Writing Lesson Design – Draf

Context: This lesson is for ELL seventh grade students. The ELD level of the students is expanding.
This is for an ELA class.

School General ELD Levels of Grade Subject/Content Lesson Instruc onal

Student Students Level(s) Area Type Model
New Info • Mul - • Direct
Roads • ELD 3 7th day instruc on
This is (Intermediat Language Arts lesson Inquiry
Schoo grade
a pull- • Whole- • Problem-
l e) level class based
out ESL
lesson Lesson
class. • Small-
There group
are lesson
four
Japane
se, two
Chines
e and
two
Brazilia
n
studen
ts
Theme:

The students will explore di erent themes and will write stories using theme as a reference. The
teacher will use is A Bad Case of Stripes by David Shannon.

Content Standard(s): ELD Standard(s):

(RI.4.2: Determine the main idea of a

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 Content Standard(s):
(RI.4.2: Determine the main idea of a
Emerging Expanding Bridging
text and explain how it is supported
Part I 2.
by key details; summarize the text.)
Interac ng via
W.7.3. Write narra ves to develop wri en English
real or imagined experiences or Engage in
events using e ec ve technique,
longer wri en
relevant descrip ve details, and
exchanges with
well-structured event sequences.
peers and
collaborate on
more detailed
wri en texts on
a variety of
topics, using
technology
when
appropriate.

Content Objec ve(s): ELD Objec ve(s):

(Summarize an excerpt of a history/ (Condense phrases and sentences to produce a summary of
social studies text by determining main ideas of a close reading of a text)
main idea and recoun ng select
details) The students will write a theme-story base.

The students will iden fy the

characteris cs of a theme to create a
story.
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 Instruc onal Sequence:

1. Hook
a. Let the students join PearDeck using the code display on the screen.
b. Show the Theme of the story A Bad Case of Stripes to the students using a slide in
PearDeck. Show a slide indica ng to share the Theme they wrote in the last class on the
Theme Iden ca on Worksheet. Ask them if their result was close or the same as the one
shown by the teacher. Using the Show the Answers tool, select some close or accurate
themes to the whole whole group.
c. Have the de ni on for Theme display the whole me in a poster on the wall.
A er explaining the concept using the story read in the previous class, display a slide with the
content objec ve and the ELD Objec ve.

2. Connec ons:
• Tell the students they will be wri ng a theme-based story. The teacher give them the
rubric to accomplish the goal. This is the summa ve assessment at the end of this
lesson.
• Provide some hyperlinks that direct the students a to di erent Themes based on
books.
• Tell them to choose the one they like the most. Give enough me to decide.
• Prewri ng phase: Give the students a chart to complete with the general informa on
they will use in their story. The chart should include the Theme they chose, the se ng
of the story, the characters’ names, the behavior of the main character throughout the
story that lead them to learn the lesson they chose. Include extra events for the story,
the audience for wri ng, main ideas, and suppor ng details. The teacher can walk
around observing, gathering informa on and helping the students. Forma ve
assessment.
• Dra ing phase: A er the prewri ng, the students start wri ng their ideas in their
journals and the rst dra .
• A er the students nish with the rst dra , organize two groups of 4 students each.
• Peer Response Groups: When they are in their teams, they should read the dra s
rst. Then, give one posi ve aspect about the content and discuss it. A er, use the
guidelines to respond to their partners’ wri ngs. Also, use the guidelines ques ons to
respond during peer groups. The teacher is involved checking if the students are using
accurately the guidelines. This is a forma ve assessment.
• Revising phase: A er students got feedback from their peers, they will evaluate
themselves about the impact of their stories on the audience. They should reread their
stories, edit as they need it to improve on clarity, details, organiza on, and uses of
words. The forma ve assessment is not just teacher to student it could be student to
student.
• Edi ng: The students meet in their teams again, give them edi ng checklists. They
read the nal dra s and make correc ons on spelling, punctua on, and grammar. The
students have enough me to discuss and edit their nal dra based on the feedback
from their peers. Check list help them evalua ng themselves.
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 • Publishing: When the students nish their nal dra , they will type it, and reread it in their
groups and get consent to publish it in a Padlet document. They should include the tle of
their story, the authors’ name, images or drawings, videos a synopsis of the story.
• In PearDeck display the Guideline document and ques ons to give and receive
feedback. Then using PearDeck tell them to agree, disagree or ask ques ons on the
examples about giving feedback. Share some responses.

