Bailey Writing Instruction Lessons 9-12

Concept Unit
Lesson Plan Template

Unit Working Title: Difference Makes Us Stronger
Unit Big Idea (Concept/Theme): Discovering the value in differences/identity
Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshops
Week __3___ of 4; Plan #___9____ of 12; [90 mins.]
Plan type: __X__Full-Detail ____Summary
Content Requirement Satisfied:
(Note: Refer to the list in the document called Concept Unit Lesson Plans)
Critical Learning Objectives (numbered) [from my Unit Preface], followed by Specific
lesson objectives (lettered) being taught in this lesson:
SWBAT:
Cognitive (know/understand):
2. Students will know that memoirs relate authors personal experiences and their ability to
change lives.
a.) Students will be able to pick out the elements of a good memoir.
4. Students will know what a so what? moment is and how to convey this in their writing.
b.) Students will be able to identify the so what? moment in Joseph Suinas
The Day I went to School.
5. Students will know the meaning of conformity.
c.) Students will feel a sense of loss associated with having to conform after
reading Suinas The Day I went to School.
Performance (do):
8. Students will be able to listen actively to one another.
f.) Students will be able to discuss the short story/memoir silently, in small
groups, and in large group.
10. Students will be able to express their own unique identities in writing and oral
presentations.
e.) Students will be able to brainstorm ideas for their own memoirs.
f.) Students will know what is expected of their memoirs.
SOLs:
6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.
b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.
d) Analyze the effectiveness of participant interactions.
6.7 The student will write narration, description, exposition, and persuasion.
a) Identify audience and purpose.
b) Use a variety of prewriting strategies including graphic organizers to generate and
organize ideas.
1. Use computer technology to plan, draft, revise, edit, and publish writing.
CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-Literacy.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and
expressing their own clearly.
Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]
Beginning Room Arrangement: Pods of four
1. [_3_mins.] Opening to lesson: Introduction to Memoir Mini-Lecture
Hello, class! Today we are going to be starting a new section of our unit on conformity. We are
going to be studying the mode of writing called memoir. [Write memoir on the board.] A
memoir is a personal story about a piece of your life. Often, memoirs present a problem that a
person was going through and then finish by explaining how that problem was overcome and
what that person learned from the experience. Sometimes the problem may still be going on, and
there isnt a clear solution yet. Thats okay too. There is still some sort of lesson learned in the
process of going through that difficult time. Today we are going to read through a memoir by
Joseph Suina titled And Then I Went to School. Its about how Joseph had to conform to
others when he was a boy.
2. [_10_mins.] Step 1: Read through The Day I Went to School
I am passing out copies of And Then I Went to School. [Pass out memoirs.] Please follow
along as I read. Be looking for moments when Joseph had to conform. Also, put a star by certain
passages that you like. Here we go. [Read the memoir out loud.]
3. [_7_mins.] Step 2: Silent Reflection
Now Id like you all to silently reflect on this memoir. Take a few moments to skim over the
memoir again. Underline the parts that make this a good piece of writing. What do you think
some elements of a good memoir are? What makes this a good piece of writing? Underline and
make notes for a few minutes.
4. [_15_mins] Step 3: Small Group Brainstorm
Okay, guys. In your small groups, I want you to discuss what you came up with. I want one
person to record some notes about what you all discuss, and one person to share with the rest of
the class what your group came up with. Try to answer the following questions in your groups
[Put these questions up on the board]:
What do you like about the memoir?
What makes this memoir a good piece of writing?
What do you think are some of the elements of a memoir? List them.
Take a few moments to talk in your group [Let them talk for about 14 minutes].
5. [_15_mins] Step 4: Large Group Brainstorm
Okay, everyone. Lets hear what you all came up with in your small groups. First, let me hear
what you all liked about this memoir [Let reporters share]. Now lets list the things that make this
a good piece of writing. Youll begin to notice that some of these things are what makes up a
memoir. [Let the reporter from each group share. Write these ideas on a Google Doc shared with
the whole class. Im hoping to get the following responses:
Conveys a problem in the authors life
Explains how the author felt
Used quotations when other people were speaking
Told about one particular event in the authors past
The event made an impact on the authors life
There is a so what? moment
Good descriptor words
If students do not come up with all of these, I will add them in.] These are some very good ideas,
everyone. These things are what make a great memoir. Now, I have written these elements on a
Google Doc that is shared with each of you. Please open up your laptops and go to
