conferences beneficial for each student?
5. Were the students able to relate the read aloud literature to the overall concept of narrative stories?
6. How could I improve this lesson?
7. Was it effective to have students choose their own topic for writing?

3 Revision Date: October, 2018

4 Revision Date: October, 2018
 Indiana Wesleyan University
Elementary Education Lesson Plan Design and Assessment Rubric
Rationale
The Beginning
Candidate
Rationale Candidate demonstrates
little or no understanding
Relationship to of how planning is
Science Content related to how children
grow, develop, and learn.
CAEP K-6 1.a
Readiness
The Beginning
Candidate
Goals/ Lesson objectives are
Objectives/ poorly written and/or
Standards have little or no
connection to learning
goals or standards. Little
connection exists
INTASC 4 between objectives and
lesson activities and
CAEP K-6 3.c
assessments.
The anticipatory set is
missing or has little or no
connection to the goal or
Anticipatory Set content of the lesson.
InTASC 8
The statement of purpose
is ambiguous or worded
so generally that the
Purpose connection with the
content of the lesson is
not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
opportunities are
Adaptation to included. Any
Individual instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted
CAEP K-6 1.b to individual students.
InTASC 2
Diversity
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Candidate uses Candidate uses Candidate uses
understanding of how understanding of how understanding of how
children grow and children grow and children grow and develop
develop across the develop across the across the developmental
developmental domains developmental domains domains, and is able to
but is unable to state how while articulating the articulate the theoretical
the lesson is related to rationale for the lesson. foundations for the lesson.
that knowledge. The statement of rationale
describes developmentally
appropriate and
challenging learning
experiences and
environments.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Lesson objectives are The lesson plan contains The lesson plan contains
correlated with learning objectives that connect clearly stated content
goals and standards. The goals and standards with objectives. Objectives are
connection between lesson activities and logically connected to
objectives and lesson assessments. appropriate goals and
activities and standards and are
assessments is weak or consistent with lesson
unclear. activities and assessments.
Instructional planning is
based on individual
student needs.
The connection between The anticipatory set is The anticipatory set
the anticipatory set and clear and direct and connects the current
lesson objectives and focuses students’ lesson with previous and
content is weak or attention on the lesson. future learning and
unclear. focuses students’ minds
and attention on the day’s
lesson.
A statement of purpose is The statement of purpose The statement of purpose
included in the LP, but is clearly connected to has the power to capture
has little power to the content of the lesson the imaginations of
motivate students and and is presented in terms students and motivate
capture their that are easily them to accomplish the
imaginations. understood by students. expected learning.
The Developing The Competent The Accomplished
Candidate Candidate Candidate
Instructional Instructional Specific instructional
opportunities are opportunities are opportunities are provided
provided in this lesson; provided in this lesson. in this lesson that
however, they are not The opportunities are demonstrate the
adapted to individual developmentally candidate’s understanding
students. appropriate and/or are of individual learner
adapted to individual characteristics and how
students. these differences might be
used to maximize a
student’s learning. Unique
instructional opportunities
are included for individual
students.
5 Revision Date: October, 2018
Plan for Instruction, cont.
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The candidate’s lesson is The candidate’s lesson The candidate’s lesson
Lesson The candidate’s lesson is somewhat demonstrates an demonstrates strong
Presentation not developmentally developmentally understanding of developmentally
appropriate. appropriate. developmentally appropriate practice
Explicit appropriate practice. including a variety of ways
Instruction of The candidate’s lesson The candidate’s lesson to teach content.
Trait does not use includes the basic level of The candidate’s lesson
appropriate modeling modeling. includes both modeling The candidate’s plan
and guided practice. and guided practice. includes multiple ways to
The lesson presentation model and guide practice.
The lesson presentation includes activities that The lesson presentation
includes little encourage student includes relevant activities The lesson presentation
InTASC 5 opportunity for students participation, but lack that encourage student supports student
CAEP K-6 3.f to engage in relevant purpose or depth. participation and critical motivation through
and active learning. thinking. relevant and collaborative
activities to engage
learners in critical
thinking and problem
solving.
The candidate’s plan is The candidate’s plan is The candidate’s plan is The candidate’s plan is
not differentiated for differentiated according to differentiated according to differentiated according to
subsets of students or a subset of learners and learners and includes a learners and includes a
Differentiated individual students. includes modifying variety of instructional variety of instructional
Instruction content or instructional approaches that address approaches that address
processes. individual interests and individual interests and
Conference Plan preferences for learning. preferences for learning.

