Writing Lesson Plan

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Lesson #1 Writing ED 507 Levels of Support I By Cindy Henrichs

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Lesson Plan Info: #1 Title: Writing Created By: Cindy Henrichs Date Created: / /09 Subject: Writing Topic of Study: Writing Type of Lesson Plan: Explicit Instruction Class Submitted For: 507 Levels of Support I Standards Standard Met: #2 Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling. Benchmark/Grade Level Expectancy: GRADES 1-5 •

Plan, draft, revise, proofread, and edit written communications;

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Organize written and oral presentations using strategies such as lists, outlining, cause/effect relationships, comparison/contrast, problem/solution, and narration.

Overview Objective: The students will be able to read a story and make a summary of the story by making a topic sentence, list facts in outline form, and writing the summary. Assessment Plan: After guided practicing, and visual reminders, the student will be able to produce a summary of a story.

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Learning Context: In this presentation teachers will learn the basic concepts and skills needed to teach their children how to use Primary Step Up to Writing, Section 3: Paragraphs with a Special Purpose; Summary Paragraphs Time Allotment: 30 minutes

Instructional Materials: Teacher Materials: Primary Step Up to Writing Book, Reproducible booklet, handouts, story, power point presentation, Student Materials: pencils Differentiation of Instruction: I will use a variety of strategies to meet the many needs of diverse learners in this lesson. I will use oral instruction, questioning and discussions for the auditory learners. I will use hand outs for visual and hand on learners. I will use the technique of paper folding for visual reminders of the 3 parts of a sentence. We will work as a group for a safe environment and to give support for each other. The Lesson Sequence of Procedures Opening: 1. Gaining Attention: I will introduce the lesson by asking the student “Do you remember writing a summary outline and using the Fact Outline, with the topic sentence, stars and dashes from Primary Step Up to Writing?” I will then show him the outline. 2. Prior knowledge: This lesson should be a summary of what he has already been using and expected to know. By showing the student the outline, it should spark their memory

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and the student should respond with some kind of knowledge of the use of this format in the past. 3.

Purpose (objective) of Lesson: The purpose of this lesson is to teach the students

about one of the writing strategies offered within the Primary Step Up to Writing, Section 3; Summary Paragraph. This strategy supports stronger writing processes for struggling writers and is taught within our district so no matter what school the student comes from, they should have some prior knowledge.

Body of Lesson: Presenting & Structuring New Content: Teacher Input: I will introduce the lesson by talking about the burrito fold, which is writing the topic sentence. a. Step I: Hand out a piece of paper and have them produce a burrito fold and use it to write the three parts to a sentence: identify, verb, finish the thought. (I will use a story or writing on subjects that they are provided in class, since I am there to provide support to the child on lessons taught within the classroom.) b. Step II: In this step, just copy the words from the three-part Burrito Fold to make them look like a real sentence. c. Step III: Requires the most work. List the facts of the article or story by using dashes. d. Step IV: Write the summary by rewriting the topic sentence, add transition to the fact for a better flowing paper and write good, clear sentences. Assessment Implementation: Carry out your assessment here I will be working one on one with my student so I will have a good idea if he is getting the concept or not. Assessment Interpretation:

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Closure: Remind and reinforce that this concept can be adapted to any writing project and the same procedures can be used for writing at any level as he goes through middle school and high school. Re-teaching Activities:

Research / Resources: Auman, M. A (2003). Step Up to Writing, 2nd Edition. Longmont, CO 80504: Sopris West Educational Services. Auman, M. A, Karas, G. K. & Sage, P. S. (2003). Primary Steps Reproducibles. Longmont: Sopris West Educational Services.

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Lesson Plan Info: #2 Title: Action Sentences, Who/What /When/Where/How Created By: Cindy Henrichs Date Created: 11/4/08 Taught:11/5/08 Grade: 3rd Grade Subject: Literacy Topic of Study: Writing Type of Lesson Plan: Direct Instruction Class Submitted For: 508 Levels of Support Standards Standard Met: #2 Students write and speak for variety of purposes and audiences. Benchmark/Grade Level Expectancy: GRADES 3: plan, draft, revise, proofread, and edit written communications. Overview Objective: This lesson will help with writing and give practice for more complete sentences that have meaning, are expressive, informative and analytical. Assessment Plan: Use the graphic organizers that have been completed for each assignment to show growth by reading the improved sentences produced from the lesson and practice. A collection of student samples from the general education classroom can help to show growth and progress from the lessons.