drive.google.com [Write this address on the board]. Your login information is the same as the
information you use to access your school email. Click on the document titled Elements of a
Memoir. There you will see the list we have just made.
6. [_30_mins] Step 5: Individual Memoir Topic Brainstorm: Topic Narrowing
Technique (Gallagher)
Okay. Now I want you all to go back to your Drive accounts and click on the Create button.
Choose document. [Show them how to do this with the projector]. Now I want you to title this
document Topic Narrowing. [Show them on the projector.] Now, you all will be drafting your
own memoirs in the next few days about a time when you felt you had to conform or fit in with
the crowd. I want you to take the next few minutes to think about some of these times. I will be
doing this along with you up on the projector. If you need help or are confused, please raise
your hand. Okay, start brainstorming some topics. [I will be brainstorming along with the
students. I will write the following topics:
In 6th grade gym class I was the only girl to not start shaving my legs . . . I stole my dads
razor and cut myself pretty badly.
I started wearing makeup in the 7th grade to fit in with my girlfriends.
I got a boyfriend in the 6th grade because my best friend at the time also had one.
I went to a party and was very uncomfortable dancing like everyone else but did it
anyway because I didnt want to look stupid.
Alright everyone, did you come up with a lot of good topics? Now, obviously, I cant write one
big memoir using all of the topics I came up with. I need to choose one event from my life that I
think has a good so what? moment and think of some subtopics to write about. Im going to
do whats called topic narrowing. I think Id like to write about the time I started wearing
makeup. There are several things I could write about using this one topic. [Type subtopics into
Google Doc on projector like this:
Started wearing makeup:
How it hurt the relationship with my mother
How I started getting more attention from boys
How my girlfriends made fun of me anyway]
So there are a lot of things I could write about from this one topic of when I started wearing
makeup. Take a few minutes to pick one of the topics you came up with and think about some
subtopics that could be the focus of your memoirs. I will be walking around to help anyone who
needs it. [Let students work for about 5 minutes. Walk around and help those who need help.]
Okay, now its time to choose what wed like our memoirs to be about. Remember, our topics
need to be narrow enough so that we can write a nice, short piece of our lives, but broad enough
to have a good so what? moment. Remember, our so what? moments are the big ideas in
our writing. They tell about a lesson learned or convey something unique about our identities. I
think I will write about how putting on makeup hurt my relationship with my mother and what I
learned about my identity through that experience. Im going to brainstorm some subtopics that I
definitely want to write about in my memoir. [Type these in the projected Google Doc:
How putting on makeup hurt my relationship with my mother:
I had to lie to her
I stole her makeup
She caught me wearing makeup
She talked to me about self-image
She told me that I am beautiful and I dont need makeup to prove it.
I decided to stop wearing makeup for a while]
Take a few moments to type your subtopics that you want to hit in your memoirs. I will be walking around
to help you [Let students brainstorm for about 5 minutes].
7. [_5_mins] Step 6: Introduce Rubric
Alright, everyone. Now Id like to share with you how your memoirs will be graded. There will be several
steps in this writing process, and you will receive points for each step you complete. Here is the rubric.
[Pass out and go over each element of the rubric.] Are there any questions? [Answer any questions.]
8. [_5_mins] Step 7: Exit Slip and Homework
Okay. Id like you all to open your email and compose a new message [Pause while students pull up their
email]. Address the email to me. Please write your topic for your memoir. Include what you think your
so what? moment will be. Make sure you hit send when you are done.
This weekend, I would like you to draft your memoirs. Create a new document on Google Drive like you
did today and title it Rough Draft. I also want you to click the Share button and put my email in the
box so that I can see your papers [Show them how to do this on the projector.] These will be very rough
drafts that we will do a lot of work on in class. Try to make your memoirs at least three paragraphs.
Thanks for your participation today. Have a great weekend!
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.
Formative:
Individual, Small Group, and Large Group Brainstorms (2a, 4b, 5c, 8f)
Individual Topic Narrowing Activity (10e)
Summative:
Exit Slip (10e)
Differentiated Instruction to accommodate one or more of my profiled students:
(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)
This lesson is designed to help students like Allie who are still learning the English language. I
am putting all of the steps of the writing process up one the board and modeling how it is to be
done. A concept like topic narrowing could be confusing to Allie. If I am able to show her
exactly how she can do it, I think it would increase her chances for success.
Materials Needed:
Computer and Projector

