6

th
grade Literacy: Writing
Section I: Lesson Plan Background:

The students will create a fiction story using graphic organizers to arrange the
parts of the story. They will then share their graphic organizers with a partner
and give feedback. I chose to do my lesson plan on writing because its a
subject that can be used across all subject areas, not just Language Arts. I
want to be able to incorporate more writing into my math class so students
understand its across all subjects. The graphic organizers help students
brainstorm ideas and help develop a rough draft.

According to Burke on page 80, Some techniques, such as mind maps,
anticipate and prepare for the drafting stage by establishing the connections
between ideas. (The English Teachers Companion, pg. 79, Burke) Burke also
stated, Finally, graphic organizers and structure note-taking tools offer another
powerful strategy for generating and organizing ideas, typically in a more spatial
format than the other techniques listed. (The English Teachers Companion,
pg. 80, Burke)

Marzano (2007) found such visual strategies to be very effective, as have
others (Burke 2002; Buehl 2009; Hyerle 2009) for generating and giving shape
to ideas. (The English Teachers Companion, pg. 82, Burke)

Section II: Lesson Plan Format (NOTE: This is the required format for EDUC
5315, LIST 5316, 5317, 5326, 5345, unless otherwise specified):

Instructional Objective: (Instructions)
The students will be able to create a visual organizer of a personal fiction
story using the elements of writing. The students will explain the different
elements using a graphic organizer, as in a cluster, mid map or flow
maps.
TEKS:
(14) Writing/Writing Process. Students use elements of the writing
process (planning, drafting, revising, editing, and publishing) to compose
text. Students are expected to:
(B) develop drafts by choosing an appropriate organizational strategy
(e.g., sequence of events, cause-effect, compare-contrast) and building
on ideas to create a focused, organized, and coherent piece of writing;

(15) Writing/Literary Texts. Students write literary texts to express their
ideas and feelings about real or imagined people, events, and ideas.
Students are expected to: (A) write imaginative stories that include: (i) a
clearly defined focus, plot, and point of view; (ii) a specific, believable
setting created through the use of sensory details; and (iii) dialogue that
develops the story; and







Instructional Materials and Resources: (Instructions)
Fiction story planner, pencil, different types of fiction story examples, writing
journals, fiction vs. nonfiction Venn diagram


























Content Outline: (Instructions)
Students will be focusing on what elements make a fiction story or also
called an imaginative story. They will need to list the characters, the setting,
the problem and a solution, an introduction, main events and a conclusion.
In the Professional Authored Reading Lesson 6, Nancy Hadaway stated,
In fact, there is substantial evidence that planning separate effective
writers from ineffective ones. (PAR lesson 6, Hadaway, pg.9) Also, Nancy
Hadaways stated that, The blank page syndrome is a real problem for
many writers. Therefore, before students begin to write, they need to gather
ideas, content, vocabulary. (PAR lesson 6, Hadaway, pg. 10)

Accommodations and Modifications: (Instructions)
Some students can use the provided graphic organizer or they can create their
own.

INSTRUCTIONAL PROCEDURES:











1
Sponge Activity
(Instructions)
The students will complete the fiction vs. nonfiction worksheet to review what the
differences and similarities are between the two. (5 minutes)

2
Set Induction
(Instructions)
As a class, review what a fiction story is and make a class anchor chart describing
the elements of a fiction story. (4 minutes)



3
Pre-assessment of
student understanding
of the lesson
concept/process/skill
(Instructions)
The teacher will use the fiction vs. nonfiction Venn-diagram worksheet as a pre-
assessment. Based on how the students categorized the terms, the teacher will
know if they understand what their fiction and nonfiction writing elements area.
(about 60% of the students knew the difference between fiction and nonfiction
stories)


4
Large Group Instruction
(Instructions)
Based on the anchor chart of what a fiction story is, have the students turn and
talk to a partner and discuss 2 different fiction story ideas. (3 minutes) Have each
pair share what topics they came up with. The teacher will be recording the list of
ideas on an anchor chart. (7 minutes) The students will then get their writing
journal and turn to the next clean page and title it Fiction Story Ideas. (1-2
minutes)

5
Independent or Group
Work
(Instructions)
Students will work independently to make a list in their journal of 3-5 fiction story
ideas that they would like to write about including details. (10 minutes) They will
get into small groups and discuss their ideas. They will provide feedback to one
another. (5 minutes)

Independent or Group
Work
(Instructions)
The students will narrow down their selection to 1 topic if all possible. They will
start brainstorming the story elements using the provided graphic organizer. (5-7
minutes)

6
Feedback
(Instructions)
The teacher will look at the students journal entries of possible fiction topics and
provide feedback.


7
Evaluation -
Post assessment of
concept/process/skill
(Instructions)
The students will write a brief 2-3-sentence explanation of what a fiction story is
and what it has to have to be considered a fiction story. (2-3 minutes) (About 93%
of students mastered what the elements of a fiction story was)

8
Closure
(Instructions)
The teacher will briefly review the difference between a fiction and nonfiction
story and what elements make up the stories. A fiction story is made up and is
fantasy while a nonfiction story is real with true facts and information. (2 minutes)