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Learning Context: Using a graphic organizer the child will be able to write an action sentences using who/what /when/where/how in different combinations. Time Allotment: 30 minutes Instructional Materials: Teacher Materials: Student Materials: pencil, Differentiation of Instruction: I will use a variety of strategies to meet the many needs of diverse learners in this lesson. I will use oral instruction, questioning and discussions for the auditory learners. Ask student to practice orally together, and then provide opportunities to practice with the visual organizer in class, before I ask them to produce any work to turn in. I will give time for partners to work together to check each others work together for extra support and a safe environment to work in giving support for each other. The Lesson Sequence of Procedures Opening: 1. Gaining Attention: I will introduce the lesson by reading an example of a well written paragraph with examples of excellent who/what/when/where/how sentences. I will then explain how the action sentence make the reader more interested in reading the paragraph by rereading the same paper with poorly written sentences to prove without a strong catching, interesting sentence the reader may not be excited about reading the paper or article. 2. Prior knowledge: This lesson will be taught after the students have learned how to write summary paragraphs and use the Primary Step Up to Writing outline. This lesson

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will then continue to build on the summary paragraph and give practice to better the who/what/when/where/how and action sentences. 3. Purpose (objective) of Lesson: Building on writing better, more meaningful sentences by using graphic organizers and practice sheets for improve writing, without fragments and run-ons. It allow for the students to ask themselves the questions who/ what/where/when/how and actions that they want to put into their sentences. Or they need to ask what 4 w’s am I going to include in my sentence. Body of Lesson: Presenting & Structuring New Content: Teacher Input: 4. Examples are given of who/what/when/where/how and action sentences. Refer to page 6-19, 95 of the Primary Step Up to Writing sheet. Go over these orally. 5. Then, proceed to the practice sheet 18, which uses three combinations of the w’s to complete a sentence. If time allows, move to page 20, which uses a combination of 4 w’s, How and Action words to complete a sentence. There is also page 96 which allow the child to create their own combinations and place them where they want to in the sentences. This also gives them the opportunity create six different practice sentences. Prompts should be given to help stimulate ideas of what to write about. These may be written on the board. Examples: dolphins (based on a story the student read), favorite holiday, interesting animals, family, sports game, most interesting vacation destination, friends, food, etc. Assessment: Carry out your assessment here Throughout the lesson I will randomly walk around to make sure students are following along and getting the concept. I will frequently check the sentences and have students share them with me so I know they understand. I will collect their practice sheets at the end of the lesson and use it to compare how he is building on skills as further practice is done. Closure:

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Reinforce what the students have learned about the importance of good strong action sentences. Rereading a few of the best sentences done in our session that day and talk about how they would get someone ready and excited about reading more. Re-teaching Activities: Extension Activities: Sample Student Products: attached Teaching Materials: attached Resources: Auman, M. A (2003). Step Up to Writing, 2nd Edition. Longmont, CO 80504: Sopris West Educational Services. Auman, M. A, Karas, G. K. & Sage, P. S. (2003). Primary Steps Reproducibles. Longmont: Sopris West Educational Services.

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Analysis of Student Learning, effectiveness of the approach and of my teaching: I am teaching this concept to a third grade student with a physical disability because of his ADHD. He has many characteristics of a child with Autism, which account for his high functioning and thinking, yet at the same time he struggles with lack of social skills and uncontrollable talking, often getting off task or carried away with his own direction of thoughts. There is a writing goal on the IEP which I help him on once a week. This student is very interesting to work with if he is on task and not arguing with the teacher about his own agenda and direction of the conversation. 11/04/08: I asked student to read a chapter of a book about Dolphins. He read the story with no difficulty with the text. Then I presented the burrito fold to the student. He had previous exposure to this concept and easily did my request, in which his sentence was a very good sentence. I then presented him with the writing summary sheet. His sentence did not reflect the topic sentence that he wrote on the burrito fold. The facts were good fact, yet poorly written and from there on I could not get back on task to finish the outline. 11/05/08: Cody will work well when he is in control of the subjects that he is writing about. When given the w/w/w/h sentences and he could choose the subject to write about, he did very well. This can be seen in the examples dated 11/5. These were

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sentence that he came up with the topic, during which we were in the nurse’s office because he had a bloody nose and while he held the compress on the pressure point, I wrote the sentences for him. (I have limited opportunity to work with this student and did not to waste any time set aside with him.) He was able to finish the last sentence. Then, when asked to produce a sentence based on a summary from a paragraph he read previously, he has difficulty. In the outline he produced from the dolphin story which I asked him to read, his sentence was “Dolphins do tricks”. When asked to produce a w/w/w/h sentence to better his sentence he argued about facts of dolphins and it was almost impossible to get back on task to the writing of the sentence, therefore he did not accomplish much more that 30 minute session. I have very good luck in working with this student as long as I can keep his interest in the subject. He is very interested in leggos, droids and inventing machines, beyond that I have found it difficult to keep his attention on the task at hand. 11/12/08: I allowed the student to select the subject to write about and asked him to write a simple sentence. Then I asked him to write a more meaningful sentence he explained what a droid was. So I continued to prompt him on the 4 w’s and how and action, asking to make sure he included these in his sentence. His last sentence is his meaningful sentence. On the back of this sentence I asked him to use the 4 w’s and how and action to again write about the dolphin story he read in the first lesson. He did so without to much resistance as long as I allowed him to make the sentence fictional. The true effect will not be noted until I check his classroom work and can see if he carries the strategies into his daily work. I typically only get the opportunity to work with him for 30 minutes in one week, but will ask the classroom teacher to show me sample of his work so that I can see if he is using this strategy. I will also continue to work with his throughout the year. Teacher Input on collaboration:

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