Laptop for each student
Copies of And Then I Went to School by Joseph Suina
Copies of Rubric
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

handouts, etc.)
And Then I Went to School:
http://teacherweb.com/NM/BosqueSchool/BLazar/AndthenIwenttoschool.pdf
Rubric
Memoir Rubric
Student Name:
Yes (2 points)
No (0 points)
Brainstorming
Rough Draft
Peer Review
Checklist
Conference
Final Draft
Content
Memoir Criteria
Style and Structure
Punctuation,
Capital Letters,
Grammar, Spelling
Total Points: ___/30
5 points
You stayed true to the
topic throughout the
whole paper.
Your paper contains
all of the memoir
criteria set in class.
Your paper uses a
clever writing style
and flows well from
paragraph to
paragraph. Your
paper contains at
least 3 paragraphs.
Your paper does not
contain any
punctuation, capital
letters, grammar, or
spelling errors.
3 points
You veered from the
topic somewhat in
your paper.
Your paper contains
some of the memoir
Your papers writing
style is somewhat
clever and flows at
some parts. Your
paper contains 2
paragraphs.
1 point
You did not stay on
topic in your paper.
Your paper contains

5 or fewer errors.
Your paper contains

more than 5 errors.
Your paper contains

none of the memoir
Your paper does not
have a clever writing
style or flow at all.
Your paper contains
1 paragraph.
Concept Unit
Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshops
Week __4___ of 4; Plan #____10___ of 12; [90 mins.]
Plan type: ____Full-Detail __X__Summary
SWBAT:
change lives.
b. Students will be able to use the Question Flood technique to pick out parts of the
memoir that could tell more about their personal experience.
4. Students will know what a so what? moment is and how to convey this in their writing.
c. Students will be able to identify the so what? moment in their own memoirs.
d. Students will be able to express in their memoirs how they once conformed.
Performance (do):
presentations.
g. Students will be able to revise their own and their peers memoirs using the
Question Flood technique.
SOLs:
6.1 The student will participate in and contribute to small-group activities.
a) Communicate as leader and contributor.
b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.
d) Analyze the effectiveness of participant interactions.
c) Organize writing structure to fit mode or topic.
d) Establish a central idea and organization.
e) Compose a topic sentence or thesis statement if appropriate.
f) Write multiparagraph compositions with elaboration and unity.
g) Select vocabulary and information to enhance the central idea, tone, and voice.
i) Revise sentences for clarity of content including specific vocabulary and information.
j) Use computer technology to plan, draft, revise, edit, and publish writing.
CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-Literacy.W.6.3
Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences.
a) CCSS.ELA-Literacy.W.6.3.a
Engage and orient the reader by establishing a context and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically.
b) CCSS.ELA-Literacy.W.6.3.b
Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c) CCSS.ELA-Literacy.W.6.3.c
Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another.
d) CCSS.ELA-Literacy.W.6.3.d
Use precise words and phrases, relevant descriptive details, and sensory language to
convey experiences and events.
e) CCSS.ELA-Literacy.W.6.3.e
Provide a conclusion that follows from the narrated experiences or events.
Beginning Room Arrangement: Desks are in pairs.
1. [_2_mins.] Opening to lesson: Introduction to Revising Mini-Lecture
I will explain that revising is much more than fixing grammatical and punctuation errors. I will
explain exactly what revising means and that we will be using the Question Flood technique to
revise our own and our peers papers. I will walk around with a checklist to make sure everyone
has a rough draft and has shared it with me on Google Drive.
2. [_15_mins.] Step 1: Model the Question Flood Technique
I will use the comment function on Google Docs to write questions as I read the paper aloud.
This will resemble a think/write aloud activity. (See Appendix for what finished product will
