Writing Lesson Template with My Comments 

LESSON RATIONALE
The learning experiences in this lesson and overall unit support the concept that elements in the world around us consist
of individual parts working together to create a coherent and functional whole. In this lesson, students will engage in
specific writing traits in order to recognize that various parts can be utilized to enhance understanding of the whole
concept. Additionally, students will bring their writing alive in a way that communicates the roles specific people, events,
and elements play in a situation and how we as individuals can contribute our parts for the sake of a greater whole.
(CAEP K-6 1.a)
Why is this lesson important for your students? This lesson should support the overall Big Idea of the unit.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—Unit (broad terms)
 After this unit, students will be able to recognize the significance of the many individual parts that
make up a complete whole.
B. Objective(s)—(specific terms)
 After this lesson, students will be able to write a descriptive narrative essay that highlights their
proficiency regarding the writing traits of organization and voice.
C. Standard(s) )—
 4.W.3.3 – Write narrative compositions in a variety of forms that –
o Establish an introduction, with a context to allow the reader to imagine the world of the
event or experience.
o Organize events that unfold naturally, using meaningful paragraphing and transitional words
and phrases.
o Use dialogue and descriptive details to develop events and reveal characters’ personalities,
feelings, and responses to situations.
o Employ vocabulary with sufficient sensory (sight, sound, smell, touch, taste) details to give
clear pictures of ideas and events.
o Provide an ending that follows the narrated experiences or events.

(CAEP K-6 3.c)

II. Management Plan- Time per lesson element, use of space, list of materials. Describe expectations and procedures.
 Time
o Anticipatory Set – (5 minutes)
o Minilesson – (15 minutes)
o Writing (35 minutes)
o Conferencing (during writing time) (5-7 minutes w/ a student)
o Sharing (5 minutes)
 Materials
o Children’s books – Sweet Clara and the Freedom Quilt and If I Just Had Two Wings
o Anchor chart
o Pre-printed flipbooks
o Paper, writing utensils, and clipboards
o Individual iPads
 Space
o Minilesson – Carpet
o Conferences – Kidney table
o Sharing – Desk-to-desk / whole group on the carpet

How long will each component of the lesson take? Remember that you should include each element of the Writing Workshop.
Where will you meet for minilesson, conferences, and sharing? How will you manage all learners while you are conferencing?

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners-- Demonstrate your understanding of individual
differences and diverse families, culture, and communities unique to the students in this class as you describe the
specific instructional opportunities provided in this lesson.

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  Since many of my learners struggle with proper grammar, line spacing, and writing in general, they will
type their essays on their individual iPads, which are equipped with built-in, easy-to-use formatting as well
as spell check.
 Since many of my learners are not confident (even though they are capable), I will allow them to bounce
ideas off of one another by working for 10 minutes at the beginning in pairs. (This privilege will be taken
away if problematic behavior arises.)
(CAEP K-6 1.b)
Which students might struggle with this writing lesson? What will you do to reduce limitation?

IV.Lesson Presentation (Input/Output)

 Include a variety of teaching strategies that encourage elementary students’ development of critical thinking and
problem solving.
 Differentiate instruction according to learner readiness, strengths, weaknesses, interests, and motivators of
individual students. Include differentiated content, processes, and products. (CAEP K-6 3.d)
 Include a variety of practices that support motivation and engagement in learning for all learners. (CAEP K-6 3.f)

o Minilesson (Whole Group)

Make sure to reference your Big Idea.
 Anticipatory Set
 Engage students in a game of charades. Provide prompts such as “snowman” or
“alligator.” After the students play a few rounds, lead into the lesson by saying,
“When you played charades, you were limited on how you could communicate. You
had to rely on elaborate motions to communicate the idea. In writing, you are
relying on the words on a page to reach out and grab ahold of your readers. Your
personalities must shine through.”
 Purpose Statement
 Today, we are going to practice bringing our own personalities to life in order to
grow in our next writing trait, voice.
 Introduce Trait
 (This lesson assumes that students are already familiar with the trait of
organization, and my real-life practicum students were.) Students will continue
building upon organization while practicing the newly introduced trait of voice.
 As an introduction to the minilesson, play this video
(https://www.youtube.com/watch?v=gkuPPRlYRqk). This video details what voice
is and provides a few brief examples.
 After playing the video, delve into a deeper explanation through means of an anchor
chart similar to (https://www.allabout3rdgrade.com/2016/09/narrative-writing-
in-pictures-anchor.html) and a flipbook similar to
(https://www.pinterest.com/pin/367043438360684948/). The anchor chart
shows the difference between a news reporter voice (informative) and a storyteller
voice (narrative). The anchor chart also gives insight into the trait through these
descriptive phrases:
o Use sensory details – Describe what we saw, tasted, smelled, and felt
o Use dialogue
o Good hook (opening), good closing
o Describes an action
o Don’t state your feelings, describe them
 Students will fill out their flipbook with the highlighted information, which also
engages them in a writing activity and begins the process of prewriting as they start
to think of what it means to use their voice.
Here it is! Make sure you have explicit instruction.
 Share Examples (Short Text/Read Aloud)
 Share short excerpts from Sweet Clara and the Freedom Quilt and If I Just Had Two
Wings, both examples of narrative writings written from the perspective of two
slave girls during the time of the Underground Railroad. Highlight the ways in which
the girls use their voice to describe themselves and their situations. Allow students
to share their thoughts.
 Provide Information (Model)

