Writing Lesson Plan

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English

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Apr 3, 2024

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Writing Lesson Plan I have chosen to use the book Owl Moon written by Jane Yolen. The book is short enough to use during a mini-lesson, nearly each page provides the opportunity to exemplify word choice to students. The author uses figurative language, similes, vivid verbs, and stunning adjectives and adverbs. She paints such a descriptive picture through her words that students could close their eyes and transport to that snowy wood with Papa and the young child, eagerly awaiting to catch a glimpse of the great owl themselves. Objective: I will focus on word choice and add, delete, or combine words to improve my rough draft. TEKS 4.11 C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity Teaching Point: Today, we will read examples of descriptive word choice and use what we learn to revise our rough drafts. Teacher Talk: We will begin by briefly discussing our “Million Dollar Words” anchor chart that we created previously. I want you to remember and think about what makes an excellent word choice. Words that are descriptive, figurative, and strengthening are what we want to pay attention to, and what we want to add to our writing. As we read over a few pages of our story, Owl Moon written by Jane Yolen, I want you to notice the word choices she used to give her book life and clarity and make you feel like you are walking in those snowy woods with Papa and the young child. *Display the book on the Promethean board and read pages 4, 6, and 8* Sharing/Turn and Talk: I want you to turn and talk with your partner about how the author’s word choice brought you into the story with the characters, choose specific words. *Allow students several minutes to turn and talk, circling the students to listen in. After several minutes have passed, allow students to voice their findings to the class. * Linking to Independent Writing and Ongoing Learning: *Write the sentence “The girl went down the road.” Rewrite the sentence each under the other with the student-response additions. * Give me a simile to describe the girl (give the example “The girl as sad as a wet cat or the girl as happy as a kitten in the yarn bowl” if students are struggling.) Give me an adjective to describe the road (steep or winding). Give me an adverb to help explain how the girl moved down the road (grudgingly or ecstatically). Give me a verb to describe how she moved, to replace went (trudged or skipped). *The final sentence could read “The girl as happy as a kitten in the yarn bowl skipped ecstatically down the winding road.” Now, I want you to go back to your rough drafts and choose at least one sentence to restructure, adding in some Million Dollar Words to help your reader join you in your story. Confer with your table if you are struggling with an adjective or adverb, or need a better word choice for your sentence.

Closing: *Ask students back to the whole group. * Who would like to share a before and after revision with the class? *Have peers express their feelings when reading the revised sentence. * Project Based Learning Project-based learning is a great way for students to gather and showcase what they are learning. They present the material in an authentic and useful way to an audience they want to speak to such as their peers, parents, and others they may choose to invite. I propose to maintain a fall and spring project, just as Chandler does in her classroom. The first project will be a group project that offers freedom within structure and teacher and peer guidance and feedback. There will be ample modeling of risk-taking in both writing and technology skills. This project will require the use of technology to present. As with most assignments, differentiation will be present. Students will be required to adhere to pre-discussed expectations and the rubric outline. Work days will begin with a mini-lesson that is based on observations of the students as they work, areas they may be struggling in, or solutions or positive additions to help students improve their projects. The BAM method as described by Chandler, is where students are challenged to consider a burning question to answer within their project, cater their work to an authentic audience, and take advantage of prior millennial skills and build that repertoire of skills. Students will be encouraged to embrace this method and use it to build their projects and produce the most authentic, audience-friendly project possible. This BAM method will also be appropriate for the spring project, an individual project for students to undertake on their own. These projects will dive into student’s schema as they pick a topic, they want to learn more about. Chandler’s idea of letting students choose their topic to formulate and research their burning questions is one I would like to implement in my classroom. Students will be far more immersed in the work they have decided the topic for. Adding in millennial aspects like creating a website will only add to the knowledge that students can use for years to come.

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