look like.)
3. [_15_mins.] Step 2: Individual Question Floods
I will tell the students to begin flooding their own papers with questions. I will walk around to
help those who are stuck.
4. [_15_mins.] Step 3: Peer Question Floods
I will tell the students to share their papers with the person sitting beside them and start
flooding their peers papers with questions. I will walk around to help those who are stuck.
5. [_40 _mins.] Step 4: Time for Revising and Mini-Conferences with Me
I will give students time to answer some of the questions on their paper. I will remind them that
revising is sometimes adding, subtracting, or rearranging sentences. I will also tell them not to
delete the comments/questions once they have answered them.
While the students are revising, I will be at a back table holding the first few conferences with
students. I will quickly read over their rough drafts and offer suggestions for their papers. I will
spend no more than 5 minutes with each student.
6. [_3_mins] Closure: Homework

I will tell students that their homework assignments will be to finish revising their papers by
answer the questions from the Question Flood. I will remind them not to delete the
comments/questions after they answer them.
Formative:
Rough Drafts (5d)
Individual and Peer Question Floods (2b, 4c, 10g)
Summative (in future lesson):
Revised Memoir (10a-h)

Jamal has a difficult time staying engaged when lessons do not involve technology. This lessons
Question Flood technique almost entirely uses technology, so Jamal will be able to use his laptop
and stay engaged throughout the lesson.
Materials Needed:
Rough Draft Checklist

Projector
Laptops for each student
Back table/desks for conferences

handouts, etc.)
Checklist
Rough Draft Checklist
Student Names
Yes
No
Ms. Baileys Rough Draft and Question Flood:

I walked down the sixth-grade hall of that middle school, looking at the grown-up girls
lining the halls with their mini-skirts and high heels and long, mascaraed eyelashes. They held
hands with their boyfriends and looked so happy. I held my pass tighter in my hand as I made my
way to the bathroom. I walked in and looked in the mirror, and a plain, ugly face stared back at
me. I decided at that moment to do something about it.
I woke up very early the next morning, snuck into my mothers bathroom, and took her
green eyeliner. I walked back into my bedroom and put the tube of makeup into my book bag.
As I rode to school on the bus, I took out the eyeliner and a mirror, and began putting the
makeup on. I looked at the finished product: I looked good.
I got several nice comments from people as I walked down the hall. Boys stared at me.
My friends asked me where I got the new makeup. Even my teachers told me I looked nice. I felt
so grown up!
Before I got on the bus, I rushed to the bathroom and wiped off the eyeliner. When my
mom picked me up at the bus stop, she stared at me. I knew she could tell that I had put on
makeup.
Sarah, have you seen my green eyeliner? Im missing it, she asked.
I just looked down at my hands and replied, No, I havent seen it.
My mom cupped my chin with her hand. I know you used it this morning. I can still see
a little of it on your eyes.
I looked away, ashamed. Im sorry, Mama. But everybody is wearing it. I just wanted to
fit in.
Honey, she said, I dont know if you know this, but all of those girls are just really
insecure about their looks. You dont have to be. You are beautiful just the way you are.
Really? I just dont feel that way all the time, I said.
You are perfect, Sarah. Dont forget it. Now give me that eyeliner back. You dont need
it, she said with a smile.
Okay, I said. Im sorry I stole it.
Its okay. One day you might actually be ready to wear makeup, and then youre more
than welcome to borrow it.
Thanks, Mama, I said as I handed her the eyeliner.
I got out of the car and walked into my room. Mama is right, I thought. Im beautiful
without all this stuff on my eyes. It made my eyes water and itch all day, anyway. I decided
right then to hold off on the makeup for a while. People would just have to like me the way I
was!
Comment [SB1]: How was I walking?