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  Now that the trait has been explained and examples have been shown, model with a
personal example. Share your own piece of writing that details the time you thought
you lost your little brother at a parade. Use a strong hook and provide vivid detail,
emotion, and dialogue. After reading the example, ask students what aspects of
voice they noticed throughout.
 Supervise Practice (Shared Writing)
 Allow students to practice with monitored assistance before they venture out on
their own for the main writing task. Ask students to write one paragraph about
eating and experiencing their favorite food. Remind them to utilize the same aspects
including vivid detail, emotion, and dialogue. Students will pair up and share their
brief writings with one another. (Allow students to type this on their iPads, and for
those who still struggle to do that with the restricted time constraints, allow them to
share their paragraph vocally and therefore write it as they speak.)
o Writing
 Include details of what students will do:
 Students will write their own descriptive narrative essays. In these essays, students
will take on the persona of a character of their making and describe an episode in
their journey to freedom on the underground railroad, similar to the stories found in
both children’s literature texts.
 Students must use the majority of the aspects displayed and explained on the anchor
chart, such as sensory details, dialogue, actions, and a good opening and clencher.
 There is no limit to their creativity, but in addition to practicing the trait of voice,
students must continue to practice the trait of organization, which they are familiar
with by now. Make sure to emphasize that the events must follow a logical sequence
and that, if applicable to the timespan within their short essay, there must be a clear
beginning, middle, and end to their story.
 There is also no minimum or maximum length to the essay. The beauty of voice is
that some students can convey in two paragraphs what would take others two
pages. As long as there is voice consistently present, the student has met the goal of
the writing task.
You do NOT need to provide a specific prompt, but you must include direction for your students.
 Describe your plans for conferences
 Due to time constraints as well as needing to walk around and monitor other
student progress, I will conference with no more than three students. I will lead the
conference by either working with/building upon what they already have or helping
them get started. I will first have a brief discussion with them about their ideas for
their character and the events that he/she experiences. I will also provide feedback
that enhances their writing. For example, if they stated something that could have
been better expressed through dialogue, I will give my suggestion and then ask them
what they think is best for that particular part of the story. I will record and add
notes in a file folder with the student’s name on it that contains past writing
examples. I will ask each student what their goal is for this essay and we will
evaluate their progress and performance at our next meeting.
How will you lead the conference? How many conferences will you conduct? How will you record
data/anecdotal notes for future reference?
o Sharing (Whole Group)
 Describe your plans for sharing
 Students will share in two ways: in pairs and with the whole group. Each student
will have a chance to share at least once and some students will get to share twice.
Allow a few minutes for students to share in pairs what they have written so far (as
this essay will still need to undergo all stages of the writing process, including
revising and editing). After this, call on three students to share their essays with the
whole group.
Who will share? All in partners? Few in whole group?

V. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
 Take brief breaks in between each conferencing session to walk around the classroom monitoring
understanding and progress. Assist individual students and pairs as necessary. Make sure students are staying

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 on task and writing creatively. (At this point, value creativity and voice above perfection in grammar and
structure.)
 Reteach: whole group, small group, individuals
o If through my observations and monitoring I notice that some or all students are confused on one or
more aspects of the overall lesson, I will refer back to the anchor chart. I will use discretion to evaluate
whether or not a clarification can be addressed one-on-one or is beneficial to be addressed to the
whole class.

VIII. Review learning outcomes / Closure

 After students have shared in pairs and in whole group, connect everything back to the big idea.
Explain that just as we play figurative yet active parts for the good of a whole, the traits of organization
and voice are parts of writing that form a coherent and quality whole work of writing. Allow students
time to discuss this idea. Expand the discussion by asking questions about what they found most
challenging about using their voice, how they used voice well, and how they plan to improve their use
of voice.

PLAN FOR ASSESSMENT

 Formative: I will monitor student understanding and progress throughout the lesson presentation and
independent practice, answering questions and clarifying when needed. I will reteach or refer back to a
specific concept when needed.
 Summative: I will evaluate all flipbook packets and especially written essays (once they have gone
through all stages of the writing process) for creativity and accuracy. Students will share their writings
with one another, and I will evaluate their ability to communicate their own voice.
(CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

Develop lesson-specific questions.
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. Did students make a connection to the big idea? -- To understanding parts of a whole?

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