Lesson Plan for: Introduction to the writing process

Standard(s)
ELA 7.1.3 Use strategies of notetaking, outlining, and summarizing to impose structure on
composition drafts.
Objective(s) (Remember-SWBAT **observable** BY **Measurable**.)
Upon viewing the powerpoint presentation students will be able to actively participate in
each of the 6 steps of the writing process.
Assessment(s)
Diagnostic: Students will complete a reflection as homefun.
Instruction:
Anticipatory set: Each table group of students will have a pile of phrasing pertaining to the
six steps of the writing process. All groups will compete to put the tasks in order within
two-minutes and then explain their reasoning.
Instruction: Teacher commends groups that complete task correctly and elaborates to
whole class that we will be learning the order, meaning, and required elements of each of
the tasks by visiting various stations around the classroom dedicated to each one.
Guided Practice: Teacher, co-teachers, or instructional aides guide students through each
writing task at the respective stations following a parallel co-teaching model. while students
take notes and complete the activity.
Independent Practice: Students will rotate among six stations of the writing process
participating in a modeling example for each step.
Closure: Students write a 4-5 sentence reflection.
Special Considerations: (EL and SN)
Graphic organizers
Co-Teaching Plan:
Parallel - 1 teacher or aide at each station.
 THE WRITING PROCESS

Collecting - The first step in the writing process* is for students to generate a list
of topics that interests them. This informal brainstorming is called collecting. It is a
useful tool in both fiction and non-fiction writing assignments. Writers may begin
the collecting process in a Writers Notebook.

Developing a Seed Idea - Students begin to narrow down their focus from the list
they have generated and decide upon a writing topic. This can be accomplished in
different ways. One way is to ask students to assign a number value to each idea on
the list- in other words- prioritize their ideas. Then ask students to look at the top
three ideas and generate questions for each idea. This process will help students
make an informed decision.

Drafting - The drafting process is where students begin to take notes, use index
cards or create an outline. In the second part of this stage, a rough draft is written
using a graphic organizer. At this stage we are concerned with organizational style,
sequence and content. Do not focus on mechanics as this often discourages
students from moving ahead. Students may focus on writing strong introductions
and conclusions and include personal opinions.

Revising - In the revision process, students focus on higher level writing skills
such as sentence combining, literary techniques and citing quotations. This is
where they dress up their writing and give it personal style.

Editing - In the editing process, students focus on spelling, punctuation,

capitalization and grammar. This may require specific lessons tailored to each
students need in order to see improvement. A suggestion is to pair students so
that they can become comfortable with each others suggestions. An editing
checklist can be a helpful self-monitoring tool for students to use.

Celebrating - In the celebration stage, we decide on strategies to highlight and

share our writing. Suggestions may include a form of oral reading or a published
work. Your celebration will encourage students to continue to grow as writers.
(Calkins 1994)

Cut up and scramble at table groups for anticipatory set.

May also be used for easy reference
Collecting - The first step in the writing process* is for students to generate a list
of topics that interests them. This informal brainstorming is called collecting. It is a
useful tool in both fiction and non-fiction writing assignments. Writers may begin
the collecting process in a Writers Notebook.

So you want to write something, but what? Add a series of ideas to the list below:
(Note: this can be off the top of your head, from a prompt, or any other inspiration)

Ideas #

Now that you have generated a list of ideas go back and number them in the right
hand column by most interesting / appealing to least.
Developing a Seed Idea - Students begin to narrow down their focus from the list
they have generated and decide upon a writing topic. This can be accomplished in
different ways. One way is to ask students to assign a number value to each idea on
the list- in other words- prioritize their ideas. Then ask students to look at the top
three ideas and generate questions for each idea. This process will help students
make an informed decision.

Now that you have a series of ideas how do you decide which to use?
From top three ideas of the list create some intriguing questions that you
would like to explore.

Idea #1: _________________________________

Question #1 :_____________________________________

Question #2 :_____________________________________

Question #3 :_____________________________________

Idea #2: _________________________________

Question #1 :_____________________________________

Question #2 :_____________________________________

Question #3 :_____________________________________

Idea #3: _________________________________

Question #1 :_____________________________________

Question #2 :_____________________________________

Question #3 :_____________________________________
Drafting - The drafting process is where students begin to take notes, use index
cards or create an outline. In the second part of this stage, a rough draft is written
using a graphic organizer. At this stage we are concerned with organizational style,
sequence and content. Do not focus on mechanics as this often discourages
students from moving ahead. Students may focus on writing strong introductions
and conclusions and include personal opinions.

Putting it all together Drafting Part Two

Introduction What are you writing about?

Did you present the main idea in an appealing
way?
Where is this going?

Body What is the substance of your writing?

What are you basing it on? Examples- anecdotes,
citations, statistics etc
Are the ideas smoothly connected?
Make sure it elaborates on intro.

Conclusion Complete the thought you began with in the intro.

What is the outcome of the writing in the body
section? Does this prove your point?
Where can the reader go from here?
Create draft following above organizer on separate sheet of paper
Revising - In the revision process, students focus on higher level writing skills
such as sentence combining, literary techniques and citing quotations. This is
where they dress up their writing and give it personal style.

Re-read your quick write draft from the previous station.

For now, ignore spelling and mechanics (we will get to this next).
Is your writing powerful, appealing and in your voice?

-Consider the following:

Can sentences be combined or separated for a better effect?

Are you using figurative language - metaphor, alliteration, onomatopoeia? Is it appropriate?

Are there quotations? Should you include some or more? Are they properly cited? (author, pg#)

Can you re-order your writing? Do your ideas f low together?

Is your piece written in academic language? Is it written in more than one language?

*We will review all of the above in more detail in the coming weeks. For now, consider the

above questions in a way that makes the most sense to you. For added clarification ask teacher

or station leader.

-On the back of your original draft re-write your piece taking into account the above

suggestions.
Editing - In the editing process, students focus on spelling, punctuation,
capitalization and grammar. This may require specific lessons tailored to each
students need in order to see improvement. A suggestion is to pair students so
that they can become comfortable with each others suggestions. An editing
checklist can be a helpful self-monitoring tool for students to use.
Complete the following editing checklist - first on your own, then with a peer.
Celebrating - In the celebration stage, we decide on strategies to highlight and
share our writing. Suggestions may include a form of oral reading or a published
work. Your celebration will encourage students to continue to grow as writers.
(Calkins 1994)

Take a moment to share what youve written.

Give everyone kudos for a job well done.

After everyone presents discuss what you are particularly proud of.

Go on to discuss what else you want to learn about writing.