Flipped Lesson #3:

Kaylyn Julian
June 23, 2016
The Writing Process: Brainstorming
*Lesson plan based on a 50-minute class
Purpose/rationale: This lesson is designed for an 8th grade English classroom that is working on
the writing process. This is a flipped lesson, which means a video pertaining to the lesson or skill
that will be practiced in class the next day. Students will watch the video at home the night
before the class in which the lesson will take place. A flipped lesson allows the students to
become familiar with a topic prior to discussing or practicing it in class. The students are starting
to learn about the writing process in order to learn the best way to go about writing an essay, or
other written piece in class. The students briefly went over what the writing process is, and have
outlined the steps that make up this process. Todays lesson will be about Brainstorming, which
is the first step in the writing process. Students will learn how to brainstorm in order to help them
create well-organized papers that stay on topic. Students who brainstorm will find it easier to
write their papers in an orderly fashion, as well as cover everything they needed to cover in a
continuous paper. Students will be given different examples of how they can brainstorm for their
papers to allow them to find the perfect way that works for them. As 8th graders, these students
are headed to High School and will be expected to write many papers for their classes and
standardized tests. Todays lesson will help prepare students to face any future papers or written
exams that they will have throughout the rest of their educational careers. A quick overview of
todays lesson is that the students will be broken into groups, and each group will be given a
different way to brainstorm. Students in each group will be given a writing prompt, and will fill
out the brainstorm sheet for the prompt they are given. The students will rotate to each group to
allow them to work with each brainstorming sheet.
Florida Standards:

LAFS.8.L.1.1 Demonstrate command of the conventions of standard English grammar and

usage when writing or speaking.
a. Explain the function of verbals (gerunds, participles, infinitives) in general and their
function in particular sentences.
b. Form and use verbs in the active and passive voice.
c. Form and use verbs in the indicative, imperative, interrogative, conditional, and
subjunctive mood.
d. Recognize and correct inappropriate shifts in verb voice and mood.

LAFS.8.W.2.4 Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 13 above.)
LAFS.8.W.4.10 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.

Objectives:
Students Will Be Able To (also can write SWBAT):
Outline the steps of the writing process.
Demonstrate brainstorming skills when preparing to write a paper.
Discuss multiple brainstorming techniques a student can use.
Materials:

Paper
Pencils
White Board
Markers
Writing Prompts
Brainstorming techniques

Anticipatory set:
Before starting todays lesson the students will be given a short bell ringer to get them thinking.
Students will walk into class and find their seats before looking at the board for their bell ringer
question.
Bell ringer:
Write out the steps of the writing process that was discussed in the last class period.
Teaching Strategy/Procedure/Activity:
Time
5 minutes

Student is doing
The students are coming into
the classroom and finding
their seats. The students will
be answering the question on
the board as their bell ringer:
Write out the steps of the
writing process that was

Teacher is doing
The teacher is taking role as
the students are coming into
the classroom. The teacher is
reminding the students to
answer their bell ringer for the
day. He/She is answering any
questions the students may

discussed in the last class

period.

10 minutes

The students are listening and

taking notes on the different
brainstorming techniques. The
students may ask any
questions they have at the end
of the lecture.

30 minutes

The students are split into

groups. Each group will sit at
a center, and at each center
will be a writing prompt and
brainstorming technique for
the students. The students
must each read the prompt and
brainstorm for that prompt
using the technique for that
specific center. The students
will all rotate to each center
after 7 minutes. This will
allow every student to practice
each brainstorming technique.

5 minutes

The students are going back to

their seats, and are filling out
an exit card. The students
must write down which
brainstorming technique they
found the most helpful and
which they liked the least.

Summary/Closure:

have. When the students are

finished the teacher is saying
the correct writing process to
allow the students to correct
their bell ringer if it was
incorrect.
The teacher is going to explain
brainstorming, and provide the
students with multiple ways in
which they can brainstorm for
their papers. For todays class
the students will be practicing
four ways to brainstorm: Idea
map, listing, cubing, and 3
perspectives.
The teacher is telling the
students to get into groups,
and each to go to a center
where they will find a prompt
and brainstorming technique.
The teacher will instruct the
students to read the prompt
and brainstorm for the prompt
by using the brainstorming
technique for that center. The
teacher is telling each group
when to switch to the next
center, which is about every 7
minutes. The teacher is
making sure the students are
on task, and is answering any
questions the students may
have.
The teacher is telling the
students to go back to their
desks and fill out an exit ticket
of what technique they liked
the most, and which they liked
the least. The teacher is going
to use this to measure
understanding of todays
lesson.

The students are going to end class by filling out an exit ticket. The students must write down the
brainstorming technique they found the most useful, and which technique they liked the least.
Students are always encouraged to write down any questions they have at the bottom of the exit
ticket, and they will be answered at the start of the next class period.
Assessment:

Formal assessment: The bell ringer will be turned in for a completion grade.
Informal assessment: The exit cards and in class discussion will be used to monitor
understanding.

