Writing Process

Lesson Plan Template

Preliminary Information
Name: Date: 4/5/21
Andrea Monzon
Grade Level Focus: Learning Segment:
1st Grade Fictional Narrative focusing on Word Choice
Writing Process time frame (How many days will this process take?) Strategies you are practicing in this lesson: (i.e., Turn & Talk,
7 days (2 days prewriting, 1 day drafting, 1 day revising, 1 day Think-Pair-Share)
editing, 1 day publishing, 1 day sharing) Think-Pair-Share
Interactive Writing
Turn and Talk
Peer Collaboration
Modeling
Graphic Organizers
Authors chair

1. Instructional Focus
Standards: Include a writing standard that includes the text type. Also include the language standard that you will be addressing in a mini-lesson during the revising
and editing process. You will need to state verbatim the Common Core ELA standards that influenced your lesson plan.

ELA standards:
W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure.
L.1.5d Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare,
scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the
meanings.

ELD standards:
Part1A.1 Exchanging information and ideas with others through oral collaborative conversations on a range of
social and academic topics
Part 2B.5 Modifying to add details.

Central Focus: What is the intended learning of this block of daily lessons?
The central focus is what you hope students will learn over the course of your learning segment, not just this lesson. The central focus must support students to develop
essential subject-specific components.
Students will learn how to write a narrative focusing on the writing traits Word Choice, using the Mentor text,
Some Smug Slug. Students will learn how to incorporate descriptive words to enhance their writing and show
readers what they mean with the words they choose.

Student Learning Objective(s): Identify 1 or 2 objectives for students

What would you like your students to be able to do at the end of the lesson?
Observable & Measurable
Students will be able to…

Content objectives:
Students will write narratives with sequenced events using descriptive adjectives and verbs. Students will learn
how to edit their first drafts of writing.

Language objectives:
Students will describe characters, settings, and events of a story. Students will be able to share ideas with their
peers.

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 Academic Language Demand: Identify supports you will put in place to help students achieve the language function within the context of the
lesson.

Language Demand Language Support

Language Functions: (Retell, Analyze, Categorize, Teacher and illustration support using mentor text.
Compare/contrast, Describe, Explain, Predict, Question, Summarize)
Analyze mentor text.
Describe characters Settings, and Events in the story

Vocabulary: Identify academic language (words and structures) Teacher support

essential to learning the content of this lesson. Discuss meanings and purpose
Character, Setting, Problem, Solution
Word Choice
C.U.P.S

Discourse: Provided worksheets that help students organize ideas and writing
Interactive writing to model
Fictional Narrative
Syntax: Direct instruction and interactive writing
Sentence structure with writing narratives using
dialogue

2. Evidence and Assessment of Student Learning

Assessment of Student Learning: What evidence will you gather to assess the extent to which students have met your stated objective(s)? Will you
use formal, informal, or both types of assessments? You will need to consider what the evidence will look like for meets expectations, exceeds
expectations, and does not meet expectations. Attach assessment/rubric.
Define what it is you are measuring. Be sure what you measure is connected to the objective for the lesson. If you are measuring
multiple dimensions, be sure to address each of them in the table below.

Dimension (what you are Below Expectations At Expectations Above Expectations

measuring?)
Organization Scores a 2 or 1 on the Scores a 3 on the rubric Scores a 4 on the rubric
writing rubric for organization and organization and
organization and technique technique
technique
Word Choice Scores a 2 or 1 for word Scored a 3 on word Scores a 4 on word
choice choice choice
Conventions Scored a 2 or 1 on Scores a 3 on Scores a 4 on
conventions conventions conventions

Student Feedback: How will you provide students with feedback (their strengths and next steps)? What is your plan for helping students to use this
feedback to extend their understanding?
I will work with students one on one during a writing conference. We will go over their strengths and needs, and what steps
need to be taken next depending on their first drafts. We will go over what they think they should do next to improve their
writing and ensure they are focusing on word choice. We will also proofread our writing as a group which will help them learn
how to correct their own mistakes and move forward in the writing process.

3. Instructional Plan
Introduction: How will you access prior knowledge and get students interested in the content?

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 Students will have to choose an animal or insect as their main character and the setting will take place in an outdoor setting of their
choice. The story Some Smug Slug, takes place outdoors. It isn’t specific where exactly it takes place which gives the students an
advantage of how creative they can be with their story. I will introduce the topic by showing the students a video called Sesame Street:
Nature Walk, which introduces different animals and bugs you might see on a nature walk. This video will help students visualize an
outdoor setting they might want to focus on and the types of animals and bugs they might encounter outdoors. I will have the students
turn and talk about the things they’ve seen on a nature walk.
Instruction: How will you engage students with the content? (Instructional model, engagement strategies, use of technology, purposeful practice,
grouping strategies, closure) Attach all instructional resources used at the end of this lesson plan.

