1. Topic-
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| Prewriting and Central Idea |
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2. Content-
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| SC English Language Arts Standard 8-4, Indicators 4.1- Use prewriting
strategies such as asking questions, taking notes, making lists, and
using literary models. 4.2- create writing focused on a central idea
that includes an introduction and conclusion and is developed with
supporting details. |
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3. Objectives-
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| Students will be able to begin prewriting using an identifiable
strategy with a clear central idea for their writing. |
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4. Materials and Aids-
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| pen, pencil, paper, computers with imagination technology loaded.
ELMO projection system (optional smart board) |
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5. Procedures/Methods-
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A. Introduction-
| Warm up: for 10 minuets students write about how they begin writing.
I will post questions like; how do you think about the topic for your
writing? Do you write anything before you start drafting? the last
fem minuets of the warm up will be for sharing aloud. This warm up
serves as a preassessment to let me know how much they know about
prewriting strategies and central ideas. |
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B. Development-
| Start the lesson with general questions for the class to answer
aloud; How important is pre-writing? allow a few students to answer,
then question them further about why they believe prewriting is/ is
not important. Let students know your expectations for the class that
day. To begin modeling for pre-writing, ask students for ideas on
what to write about, then randomly pick one of their topics. Put the
central idea into the central bubble of a bubble chart. Then ask for
supporting details. And draw more bubbles coming off the central idea
bubble. Explain as you go that the central bubble is the main idea,
and that the other bubbles that come off the central bubble are supporting
details. You can also model listing, free writing, and KWL chart pre-writings. |
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C. Practice-
Give students an example of writing that is random and has no clear
central idea, then give students an example of writing with a clear
central focused idea. Ask the students how they feel about both of
the examples and why it is important to have a central idea in their
writings. For the final practice activity, allow students to pick
a topic that they would like to write about, then have them choose
2 types of prewriting they would like to try, one that they use often/
prefer, and the second one that they have never used or want to try.
Rule for activity 2:
students have 25-30 minuets
prewriting only
talk to others in your group only
inside voice, just loud enough to talk to nearest group member |
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D. Closure-
| Students who want to share their prewriting can do so on the ELMO
so others can see their topic and prewriting, POSITIVE critiques can
be given by other students following the model "I like ...., but I
think you could ...." |
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7. Evaluation-
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| Take up the pre-writings from students to check for understanding.
Form next lesson if the activity seemed to be successful. |
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