Teacher: Jennifer Owen & Christine Bebout

Date: 02/13/15
School: Walt Clark Middle School
Grade Level: 8th
Content Area: English Language Arts
Title: Write-a-Thon
Lesson #:_8_ of _11_
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the
standard)
Standard 3: Writing and Composition
Concepts and skills students master: 1. Stylistic devices and descriptive details in literary and
narrative texts are organized for a variety of audiences and purposes
Students can:
v. Establish and maintain a controlling idea appropriate to audience and purpose

Standard 3: Writing and Composition

Concepts and skills students master: 2. Ideas and supporting details in informational and
persuasive texts are organized for a variety of audiences and purposes and evaluated for
quality
Students can:
a.

i.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (CCSS:
W.8.2)
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information
into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and
multimedia when useful to aiding comprehension. (CCSS: W.8.2a)

Understandings: (Big Ideas)

Students will be able to compose a written speech to inform and persuade others to a cause of
their choosing in regards to their education.
Students will research topics for credible information to include in formal written works.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction,
select applicable questions from standard)
1. How do I compose a speech for a particular audience?
2. What is the best way to locate credible sources?
3. How does knowing my audience and having purpose change the way I write?
4. How can I advocate for myself?
Evidence Outcomes: (Learning Targets)
Every student will be able to: Complete research and begin writing their protest speech with a
specific target audience and distinct purpose.
I can: Compose a creative, informative, and persuasive protest speech using credible research
and persuasive language and appeals for a specific audience and purpose.

This means: Using creativity and ingenuity to compose a protest speech that persuades others
to agree with my cause.
List of Assessments: (Write the number of the learning target associated with each
assessment)
1. Students will be monitored throughout the writing process to ensure content
understanding is being met.
2. Students will have completed outlines with sufficient evidence already selected before
starting the composition process. This will ensure students are truly prepared to present
their argument and cause to their intended audience.

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you
and the students to associate with
the activity. Think of the purpose
as the mini-rationale for what you
are trying to accomplish through
this lesson.

Write-A-Thon
To give students an opportunity to work on their
protest speech papers in-class with instructor
assistance and input.

Approx. Time and Materials

How long do you expect the
activity to last and what materials
will you need?

Approximately 47 minutes
Students will need:
A writing utensil
Completed outline (students bring)
Research from previous class (student bring)
Computers

Anticipatory Set
The hook to grab students
attention. These are actions and
statements by the teacher to relate
the experiences of the students to
the objectives of the lesson, To put
students into a receptive frame of
mind.

To focus student attention on

the lesson.

To create an organizing
framework for the ideas, principles,
or information that is to follow
(advanced organizers)
An anticipatory set is used any
time a different activity or new

Class will start with our daily warm up in which

students will write in their daily writing journals.
Todays prompt will be:
If you were stranded on a deserted island with a
celebrity and a single item, who would it be and what
would you bring?
Do a quick overview of paper guidelines and
expectations and allow students to address questions
currently having before allowing them to begin their
writing time.

concept is to be introduced.
Procedures
(Include a play-by-play account of
what students and teacher will do
from the minute they arrive to the
minute they leave your classroom.
Indicate the length of each
segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

1. We will begin class with our daily warm up to be

included in their daily writing journal, followed by a
quick partner and class discussion 6 minutes,
individual practice, group and whole-class
participation
2. Address questions and concerns, quickly
overviewing paper guidelines and expectations 5
minutes, teacher input, questioning strategies,
whole-class participation
3. Allow students to get computers and begin writing
32 minutes, individual practice
4. Debrief: put away computers and address
questions or concerns, get an idea where students
are in the composition process 4 minutes,
questioning strategies, check for understanding

Closure
Those actions or statements by a
teacher that are designed to bring
a lesson presentation to an
appropriate conclusion. Used to
help students bring things together
in their own minds, to make sense
out of what has just been taught.
Any Questions? No. OK, lets
move on is not closure. Closure is
used:

To cue students to the fact

that they have arrived at an
important point in the lesson or the
end of a lesson.

To help organize student

learning
To help form a coherent picture
and to consolidate.

At the closing, we will ask questions to determine

where students are in the writing process and address
questions or concerns they are having with
completing the task. Students will complete the paper
as homework and be instructed to bring it as
completed for our peer review workshop on Tuesday
(long weekend due to holiday). This will be individual
practice and a check for understanding

Differentiation
To modify: If the activity is too
advanced for a child, how will you

Students who are struggling with the concept can take

additional time to work on their assignment at home
and those who need it will be given a modified or

modify it so that they can be

successful?
To extend: If the activity is too
easy for a child, how will you
extend it to develop their emerging
skills?

shortened assignment. During circulation, we will

assist students who are struggling with concepts and
the composition process in order to offer additional
instruction and modeling.
For students who have already finished their papers
or finish early, we can give them the opportunity to
edit and revise.

Assessment
How will you know if students met
the learning targets? Write a
description of what you were
looking for in each assessment.

Monitoring the class, we will be able to stop and not

only answer questions, but also quickly review
students work as they write. Students will complete
their papers as homework if not completed during
class time and bring it with them on Tuesday. Their
final papers will serve as a final summative
assessment of their creative, persuasive language
writing unit.

Post Lesson Reflection

1.
To what extent were lesson objectives achieved? (Utilize assessment data to
justify your level of achievement)

2.
What changes, omissions, or additions to the lesson would you make if you
were to teach again?

3. What do you envision for the next lesson? (Continued practice, reteach
content, etc.)

Daily Writing Prompt: Friday, February 13, 2015

If you were stranded on a deserted island with a celebrity and a single item, who would it be
and what would you bring?