Feedback writing plan

Standards:

Students to gain and demonstrate proficiency in written communication (W. 4.4)

Students to pick a topic with facts, concrete details, or other information and examples related to it to write about(W.4.2)

Students to produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (W.4.4).

Unit: Writing short stories

Unit EQ: Proficiency in writing short stories, and understanding the purposes of the written stories

Essential Concepts:

Setting

Episode

Pre-write

purpose

Conclusion

word choice

Differentiated Concepts:

Write grade-level short stories, one to four paragraphs

Write concisely about the chosen topic

Unit Vocabulary:

Text

Ideas

Thoughts

Structure

Coherent

draft

Differentiated Vocabulary:

Written craft

Student’s chosen structure

Mentor text

Whole Class Product:

Examples of grade level stories that the students can relate with will be introduced through brainstorming.

Differentiated Product:

Each student to be allowed to write a short four paragraph-story of their choice that they relate to and perfectly write about it.

Process:

With the entire class participating in the writing process, students will take two minutes to turn and talk with the person sitting next to them and briefly discuss the topic of their choice. The writing process will follow the process of; generating ideas, focusing on a model text (story), organizing the ideas, writing the story out, evaluating it, reviewing it, and concluding whether it was successful or not. Comment by Elizabeth Mason: Please take into consideration what you will do with the students results after the pre-assessment.

Diagnostic (Pre) Assessment:

For the readiness of the class, all students will demonstrate their ability to write three to four sentences about themselves. This will pave way to proceed in writing a fully developed paragraph about a given topic.

Whole Class Checklist: Comment by Elizabeth Mason: Good! You recognized that not all students will have the same background knowledge.

Students should be able to write a paragraph or two without difficulties on a general topic.

Differentiated Checklist:

Students with learning disabilities (LD) should be able to write a paragraph on a topic of their choice, and which they are comfortable with when writing.

Activator (Context for Learning)

All of you as students are at one time or another required or will be required to write about something or a narrative in your academic life. Importantly, writing, unlike speaking, is not an ability that you acquire naturally, even in your first language. Therefore, you ought to be explicitly taught how to write as your writing skills are likely to get left behind as your speaking progresses. You should understand that, it is the well-written texts that are easy to understand as opposed to those that are haphazardly written. Comment by Elizabeth Mason: Make sure to use more student-friendly language.

Develop Strategy and Self-Regulation:

Introduction of Strategy

In this lesson, I will introduce the POW+TREE strategy that will help you in the writing process.

Develop Background Knowledge-

This will guide you in writing compositions or short stories. The POW strategy allows you to frame your writing process.

Discuss Strategy-

The POW+TREE strategy is basically an acronym

P-Pick the idea you are to write about

O-Organizer your notes about the topic using a TREE

Topic sentence which tells what I or you believe in

Reason to support the idea chosen

Examples showing why I or you believe in this idea and whether the readers to my or your work will also believe

Ending or wrapping it up

W-Writing to say more on the idea or topic

Review-You will need to master the POW+TREE strategy and know its basic process. Each one of you will have 7 cards. Kindly write each letter of the POW+TREE strategy on its own card. Great! Now turn the backside of the card and write what that letter stands for as we have discussed.

Practice Memorization-You should memorize the POW+TREE strategy which basically involves picking an idea of your choice, organizing notes, and write more about the ideas. Sit with a friend and ask each other in turns the process of the POW+TREE strategy of writing.

Obtain Commitment-Now that we have learned the POW+TREE strategy, I want you to commit yourself or engage in the writing process using the strategy until your composition is complete and your opinion fully expressed.

Goal-The goal here is to write a complete composition with in-depth exploration of the chosen idea supported by reasons.

Summarizer- In this lesson, you will practice on picking ideas suitable to your grade level, organizing notes or supporting evidence or reasons, and engaging in the writing process to perfect your writing skills. I will award you 10 points for every piece of writing that you write to completion using the POW+TREE strategy. Comment by Elizabeth Mason: In this section, I would model using the POW+TREE strategy with a piece of writing.

Model-Think Aloud:

Think of all topics, and stories that you can write about.

Think of ideas which you can write about.

I will now show you how to use the POW+TREE strategy to write a composition.

I request all of you to pay close attention on the POW+TREE strategy steps we will follow to write our composition. Comment by Elizabeth Mason: This section requires you to actually model your thought process. What are you going to tell the students as you are modeling your writing while using the strategy you have chosen?

We Do-Guided Practice (Generalizing):

I want us to use the POW+TREE strategy to write a paragraph explaining an idea.

Let us pick an idea and organize the evidence or notes behind it before we engage in the writing process.

Let us now pick a general idea or topic.

We can all brainstorm on possible topics.

Somebody raise their hand and give us an idea or topic.

I mean, one of you provide us with an idea you want us to write or if you do not have any, I will provide so that you see what I will require you to do when you start employing the POW+TREE strategy on your own.

Let me pick for you a topic like a house which I have written on the board. We will write a paragraph about “house” being the topic I have picked.

We will organize notes like; it has doors, it has windows, it has a ceiling or roof, height varies, and so on.

When writing more about our topic, we will start by a topic sentence like; “A house is a place of human habitation”.

We will then support this with supporting details like: “it has a one or more doors, and windows, it has a ceiling or roof, and the height varies. All these are supporting details to show its conduciveness for human habitation. When closing, completing or concluding our paragraph, we can say that; The house is vital for human living as it protects people from the hazards of nature or weather.

You can very clearly see that after picking our topic, we have organized the notes to include, and supported it with characteristics which serve as reasons. We have then embarked on writing more explaining the characteristics Comment by Elizabeth Mason: You have the correct idea here, but this needs to be evident in the introduction and modeling section of the lesson plan as well.

You-Independent Practice:

Now since you have seen me show you how to use the POW+TREE strategy, it is your time to pick a topic of your own and write a concise paragraphs about it. You can discuss this with the person seated next to you. Remember, once you have settled on a topic, please organize notes about it before writing more about it. In general, use the POW+TREE strategy to guide you in your writing process, but recall to use the topic sentence, supporting evidence, and concluding sentence in your paragraph. Comment by Elizabeth Mason: For LS students, I would considering providing them with a list of topics and then they have to which one they like best to write about.

Summarizer: Each one of you will write his/her own one-paragraph story/composition to gauge their ability to connect ideas, organize the ideas, write the composition and know when it is complete.

Assessment:

After writing the short story, each student will self-check his or her story before peer-checking by exchanging the stories with the person sitting next. You will also write three more compositions in the course of this week which I will personally check on my own to gauge your understanding of the POW+TREE strategy as I grade them. Comment by Elizabeth Mason: Be specific with what areas you plan on assessing for all students and those with disabilities.

Affect:

It is my expectation that by the end of the lesson on writing, all of you will have gained a lot of proficiency in writing short stories or compositions independently, and proficiency in synchronizing good ideas for your stories/compositions using the POW+TREE strategy.