CAEP K-6 3.d The candidate

differentiates content by
modifying difficulty,
depth, or complexity of
materials.
Little or no provision is A guided practice section The lesson plan includes a Plans to check for student
included to check for is included in the lesson plan and the means to understanding of the
Check for student understanding plan, but the connection check for student content are an integral
Understanding or to reteach concepts with the lesson understanding of the part of the lesson, and
that elude students presentation is weak lesson. A provision is include frequent questions
InTASC 4
during the initial and/or unclear. included to reteach all or and other actively
presentation. part of the lesson to all or engaging forms of
part of the class. formative assessment
during guided practice.

Review Lesson closure is not Lesson closure is weak Lesson closure relates Lesson closure is clearly
Learning included, or is not and/or poorly written. directly to the lesson correlated to the content
Outcomes/ related to the goals purpose and/or objective. of the lesson and actively
Closure and/or content of the engages students in
lesson. summarizing the essential
Sharing elements of the lesson.

InTASC 4
Independent No independent Independent practice Assignments or activities Independent practice
Practice/ practice activities are activities are not well are included that provide activities are highly
Extending the included in the lesson, conceived and/or written; students with the correlated to lesson
Learning or activities are student accomplishment opportunity to practice objectives and content and
unrelated to the content of IP activities is not likely learned skills; All activities lead to student mastery.
Writing Plan of the lesson. to result in lesson mastery match lesson objectives.
InTASC 5

6 Revision Date: October, 2018

Plan for Assessment
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
The lesson plan does not Formative and summative A plan for formal and Formal and informal
Formal and include formative asessment activities are informal assessment assessments strategies
Informal assessment activities, or included in the lesson, but throughout the lesson is are a seamless and
Assessment there is little or no they are not well included. The assessment integrated part of the
correlation between correlated to and/or do strategies are uniquely lesson. The assessments
CAEP K-6 3.a planned assessment not cover the full range of designed for the are highly correlated to
InTASC 6
activities and lesson goals LP goals and objectives. individual students. the learning objectives
and objectives. Any The assessment strategies and promote continuous
assessments included are do not promote intellectual, social,
not developmentally development of each emotional, and physical
appropriate for the individual student. development of each
students. student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment
practices, and student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students
to achieve the expected outcomes. InTASC Standard 7
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision insufficient or misaligned educationally sound educationally sound
making regarding decision making regarding decisions regarding decisions regarding
InTASC 7 available technology that available technology; available technology available technology
adversely impacts statements indicating the (including, but not limited (including, but not limited
Technology
Thread student learning and/or use of instructional, to, instructional and to, instructional and
fails to engage students assistive, or other assistive technologies) to assistive technologies)
at the necessary level to technologies are written support learner needs and that engage students,
meet lesson objectives. in general terms or in the curriculum. enhance the learning
terms unlikely to impact process, and/or extend
student learning. opportunities for learning.

Evaluation
The Beginning The Developing The Competent The Accomplished
Candidate Candidate Candidate Candidate
Reflection and Self-answer questions Self-answer questions are The lesson plan includes Additional self-answer
Post-Lesson are not included in the included, but do not fit all required self-answer questions are included that
Analysis lesson plan. the content or purposes questions. Questions are specifically address unique
of the lesson. included to plan, monitor, lesson content and
CAEP K-6 3.b and adapt instruction methodology. Questions are
based on the lesson included to plan, monitor,
InTASC Standard 9
assessments. and adapt instruction based
on the lesson assessments.

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a     /4
Goals/Objectives/Standards CAEP K-6 3.c     /4
Anticipatory Set     /4
Purpose     /4
Adaptations: Individual Differences CAEP K-6 1.b     /4
Lesson Presentation CAEP K-6 3.f     /4
Differentiated Instruction CAEP K-6 3.d     /4
Check for Understanding     /4
Review/Closure     /4
Independent Practice/ Extending the Learning     /4
Formal and Informal Assessment CAEP K-6 3.a     /4
Integration of Technology     /4
Reflection and Post-Lesson Analysis CAEP K-6 3.b     /4

7 Revision Date: October, 2018