Sample Writing Lesson Plan
Writing Wrap-Up Sentences, revisited
Lesson plan by: Danielle Perkins
Grade Level: First
Time Required: 30 minutes
Stationery (one for each student)
Essential Academic Learning Requirements:
1. The student writes clearly and effectively.To meet this standard, the student will:
1.1 develop concept and design
develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively
1.2 use style appropriate to the audience and purpose
use voice, word choice, and sentence fluency for intended style and audience
1.3 apply writing conventions
know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization
Rationale:As first graders are learning to write complete sentences, they are also learning to write sentences on one topic. Four Square writing helps students organize their writing around one topic sentence. It paves the way for paragraph writing in the future, as it is a sequential writing approach. The students have previously written complete sentences, detail sentences, and feeling sentences. Now they are practicing wrap-up sentences to help them learn to sum-up their writing on a topic.
Lesson Introduction (5-10 minutes):
Remind students that in our four-square writing, we have been working on writing four complete sentences, including detail sentences, and “wrap-up” sentences.
Ask a student to remind the class what a wrap-up sentence is.
-A sentence that you would see at the end of a paragraph.
-One sentence that includes the topic and the other ideas together.
-A sentence that uses the word “because.”
-One sentence that “wrap” all of the ideas together, like wrapping a present.
Tell them that after looking at their wrap-up sentences about the topic, “My family is really special,” I think that we need a little more practice with writing wrap-up sentences.
Lesson Procedure/Activity (20 minutes):
On the easel, show the students a four-square organizer with a topic sentence in the middle box:
“School is a great place.”
In the three supporting boxes, write the words “Learn,” “Meet friends,” and “Play.”
Model how I would write a wrap-up sentence:
“School is a great place because we learn, meet friends, and play.”
Turn the easel page and show the students a four-square organizer with a topic sentence in the middle box:
“Summer is a great season.”
Have students suggest words to fill the 3 surrounding boxes.
Examples might include: “swim,” “play outside,” “no school.”
Ask a volunteer to suggest a wrap-up sentence.
Example may include: “Summer is a great season because we swim, play outside, and ride bikes.”
Point out that the “Wrap-Up” strips on the word wall for help.
Tell the students that today they will practice writing 2 wrap-up sentences.
Show them their stationery.
The topics that they will write on are:
“It is important to have friends.”
“Winter is a great season.”
Tell the students their tasks:
- Write a word in each box.
- Write a wrap-up sentence (remember to use the topic sentence + because)
- Check for capitals, periods, and spaces between words.
- Assess yourself.
Show students the “Writing Wheel.”
Tell them that in order to get a “Right On” on their writing they must write:
- 3 supporting words
- Wrap-up sentence
- Most capitals, punctuation, and spaces
Tell them to get a “Wow” they must complete everything needed to get a “Right On” plus have all capitals, punctuation, and spaces. They also must ask another detail word in each box.
Tell them that they are going to score themselves on their own wheel.
Tell them that when they finish up, they should check over their work, raise their hand to get a self-assessment wheel, add a drawing or color if time permits, and then hold their paper in the air so that I can collect it.
The students will then transition at the end of the lesson. They will line up for P.E.
This lesson gives the students the opportunity to self-assess using a writing wheel assessment. They have previously learned the criteria that is needed to earn a score of an “I’m Getting Started,” “I’m On My Way,” “Right On,” and a “Wow.” I will challenge the students to do “Right On” work, although many may strive to achieve a “Wow!” When assessing students, I will informally assess by asking questions and circulating around the room to watch as they work. I will also formally assess by looking over each piece of writing that is turned in, taking into consideration their self-assessments, and finally giving them a score of a 1,2,3, or 4 in the grade book according to the writing wheel criteria. I will think about constructive, clear, and direct feedback that I will give to my students on their writing. In general, I will ask myself: How was my pacing? How well did I explain the new aspects of their Four Square Writing? Were the students engaged? Did I meet my goals and objectives? I will reflect upon how I felt the lesson went in terms of what worked well and areas for improvement.