3. Closure
• Tell the students to read two Theme- based stories, see if their reach the Language Learning
Objec ves for the class and provide feedback crea ng a video in Flipgrid. Then tell them to
add the Flipgrid link in the Padlet. Forma ve assessment: the students give feedback using
technology.
• Using PearDeck ask students about the concept of theme and how their own stories and
their partners’ help them to understand this concept.

Materials:
• PearDeck
• A Bad Case of Stripes by David Shannon’s book
• Theme de ni on poster
• List of hyperlinks with themes.
• A chart to plan their wri ng
• Journals (students have them)
• Edi ng checklist. Copies for each student
• Laptops
• padlet.com.
• ipgrid.com

Lesson Ra onale:
This lesson is going to help the students create, revise and improve their wri ng skills. Also, it
is going to help them understand the meaning of wri ng their own story. Using the Process
Wri ng Approach, ELL students and the teachers can focus on one aspect at a me. They
focus rst on the meaning, then on the form, nally on spelling, grammar, and punctua on.
Besides, this approach allows improving as a team. The students can learn from correc ng
their peers and from ge ng feedback from them.
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 Strategies
The students compare the theme they wrote the last class and the real one of the story. This
ac vity promotes a self ini al evalua on based on their result and the proximity of the theme
proposed by the students and the author.
The students chose a theme that is meaningful for them to create a story by themselves.
Providing a list of op ons gives them the feeling of choice based on their preference,
comprehensibility, and proximity to the topic. As well as, op ons help them reducing anxiety
and gaining con dence.
The process wri ng approach is used in this lesson by the teacher. The prewri ng phase helps
the students planing their stories. This phase is essen al for them to know what to do and
guide them to write the rst dra .
This approach let the students revised throughout the wri ng process, o ering a successful
outcome. In the end, they can publish the story. It is a mo va on for the students to know
that they have readers di erent from the teacher.
Giving feedback and receiving feedback from their peers increase mo va on and self-
con dence. They feel that they belong and their voice ma ers. Academically, they can see
what they know and what they need to improve to be successful.
The ac vi es and strategies used in this lesson align with the ELD standards, content, and
language objec ves.

Assessment
The teacher uses forma ve assessments for the en re class. The assessment is based on
observa on and interac on with the students. The teacher helps throughout the lesson and
gathers informa on on the students’ process to build their stories. The summa ve assessment
is the comple on of the story based on the theme they chose. This story will be publish and
share to get peer feedback. The teacher provided the rubric at the beginning of the class. The
students write the story using imagined events. The students need to include relevant
descrip ve details and well-structured event sequences as the ELD as the Content Standards
required. They also engaged in wri en exchanges with peers involving technology and peer
feedback as the ELD standards required.
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 Technology
Technology brings to the lesson a more interac ve and dynamic way to connect with students.
Also, using a tool like PearDeck, the students can share their opinions using the target
language. Besides, the teacher can display the students’ responses without showing their
names, crea ng a more friendly environment, and reducing anxiety. This tool saves a copy of
the lesson to be shared with the students to review later. So they can nd the objec ve for
the class and track their process. The use of hyperlinks opens the idea of connec vity, le ng
the students play a role as detec ves when they choose their theme to write their own story.
This integra on is what Dr. Ruben Puentedura calls an Augmenta on. Then, students create
their own stories. The stories pass through a series of revisions. When they are ready,
technology plays an essen al role in the sharing process. The students type the story and
publish it in Padlet. Padlet is a tool that lets publishing all the stories at once. A er reading
two or more stories, students give feedback using a great tool - Flipgrid - The students post
the Flipgrid videos in Padlet using links. By integra ng PearDeck, Padlet, and Flipgrid, the
teacher and the students have mul ple op ons to interact with the lesson inside or outside
the classroom. Besides, they can review and assess the outcome of the sessions based on the
Language learning goals.

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