Comment [SB2]: What middle school?
Comment [SB3]: What made them look so
happy?
Comment [SB4]: What brand?

Comment [SB5]: How did I put it on? Was it
hard to do on the bumpy bus? Were other
people looking at me?
Comment [SB6]: What did I look like?
Comment [SB7]: What were some of the
comments?
Comment [SB8]: What kind of look did she
have on her face?
Comment [SB9]: How did she say this?
Concept Unit
Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshop
Plan type: ____Full-Detail __X_Summary
SWBAT:
change lives.
c. Students will know that good action verbs can make our memoirs more interesting
to read.
Performance (do):
8. Students will be able to listen actively to on another.
h. Students will be able to peer edit using a checklist.
presentations.
h. Students will be able to revise their memoirs with Action Verb Brush Strokes.
SOLs:
h) Organize writing structure to fit mode or topic.
i) Establish a central idea and organization.
j) Compose a topic sentence or thesis statement if appropriate.
k) Write multiparagraph compositions with elaboration and unity.
l) Select vocabulary and information to enhance the central idea, tone, and voice.
k) Revise sentences for clarity of content including specific vocabulary and information.
l) Use computer technology to plan, draft, revise, edit, and publish writing.
CCSs:
f) CCSS.ELA-Literacy.W.6.3.a
g) CCSS.ELA-Literacy.W.6.3.b
h) CCSS.ELA-Literacy.W.6.3.c
i) CCSS.ELA-Literacy.W.6.3.d
j) CCSS.ELA-Literacy.W.6.3.e
Beginning Room Arrangement:
[Changes in this arrangement that become necessary later will be noted in the plan]
1. [_2_mins.] Opening to lesson: Introduction to Brush Strokes and Action Verbs
I will greet students and explain that they will be using class time to continue revising their
memoirs. I will explain that today we will be using the Action Verb Brush Stroke to revise
their papers. I will explain that we call this type of revising brush strokes because we are
enhancing our writing, just as a painter would enhance his painting with strokes of his brush. We
are adding color to our memoirs. I will explain that we will be looking in our memoirs for
opportunities to exchange our boring verbs for good action verbs. I will review action verbs.
2. [_10_mins.] Step 1: Modeling Brush Stroke Technique
I will model the Brush Stroke Technique by going through my own rough draft on the projector
and enhancing my verbs using Track Changes. The finished product is in the Appendix.
3. [_50_mins.] Step 2: Individual Brush Stroke Time

Students will begin enhancing their own papers with action verbs. I will be conducting the last
few conferences at the back table.
4. [_25_mins] Step 3: Peer Editing
I will explain the editing process. I will pass out Peer Editing checklists and explain them. I will
tell students to share their drafts with their partner if they havent already. I will ask students to
complete the Peer Editing checklists and hand the finished checklist to their partner.
5. [_3__mins] Closure: Peer Editing Checklist Check-off
I will walk around and make sure everyone has completed a Peer Editing Checklist. I will
encourage students to finish revising their memoirs for homework, although they will have some
time for finishing touches tomorrow in class.
Formative:
Brush Strokes (2c, 10h)
Peer Editing Checklist (8h)
Conference
Summative (in future lesson):
Completed Memoir (10a-h)
Because Jennifer is going through a really hard time, she is not really excited about group work.
She has trouble communicating with others, and struggles to get anything done in groups. This
peer editing checklist allows her to work in pairs without having to do much talking. The
checklist tells her exactly what to look for, and she can give her partner good feedback without
having to speak much.
Materials Needed:
Projector and computer