Stage 1: Prewriting- Direct Instruction

❑ Access prior knowledge and vocabulary. “Okay everyone, I am going to read you a book about a slug who climbs up a
steep slope. Where do you normally see snails? What kind of animals and insects might a snail come across when they’re
out in nature?
I want to go over some vocabulary before reading the book so we can better understand the story. (I’ll go over some
words like “smug, scurrying, swallowtail, ect.”)
❑ Read mentor text- connect to a writing trait focus (use the student writing you analyzed to determine which writing trait you
want to focus on) This story is called Some Smug Slug. The author focuses on word choice to tell this story. Every
sentence is filled with descriptive “s” words that help you imagine the story a lot better. The author uses alliteration
which is when you use the same letter/sound for closely connected words. I want you to focus on the different words he
describes the story with.
Teacher: “Now that we have finished the story, what were some of the descriptive words the author used.
Student: “there were a lot of “s” words like “sensed, slowly, scribble, swooshing”.
Student: The author used a lot of big words I’ve never heard before”
Teacher: I like that you notices all of the “s” words and the many new words we read. The author used very descriptive
“s” words that helped us learn more about the characters and events in the story.
Teachers:
❑ Model Writing Text Type and Expectations: Interactive Writing. There were many animals and insects that tried to warn
the slug about the dangers he was getting into. We are going to write a story with
❑ one of those animals or bugs as the main characte. In our story we need to make sure we include these story elements:
❑ characters, setting, problem, and solution. Remember we also need to use descriptive words to help make our story more
interesting.
❑ Generate, gather, and organize ideas for writing. Before we begin writing, we need to brainstorm some ideas for our story.
❑ Planning: graphic organizer. A good way to brainstorm and organize our ideas is with a graphic organizer, like this one.

Lizard, bird, spider, snail, frog,

butterfly, squirrel

Backyard, nature walk, mountains

Can’t find her Uses a signal to

babies call the babies
Goes inside a Runs really fast
scary bear cave to escape.

For our story who should be the main character? <Lizard, Meg>. Where is the setting? <mountains>. What is the
problem? <Accidently goes inside a bear cave for food>. Solution? <Works together with a friend to find food>
Word Choice/descriptive words: Scaley, slithering, enormous, frightening, starving, searching, accomplish, trembling,
fluffy, rapid.

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 Stage 2: Drafting

❑ Writing a rough draft using their writing plan: How will you encourage/support your students on their 1st draft? How will you
support/encourage struggling writers? I will model how to write a narrative during our interactive writing sample. I will
also provide some sentence frames using, “first, next, finally” for students who need help with transitions in their story. I
will also provide a word wall with descriptive words and their definitions they can refer too. I will also work with
individual students if they are having trouble coming up with a story.
❑ Include the Model Writing you will do with your students.
Meg was a lizard slithering through the mountains. As she was slithering through the mountains, he sensed a smell. Meg
followed that smell into a cave. As she was walking to find the source of the sent, she realized she was in a cave. She was
shaking as she looked into the cave to see nothing but pitch-black ahead. “Hello, is anyone there?” said Meg.
“Rooaaaaarrrrr”. She heard a growl in the distance. “Get out of my cave! This is my dinner”. She knew right away she had
to get out of there before she gets eaten by a big bear. The fearful lizard ran out of the dark cave as fast as she could. “Ah!
Don’t eat me!” Meg made it out of the cave alive.
❑ Students will now write their own first drafts

“Now that we have written a narrative as a class, it is your turn to write your own narrative with your own ideas. I want you
to choose a main character from the graphic organizer we did together, and the story will take place outdoors, which means
you can choose any kind of setting in nature. Take 5 minutes to brainstorm some ideas in your head. Okay, now I want you
to turn to your partner and share your ideas for your narrative. Help each other come up with exciting stories if your
partner is having trouble. I want you to share who the main character is, what is the setting of your story, what is the
problem in the story and what is the solution to the problem? Awesome job sharing your ideas! I think everyone is ready to
write their narratives. Go back to your desk and write your first draft on this organization sheet I created for you.
Remember we are focusing on word choice, which means adding descriptive language. There is a word board up here with
some descriptive words you could add to your story. If you still need help coming up with a story line, I will be here to help”
Stage 3: Revising: Mini- Lesson

I am very proud of all of you for working so hard and getting your first draft done. Now we are going to revise our first draft’s
and make sure we included the key element, word choice, to our stories. We are going to look at the first draft we wrote together
as a class and see if we can add more descriptive words to enhance our story and make it more interesting.

