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Educ 463 - LP 3 Madeline Hunter Lesson Plan Template

This lesson plan aims to teach students how to focus their writing by identifying the main ideas and using revision techniques. The 50-minute lesson introduces questions students can ask themselves to narrow the focus of their writing, such as what they are trying to say or what they are most curious about. The teacher models asking focusing questions using a mentor text. Students then practice applying these questions to begin planning or drafting a short piece based on something they previously identified as interesting. To conclude, students share their drafts before and after revisions to demonstrate how the questions helped focus their writing.

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130 views2 pages

Educ 463 - LP 3 Madeline Hunter Lesson Plan Template

This lesson plan aims to teach students how to focus their writing by identifying the main ideas and using revision techniques. The 50-minute lesson introduces questions students can ask themselves to narrow the focus of their writing, such as what they are trying to say or what they are most curious about. The teacher models asking focusing questions using a mentor text. Students then practice applying these questions to begin planning or drafting a short piece based on something they previously identified as interesting. To conclude, students share their drafts before and after revisions to demonstrate how the questions helped focus their writing.

Uploaded by

api-548811006
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson Planning Structure*

Subject: English - Focusing Writing


Time/Duration: 50 min
(3/10)

Objectives
I can identify the main ideas in a text and can use revision techniques to focus my writing.

Standards
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (for example: headings), graphics (for example:
charts, tables), and multimedia when useful to aiding comprehension. (CCSS: W.8.2a)

Anticipatory Set
Seeding strategy: Mapping the Heart (Serravallo 3.5)
In Interactive Notebooks, students draw a large heart and inside write things they love, are
passionate about, and be willing to deconstruct in more extensive writing.

Teaching: Input/Mini-Lesson
Ask Questions to Focus (Serravallo 4.7)
When you first pick a topic, it might be too broad for your writing, so you can ask yourself
questions to help focus it. Some questions you might ask yourself:
- What is it that I am really trying to say?
- What am I most curious about?
- What do I wonder?
- What do I think or believe about my topic?
(make these questions available to students physically and digitally, or they can add to INs)

Teaching: Modeling
Mentor Text:
https://drive.google.com/file/d/0B6NmpxcTkHimUzNDbERBSFE2WlU/view?usp=sharing
Model finding the main idea and model asking those questions as if you were the writer to
continue focusing on writing or adding relevant details.

Teaching: Checking for Understanding


Asking questions: What other questions might you ask yourself to help focus your writing?
Which question(s) do you think is the most valuable? How do you see this strategy working for
different types or genres of writing?

Conferencing during workshop time

Questioning strategies:
- What are the questions you should ask yourself when you want to narrow the focus of
your writing?
- Explain how these questions are helpful in the writing process?
- How do these questions operate in your writing process?
- Which question(s) do you think is the most valuable?
- What are the limitations of these questions?
- What questions should be added to this list?

Guided Practice
Using something from their “heart” from earlier, students will begin planning/drafting a short
writing piece using the questions provided and the ones they helped create to narrow and focus
their writing.

Closure
Have students share their work with the class - show their draft before and after revisions to
show how they narrowed their writing. The class watches along and then discusses the
similarities and differences in the successes and challenges they faced. If time allows, have
students also add notes to their IN to show the development of their draft for future reference.

Independent Practice
Incorporate questions of focus into the future book and mentor text discussions. Students can
also continue working on their draft if they want to develop it for a future writing assignment or
add to their portfolio.

Materials
- Interactive Notebooks (IN)
- Article (printed copies for students who want them and available digitally)
- Jennifer Serraallo’s The Writing Strategies Book

*Madeline Hunter-various Internet sources

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