Writing Lesson Plan Template

Amber Roth

Big Idea: Every Problem Has a Solution

Standard:
3.W.6.1c Adjectives/ Adverbs Writing sentences that include comparative and
superlative adjectives and adverbs, choosing between them depending on what is to
be modified, and explaining their functions in the sentence.

Objective:
Following a minilesson on adjectives, students will be able to correctly write at least
three sentences using adjectives to describe a monster.

Trait of Writing: Word Choice & Conventions

Assessment:
Formative: observing students as they write their descriptive pieces. Taking mental
notes during the minilesson. Are the students giving me nouns or adjectives?
Summative: I will conference with the students as they finish and use their writings
for assessment. I will discuss it with them to get an idea of whether they understood
what an adjective is, and how to use adjectives in sentences.

Special Considerations (Adaptations, Accommodations, etc.):

Juquan: Has been identified with a cognitive disability. He will need help with written
expression and reading.
Virgil: He has recently been identified with ADHD and has a SLD in reading. He will
get frustrated if he does not understand what is going on. If he is struggling, give him
some space and time to calm down. His coping skills are not the best, but he usually
calms down enough to continue.
Atreyu: He has an emotional disability and is working on coping skills. However, he
is very bright academically. When he has a breakdown, pull him to the side and try to
calm him down.
Devalin: He struggles with reading, but has a great attitude.
Lakresha: She is low academically. She will need to be partnered with a stronger
student who will be willing to help her.
Wyatt: He is on medication now, but still needs some pre-correction. He loves to
answer every question, but will need to be reminded to be quiet every now and then.
Jayda & Chase: These students will need to be challenged. They are very strong
academically and often get bored. Encourage them to be more descriptive when
writing. Make sure they write complete sentences like they know how.

Management of Time:
Anticipatory Set: 5 minutes
Minilesson: 7 minutes
Drawing/Writing: 30 minutes
Conferencing: Less than 2 minutes per person
Trade: 5 minutes
Sharing: 3-5 minutes
Management of Materials:
Grammaropolis Adjectives video for anticipatory set
Go Away, Big Green Monster for minilesson
Chart paper for minilesson
Monster drawing paper & markers/colored pencils for descriptive writing

Management of Space:
Students on carpet for anticipatory set and minilesson
Students in flexible seating for writing activity
Students at kidney table for conferencing.

Management of Behavior:
Students will be allowed to sit in flexible seating as long as they stay on-task. If a
student is having too much trouble following directions, he or she can sit at a desk
instead. The clip chart will be used as necessary, since they are used to that
management style. If the whole class begins to get off-task, interrupt the whole class
and remind them of what they need to be doing. Write the steps (draw, write,
conference, trade) on the board.

Minilesson: (Whole Group)

Anticipatory Set: Watch the adjectives video on YouTube by Grammaropolis.
https://www.youtube.com/watch?v=5hIqdPrH--k
Purpose: You are going to write for the rest of your livesletters, work for your
job, school, etc. Learning these adjectives will help you be able to describe your
best friend or a family member.
Todays topic is adjectives. An adjective is a word that describes a noun.
Remember, a noun is a person, place, or thing. I am going to read you a book
called Go Away, Big Green Monster. Already, I have noticed two adjectives. Big
and green. Those two words describe the monster. So, as I read, I want you to be
thinking about the adjectives used on each page.
Read Go Away, Big Green Monster
Write examples of adjectives from the book on chart paper. Have students give
their own examples of adjectives. What are some other adjectives you could use
to describe a monster?
Assessment: Formativeobserving students as they write their descriptive pieces.
Taking mental notes during the minilesson. Are the students giving me nouns or
adjectives? Summative: I will conference with the students as they finish and use
their writings for assessment. I will discuss it with them to get an idea of whether
they understood what an adjective is, and how to use adjectives in sentences.
(Speaking & listening)

Writing:
Boys and girls we have a problem. The Big Green Monster has just moved here
and is threatening to tear down our ziplines that we made during science. I have
heard that you are very good writers and have a really good imagination. I think,
if we make your monsters sound scary enough, we can scare the Big Green
Monster away. Since we just learned about adjectives, what better way to scare
him away than to use our words to describe the scariest monster ever! Provide a
model on the document camera. You and your partner will each have a paper like
this. In the box on the left, you need to draw your scary monster. Feel free to get
really creative with this. You can also add color. Once you have finished drawing
 your monster, you need to write a descriptive paragraph about it. Use adjectives to
describe your monster. What does it look like? What color is it? What shape is it?
How many arms does it have? When you are done writing, come show me at my
table and we talk about your writing. Is it scary enough? What can we do to make
it even scarier? Once you and your partner are finished writing, you can trade
papers. Make sure your drawing is folded down so the other person cannot cheat
and see your drawing. You are going to read your partners paragraph and draw a
picture of their monster in the box on the right, based on what you read. The end
result will hopefully be: two of each monster! That should really scare off the Big
Green Monster, and leave our ziplines intact. (Reading & Writing)

Conferencing (Speaking and Listening): As the students finish their writings, they will
have the opportunity to conference with me. I will read their paragraph to them so they can hear it
out loud. I will have the student identify the adjectives used, and we will discuss how to make the
paragraph stronger and more descriptive.

Sharing: (Whole Group)

On the document camera, I will show the students each paper, and point out what I
liked about their writings. Students may read their own to the class if they want to, but
if not, I will read it for them. This gives students the opportunity to hear other
examples and begin to understand what a good descriptive paragraph entails.
(speaking & listening)

Reflection:
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Were the high ability students challenged? How can I make it more challenging for
them?
8. How did Virgil & Juquan do with this activity since they cannot read or write full
sentences?