❑ Refer students back to the writing trait focus from the mentor text.
Meg was a scaley lizard slithering through the rocky mountains. As she was slithering through the rocky mountains, she
sensed a yummy smell. Meg followed that smell into a deep, dark cave. As she was slithering to find the source of the yummy
sent, she realized she was in a scary cave. She was shaking as she stared into the cave to see nothing but pitch-black darkness
ahead. “Hello, is anyone there?” said Meg in a timid voice. “Rooaaaaarrrrr”. She heard a loud growl in the distance. “Get
out of my cave! This is my dinner”. She knew right away she had to get out of there before she gets eaten by a giant bear.
The fearful lizard sprinted out of the dark cave as fast as she could. “Aaaahhh! Don’t eat me!” Meg made it out of the scary
cave alive.
❑ Lead students to analyze their writing based on the focus trait. “Now I want you to read your first draft to each other and
see where you can add descriptive words to your story.”
❑ Students read their writing to a peer to get their feedback. “As you read your stories to each other, I want you to think about
who the main character is, where the story take place, what is the problem and solution, and is there descriptive
language? Does the story make sense and have a sequence of events with a good ending? Work together to add any
elements that might be missing. “
❑ Provide structure for students to revise their writing. “Take your red pen to add details and changes to your story”

Stage 4: Editing: Mini- Lesson

❑ Review conventions that have been previously taught, “Class, we are going to check our writing to ensure we used the right
punctuation, capitalization, and complete sentences. Let’s look at this CUPS chart on the board. Remember C.U.P.S is
for Capital Letters, Understanding, Punctuation, and Spelling. We are going to look at the story we wrote together and
focus on the C.U.P in CUPS. Does every sentence start with a capital letter? Do any names begin with a capital? Do all of
my sentences make sense? Does every sentence end with the right punctuation mark? Each time we go through a part of
CUPS, we will put a checkmark next to that letter.
❑ Script a mini-lesson on a convention that you notice students are struggling with. (Use the writing that you analyzed to
determine the content of your mini-lesson.) “First I want you to highlight all of the capital letters with your blue
highlighter. Did we remember to capital the first letter of the sentence? Did we capitalize the M in Meg’s name?

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 Good job! We can put a check mark nect to the C in CUPS. Now we are going to read through each sentence and make
sure they are complete and make sense. Does each sentence make sense? Awesome job, lets write a check next to U in
CUPS. Now let’s focus on our punctuation. Highlight the punctuation marks at the end of each sentence with your
yellow highlighter. Did we use periods for our sentences? Did we add question marks for the questions? Did we
exclamation marks in the appropriate sentences? Great job editing!

❑ How will you organize student-centered editing?

When students edit their own writing, they will use their highlighters to indicate each convention. They will use one highlighter
to highlight the capital letters and another highlighter for their punctuation. Then they will reread their sentences one by one to
ensure they are complete and make sense. They will fill out a self-revision worksheet to ensure they went through each step in
their own writingOnce every student has had a chance to edit their own stories, I will conduct a writing conference where I will
work with each student individually to focus on their strengths and weaknesses and give them next steps to enhance their
writing.

Stage 5: Publishing/Sharing

❑ Publish writing in an appropriate format “Now we are going to publish our writing onto this worksheet I am providing.
You are going to write your story in the lines below. When you are done, you are going to illustrate a cover for your
story. Imagine you were illustrating a book. What would be your front cover? Let’s look at the cover of Some Smug
Slug. The cover is an illustration of the slug slithering through soil. You can be as creative as you want for your cover.
❑ Explain how students will share completed work (Author’s chair; class read-around; place published piece in classroom library;
post in on the class website; share with parents and siblings; send it to a pen pal; read it to a student in another class; contribute
to a class anthology)
We are going to have an Author’s chair day. Throughout the day we are going to have readers share their narratives to
the class. Then we are going to put our narratives into a binder and keep it in our library! Now when you have free time,
you can go to the library and read the stories we created.
Differentiation/Extension: How will you provide access to key concepts by all students at their ability levels?

Learning Need Supports: What are your plans for supporting struggling students?
I will be walking around the room meeting with struggling students when they are writing their first draft. I will also work with them during the writing conference to help
them fix their writing and guide them in the right direction.

Language Need Supports: What are the supports your EL students need? Refer to the ELD Framework and the strategy suggestions.
I will have sentence frames on the board with transition words. Students will also be writing their first draft in a structured worksheet that allows students to fill out each
section to ensure they have a beginning middle and end. There will also be a word bank where students can refer to for adding descriptive words. We will also use a
graphic organizer to help them choose characters, settings, and events.

Gifted/Advanced Need Supports: What are your plans for advanced learners and gifted students? How can they learn the material differently? This activity should be

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018

 related to the learning objective and extend students’ understanding of the topic.
I will have these students write a narrative of their choice. They can choose any character and setting with a problem and solution. I will also encourage them to use more
advanced word choices. If they are able to do this task with proficiency, I will have them put their narrative into a booklet where on each page they will write a little bit of
the story on each page and create illustrations so that it looks like a mini story book.

Technology, Resources and Materials: Describe the instructional resources/materials/technology used to engage students in learning.

Mentor text Some Smug Slug

Large white paper, highlighters, graphic organizer chart, writing organization worksheet, editing checklist worksheet, CUPS chart, word
bank, sentence frames chart, publishing worksheet, authors chair

EDU 580 Elementary Lesson Plan Template, Revised, Fall 2018