Laptops for each student
Peer Editing Checklist

handouts, etc.)
Ms. Baileys Brush Strokes
I walked shuffled down the sixth-grade hall of that middle school, looking at the grownup girls lining the halls with their mini-skirts and high heels and long, mascaraed eyelashes.
They held hands with their boyfriends and looked so happy. I held clutched my pass tighter in
my hand as I made my way to the bathroom. I walked in and looked gazed in the mirror, and a
plain, ugly face stared back at me. I decided at that moment to do something about it.
I woke up very early the next morning, snuck into my mothers bathroom, and took
snatched her green eyeliner. I walked tip-toed back into my bedroom and put slipped the tube of
makeup into my book bag. As I rode to school on the bus, I took out the eyeliner and a mirror,
and began putting the makeup on. I looked at the finished product: I looked good.
I got received several nice comments from people as I walked down the hall. Boys stared
gaped at me. My friends asked me where I got the new makeup. Even my teachers told me I
looked nice. I felt so grown up!
Before I got on the bus, I rushed to the bathroom and wiped off the eyeliner. When my
mom picked me up at the bus stop, she stared at me. I knew she could tell that I had put on
makeup.
Sarah, have you seen my green eyeliner? Im missing it, she asked.
I just looked down at my hands and replied, No, I havent seen it.
My mom cupped my chin with her hand. I know you used it this morning. I can still see
a little of it on your eyes.
I looked away, ashamed. Im sorry, Mama. But everybody is wearing it. I just wanted to
fit in.
Honey, she said, I dont know if you know this, but all of those girls are just really
insecure about their looks. You dont have to be. You are beautiful just the way you are.
Really? I just dont feel that way all the time, I said.
You are perfect, Sarah. Dont forget it. Now give me that eyeliner back. You dont need
it, she said with a smile.
Okay, I said. Im sorry I stole it.
Its okay. One day you might actually be ready to wear makeup, and then youre more
than welcome to borrow it.
Thanks, Mama, I said as I handed her the eyeliner.
I got hopped out of the car and walked into my room. Mama is right, I thought. Im
beautiful without all this stuff on my eyes. It made my eyes water and itch all day, anyway. I
decided right then to hold off on the makeup for a while. People would just have to like me the
way I was!
Peer Editing Checklist

Your Name:
Authors Name:
Yes
1.
Punctuation
2.
3.
Capital
Letters
Grammar
4.
5.
Spelling
Content
6.
Style
7.
Question
Flood
So What?
Moment
Suggestions
for your
partner:
8.
8.
I read the authors piece aloud to see where to stop or pause

for periods, question marks, exclamation marks, and
commas.
Quotation marks are included where needed.
I checked for capitals at the beginning of sentences.
Proper nouns begin with capital letters.
Sentences are complete thoughts and contain a noun and a
verb.
There are no run-on sentences.
Everything is spelled correctly.
The author follows the prompt and stays on topic
throughout the whole paper.
Author uses a clever writing style throughout his/her paper.
It is fun to read.
I have completed a Question Flood with the authors paper.
Paper contains a So What? moment.
No
Concept Unit
Unit Primary Skill focus (for these lessons): Community Building/ Writing Workshop
Plan type: ____Full-Detail __X_Summary
SWBAT:
1. Students will know that understanding, tolerance, and respect of differences and
individuality are crucial for community building.
e. Students will understand that we all have felt the need to conform at some point in
our lives.
change lives.
d. Students will be able to convey how trying to conform has changed them in their
memoirs.
d. Students will be able to express in their memoirs how they once conformed.
Performance (do):
8. Students will be able to participate effectively in class activities with one another.
d. Students will be able to listen actively during class activities.
e. Students will be able provide feedback after presentations.
f. Students will be able to participate in class discussions.
g. Students will know what an active audience is and how to behave like one.
presentations.
i. Students will be able to present their completed memoirs to the class.