Homework/follow-up assignment:
None.
Accommodations/adaptations:

Herbert Millner (ADHD): This student will have preferential seating in the classroom.
They will be provided with printed out class notes. This student may doodle on their
paper if they find it helpful. If needed, the students may get up and stand in the back of
the classroom when they feel like they cant sit in their desk anymore. The teacher and
the student will have a signal of tapping on his/her desk to remind them to stay on task.
Extra time will be provided when taking tests. If needed the student may use a computer
or tape recorder. The student may work individually at their desk instead of moving to
each station if they choose.
Paten Vander (Speech Impairment): This student will have preferential seating if she
wishes. She will be able to complete and oral assignment in a written format. Paten will
be given the opportunity to work with the teacher or individually instead of a partner for
the peer review section of todays lesson. If the student ever feels overwhelmed she may
step outside of the classroom to collect herself. The student may choose to work as an
individual instead of working in a group at the centers. The student may also work with a
partner to help her complete the assignment orally, rather than written.
Lya Gross (Mild Dyslexia): This student will receive preferential seating in the front of
the classroom to provide her with a clean view of the board. She will be given extended
time on writing assignments. The teacher will give her directions in both written and oral
form. This student will be given extra examples in order to aid her when writing. If
needed the students may use a speech-text computer to aid her. The student may be given
extra time at each center, and may complete centers in the next class period if she
chooses.
Oliver Fore (Mild Autism): This student will have preferential seating in the classroom.
The teacher and student will have a pre-designated spot that the student may retreat to
when they feel overwhelmed. This student will be given a print out schedule for each day
that includes instructions that are clear and easy to understand and follow. This student

will be allowed more time to complete assignments. She/he may come to class before
other students and leave after the other students have left. A laptop/computer may be used
if needed.
Attachments/Appendices:
A. Flipped Lesson Video on Brainstorming
B. List of writing prompts
C. Brainstorming techniques and their explanations.
Plan B:
If the lesson is not working then the class will do each brainstorming technique together as a
class. If the lesson is too easy the students may challenge themselves to think of new
brainstorming techniques. If students are finding it difficult to use one of the techniques the
teacher will stop centers and go over the technique with the class. If a student does not feel
comfortable moving to each center they may sit at their desk and do each technique individually.
If there is extra time at the end of class the students will participate in a class discussion on the
events of todays class, and will not turn in an exit ticket.

Appendix:
A. Flipped Lesson Video: https://www.youtube.com/watch?v=uxTN1b6huNA

B. Writing Prompts: http://my.hrw.com/support/hos/hostpdf/hostmsprompts.pdf

1. Your principal has asked students to suggest a school rule that should be changed.
Think of one rule that you would like to have changed. Write a letter convincing your
principal that this rule should be changed. Be sure to support your opinion with convincing
reasons and evidence.
2. Think about the last time you attended a special event such as a concert, a fair, or a
sports event. Describe what it was like to be there and include sights, sounds, and smells that
will make the reader feel he or she is there with you.
3. Through the years new inventions have changed the way we live. Think about one
invention that has had an impact on the way you live. Now write to explain to your teacher
how this invention has changed your life.
4. A role model is a person you look up to. Before you begin writing, think about someone
you look up to. Why do you admire this person? Write a composition in which you explain to
your classmates whom you admire and why you admire this person.

C. Brainstorming Techniques: http://writingcenter.unc.edu/handouts/brainstorming/

1. Idea Map: In this technique the students are creating a bubble map. The students will
start with a center bubble, and this is where they place the topic. After the first step, students will
then draw lines to new circles that contain new ideas they which to include in their papers. At the
end a student should have an idea map that consists of bubble branches that contain new ideas
and details.
2. Listing/Bullets: In this technique the students write down a list of words or phrases for
a particular topic. The list can be based on the general topic, one or more words for your thesis or
claim, or a word or idea that is the complete opposite of your original word or idea. Students can
use multiple lists to explore many ideas they have, or for a variety of topics.
3. Three Perspectives: This is where students approach a topic using three different
perspectives. The first perspective is Describe It: A student describes the subject in detail. A
student may ask what is the topic? What are the components? What makes it interesting? The
second perspective is Trace It. What is the history of your subject? How has it changed over

time? What are significant events that happened during this time? The last perspective is Map It.
What is your subject related to? What was it influenced by? Who does it influence? Why?
4. Cubing: This allows the students to look at a topic from six different directions. 1.
Describe it. 2. Compare it. 3. Associate it. 4. Analyze it. 5. Apply it. 6. Argue for and against it.
Students will then look over what they have written for each direction, and collect their thoughts
to produce one coherent paper.