1. Topic-
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2. Content-
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| The Writing Process. Students will be taught the process to good
writing using the steps,prewriting, drafting, revising, editing, and
publishing. |
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3. Goals: Aims/Outcomes-
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8th grade GLE's
CA 1, CA 4, 1.8, 2.1, 2.2.
To use appropriate prewriting strategies as needed; generate a draft; |
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4. Objectives-
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1.To learn and apply prewriting techniques to find a writing topic.
2.To recognize different strategies for beginning a draft and to use
peer response techniques to give and receive feedback.
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5. Materials and Aids-
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| Textbook, paper, pencil, brainstorming sheets, graphic organizers,
markers and markerboard. |
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6. Procedures/Methods-
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A. Introduction-
Anticipatory Set: Read the article about schools who go to school
year round instead of the traditional schedule. Ask students the following
questions: What was the purpose of this article? What audience was
the piece intended for? Could you as a student provide more input
on the subject of this article?
Next step is to explain the writing process-prewriting, drafting,
revising, editing, and publishing. Explain what each of the words
mean in terms of the writing process.
Next, explain and list the purposes for writing. We write to explain,
persuade, describe, entertain, tell stories, inform, and instruct. |
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B. Development-
| Model for students: use markerboard to explain brainstorming by
creating two bubbles and writing purpose and audience within the bubbles
and filling in the bubbles with questions. |
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C. Practice-
| Guided Practice- give students the topic of wearing school uniforms.
Start with prewriting strategies of purpose and audience. Have students
choose a form of writing, suggest a letter or report. Students will
use graphic organizer to sort ideas. Students will talk with each
other about ideas and suggestions. When brainstorming and connections
are made students can begin to write the first rough draft. |
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D. Independent Practice-
| Writing the first rough draft. I want to see students write down
their ideas and supporting statements for their first drafts. I will
check for thier understanding of ideas, and read what they have written
as their first rough drafts, further instructions will be needed because
of students' learning styles.The next day of class will be for rereading
the work of writing and will will add lesson 3 material to the draft,
lesson 3 is revising. |
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E. Accommodations (Differentiated Instruction)-
| The contents of thesis lesson have been modified for the students.
I am covering the content of this lesson in small steps with lots
of teacher led instruction. The students in the class are all classified
as students with specific learning disabilities and ADHD students.
The students within this class often drift or wander from the subject
material and have to be redirected and refocus their attention. I
often have to repeat the material more than once. |
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F. Checking for understanding-
| Allow students to ask questions during the lesson. I will check
often for understanding by asking specific questions to each student.
This technique also helps keep students focused. |
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G. Closure-
| I will restate what the lesson was about and its content. I will
provide background information for the next days class and materials
to be discussed. I will end class with questions and provide feedback
to students if needed. |
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