SOLs:
6.2 The student will present, listen critically, and express opinions in oral presentations.
a) Compare and contrast viewpoints.
b) Paraphrase and summarize what is heard.
c) Use language and vocabulary appropriate to audience, topic, and purpose
c) Identify audience and purpose.
d) Use a variety of prewriting strategies including graphic organizers to generate and
organize ideas.
e) Organize writing structure to fit mode or topic.
f) Establish a central idea and organization.
g) Compose a topic sentence or thesis statement if appropriate.
h) Write multiparagraph compositions with elaboration and unity.
i) Select vocabulary and information to enhance the central idea, tone, and voice.
j) Expand and embed ideas by using modifiers, standard coordination, and subordination in
complete sentences.
k) Revise sentences for clarity of content including specific vocabulary and information.
l) Use computer technology to plan, draft, revise, edit, and publish writing.
CCSs:
a) CCSS.ELA-Literacy.W.6.3.a
b) CCSS.ELA-Literacy.W.6.3.b
c) CCSS.ELA-Literacy.W.6.3.c
d) CCSS.ELA-Literacy.W.6.3.d
e) CCSS.ELA-Literacy.W.6.3.e
Beginning Room Arrangement: Desks in Pairs to start; then a semicircle for sharing
memoirs.
1. [_2_mins.] Opening to lesson: Introduction and Directions for the Day

I will explain that the beginning of the class will be devoted to finishing up the drafts and
publishing them to the class website.
2. [_38_mins.] Step 1: Last Touches
I will ask the students to finish editing their memoirs and upload their documents to the class
website under the tab Memoirs. I will show them how to do this on the projector.
3. [_45_mins.] Step 2: Time to Present
We will arrange the desks in a giant semicircle and each student will go up to the front and read
their memoirs to the class. Each student will have to give 2 positive feedback comments during
the presentations. I will be cold-calling students to give this feedback.
4. [_5_mins] Closure: Exit Slips
Students will write an exit slip answering the following questions:
What is one thing that you learned from listening to the memoirs today?
Did you like writing a memoir? Why or why not?
What was the hardest part of the writing process? Why?
Summative:
Completed Memoir (1e, 2d, 5d, 10i)
Peer Feedback (8d, 8e, 8f, 8g)
Because Jamal has a hard time staying focused, I am giving everyone the task of participating as
an active audience and providing the presenter with positive feedback comments after he/she is
done presenting. I will be cold calling people to give positive feedback, so all students must be
paying attention.
Materials Needed:
Class website (www.weebly.com)

handouts, etc.)
None

Bailey Writing Instruction Lessons 9-12

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Concept Unit

Lesson Plan Template

CCSs: [List with numbers portrayed in the CCS document]

I decided to stop wearing makeup for a while]

Computer and Projector

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

Style and Structure

Total Points: ___/30

Your paper contains

Your paper contains

Your paper contains

6. [_3_mins] Closure: Homework

Differentiated Instruction to accommodate one or more of my profiled students:

Rough Draft Checklist

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

Ms. Baileys Rough Draft and Question Flood:

Comment [SB1]: How was I walking?

Comment [SB4]: What brand?

Comment [SB9]: How did she say this?

3. [_50_mins.] Step 2: Individual Brush Stroke Time

Projector and computer

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

Peer Editing Checklist

I read the authors piece aloud to see where to stop or pause

i. Students will be able to present their completed memoirs to the class.

1. [_2_mins.] Opening to lesson: Introduction and Directions for the Day

Class website (www.weebly.com)

Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers,

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