The Paper Bag Princess Writing Lesson Plan

C.T’s Signature ___________________

Name: Francesca Goduti Cooperating Teacher: Mrs. Wicker
Date: 03/05/19 Time: 9:30 Subject: Writing

Specific Objectives To Meet Goals:

Students will be able to plan their writing before they actually begin to write.
Students will be able to share and revise their writing with a partner.
Students will be able to edit their writing.

Ohio Learning Standard Grade 3 (Production and Distribution of Writing 3.5)

With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing
Motivational Techniques: Tell students you will award team celebration points to teams whose members
practice the team cooperation goal and related behavior.

Materials Needed: Notebook, writing utensils, white board, graphic organizers

Procedure For The Lesson:

-Students will already be in assigned seats from the reading lesson.
-Introduce news stories to build background before revealing the writing goal.
- Remind students of this lessons’s team cooperation goal.
-Explain why news articles begin with a headline.
- Display a passage from the Paper Bag Princess, and read it aloud to students.
-Introduce the activity “Today you will write a news story about one of the events from the news story
you just read.” ( First 15 minutes)
- Introduce the prompt and scoring guide. Use Think-Pair-Share to have the students clarify the prompt
by identifying the topic, audience, purpose, and format.
- Remind students of the importance of planning their writing before they actually begin to write.
Introduce and demonstrate the graphic organizer. ( 5 minutes)
- Use Think-Pair-Share to have students discuss what they will include in their writing. Then have
students draw their organizers and fill them out with ideas. Ask one or two students have examples of
good planning to share their ideas with the class.
- Explain how students will use the ideas in their graphic organizers to write their drafts. (10 minutes)
- Have students review their ideas with partners and begin to write.
- As students complete their drafts, have them read their writing aloud to a partner to see that it included
the intended ideas and makes sense. ( 15 minutes)
- Students will share and respond, with partners, to provide feedback for each other’s drafts. (10
minutes)
- Ask one or two students to share how they might revise their own work based on their partners’
feedback and share with the class. ( 5 minutes)
- Have students edit work to get it ready for rewriting.
- Ask students to read their partners’ drafts to check them against the editing list a second time. ( 10
minutes)
- Ask students to began rewriting their drafts after peer editing.
-Have students read over their writing and then read it aloud to parents as a final check. (15 minutes)
-Collect writing assignment.
Academic Language: Headline, Topic, Prompt, Audience, Purpose, Format, Think-Pair-Share

Assessment Methods: Evaluate students news articles. Did they correctly edit their news article to
include their revisions and edits? Have students read over their writing and then read it aloud to parents as
a final check.
Evaluation Of Field Experience Student’s Performance:

The lesson went very well! The students were very engaged and participated consistently. The
lesson had a nice combination of class participation and partner work. I believe this allowed
students to focus for a longer period of time because we were doing new things every couple
minutes. They were able to recall important events of the story they had been reading in class to
complete the writing assignment. I was able to walk around and help students individually with
there writing assignments. Overall, the lesson was engaging and fun to teach. I enjoy teaching
language arts and had a good first teaching experience.