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Lesson Plan
Grade/Subject: 6 Language Arts
Unit: Writing Process-Brainstorming and Planning
Lesson Duration: 80 minutes
KSAs: 1, 2,4,5,6,7,8,9,10,

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas,
feelings and experiences.
2: Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
3: Students will listen, speak, read, write, view and represent to manage ideas and
information.
Specific Learning Outcomes:
1.1: Discover and Explore: Express ideas and develop understanding, Experiment with
language and forms, Set goals.
1.2: Clarify and Extend: Consider the ideas of others, Combine ideas, Extend
understanding.
2.4: Create Original Text: Generate ideas, Elaborate on the expression of ideas,
Structure texts.
3.1: Plan and Focus: Focus attention, Determine information needs, Plan to gather
information.
3.3: Organize, Record and Evaluate: Organize information, Record information,
Evaluate information.
3.4: Share and Review: Share ideas and information.
LEARNING OBJECTIVES
Students Will:
1. Demonstrate how to effectively prewrite before beginning an assignment
2. Create a graffiti chart to demonstrate knowledge and understanding of topics of
their own choosing
3. Organize ideas clearly and use relevant information to aid in writing
ASSESSMENT
Observations:
Key Questions:
Listening to class discussion on their
Why is brainstorming a vital key in
ideas on the topics chosen. (L.O. #
the writing process? (L.O. #1, 2,3)
1,2,3)
How does planning help to
Looking at the ideas the students
understand the purpose and goals
have written down on their chart
for writing? (L.O. #1,3)
paper. (L.O. #2,3)
Can we use planning and
Walking around during the exercise
brainstorming to connect ideas
to ensure every student is
together?( L.O. #2)
participating and to help come up
with ideas if needed. (L.O. #3)
Written/Performance Assessments:
Students will participate in a class discussion regarding prewriting and why its an
important step in the writing process. (L.O. #1,3)
Students will then discuss what they know about their topics in their groups. (L.O. #1,2)
Students will create a graffiti chart on a variety of different topics (L.O. #2)
LEARNING RESOURCES CONSULTED
Resource #1: Kagan Cooperative Learning (2009)
Resource #2: Readwritethink.com Implementing the Writing Process
Resource #3: Writers Workshop
Resource #4: Program of Studies (2005) Language Arts Grade 6
MATERIALS AND EQUIPMENT
6 pieces of chart paper for each table
Different coloured markers for each student
PROCEDURE
Introduction ( 5 mins):
Hook/Attention Grabber:
Assessment of Prior Knowledge: Asking the students to come up with ideas on why we
brainstorm prior to writing. Asking them if they have ever brainstormed prior to this
assignment. Explain the importance of writing down ideas and being able to choose which
is relevant or not.
Overview: Students will discuss as a class why brainstorming is important before
beginning writing. After the discussion has commenced, students will begin to fill out their
charts at the table. Afterwards, the goal will be to determine which of the ideas the
students have written down are relevant and which are not.
Expectations: Students will be expected to stay2on task and work collaboratively with
one another. There will be no putdowns of ideas, instead it will be demonstrated and
expressed that students can write their own ideas down. If individual students seemingly
cannot work in groups they will be asked to sit down and brainstorm by themselves