Name _____Adrian Vega___________________________ Lesson Date __11- 

19-18__________ 

School__Entz Elementary_______ Grade/Subject____4​th​/ELA, Technology______________ 

LESSON PLAN: Writing Instruction

PART A. BASIC LESSON INFORMATION

Writing Skill/Topic of the Lesson:

Planned Time: ____________60-75 Minutes________________

ACCRS Writing Standard(s) Lesson Objective

(if applicable)
Students will be able to write a “Winter
Writing​: Narrative”, after filling out the writers
4.W.3 Write narratives to develop real or  workshop worksheet, with a rubric scoring of
imagined experiences or events using effective  pass or fail.
technique, descriptive details, and clear event 
sequences. 
Students will type their final copy, after
a. Orient the reader by establishing a situation 
performing all rough drafting on paper and
and introducing a narrator and/or characters; 
organize an event sequence that unfolds  pencil, using correct format.
naturally. 
b. Use dialogue and description to develop 
experiences and events or show the responses 
of characters to situations. 
c. Use a variety of transitional words and 
phrases to manage the sequence of events. 
d. Use concrete words and phrases and 
sensory details to convey experiences and 
events precisely. 
e. Provide a conclusion that follows from the 
narrated experiences or events.
 Writing Product/Assessment
In order to assess students, the rubric below
will be used. Students will need more
checkmarks in the “pass” column than “fail” to
showcase mastery on this assignment. Final
copies will be graded after they are typed and
emailed to the teacher. Pre-writing packets will
be turned in before student can begin typing.
Packet attached at end.
Materials and Supplies:
Differentiation ​(if applicable)
● Cognitive delay- Most of this lesson
will be verbal, whole class interaction,
so for those ares no accommodations
will be necessary. For the parts of the
assignment that require writing, an
aide or fellow classmate may
assist.For the peer edit, no
accommodation will be necessary. An
aide will type the final draft.
● Gifted- Most of this lesson will be
verbal, whole class interaction, so for
those ares no accommodations will be
necessary. For the parts of the
assignment that are drafting and
writing, the student will be able to
work individually to create work that
exceeds the rubric.
● ELL- These students will be allowed
to work with a classmate to clarify
any misconceptions in the whole class
discussions. These students will be
able to work with table partners in the
drafting and pre-writing process.
Students will also be able to use
internet for translation assistance and
spell check.
PART B. LESSON SEQUENCE
1. Welcome and Lesson Hook/Anticipatory Set/Link, Connection, Rationale, or
Background.

I decided to teach this lesson because it allows children to utilize writing skills they have learned,
and be able to produce a typed copy. Students will be able to share diverse activities related to
winter, that may or may not be holidays, and express why they enjoy them. By performing the
prewriting exercises, students will learn about what other cultures do in this time of the year, and
share their own experiences in a piece of writing using their progressed abilities.

​Opening/Anticipatory Set: (5 minutes)

1. Go over Standards and Objectives on popplet. http://popplet.com/app/#/5054668
2. Ask students to think of activities or things related to winter, and give a short description.
3. Write down some of the ideas students come up with on the whiteboard.
4. Hand out “Writers Workshop” handouts.
5. Ask students to choose a topic that they can retell a story about

1. Statement of Objective(s).

Students will be able to write a “Winter Narrative”, after filling out the writers workshop
worksheet, with a rubric scoring of pass or fail.

Students will type their final copy, after performing all rough drafting on paper and pencil, using
correct format.

1. Steps in Writer’s Workshop Mini Lesson and/or Writing Process (and directions for
each).

​Instructional Input: (15 minutes)

Teacher will...
1. Once all students have a topic, teacher will ask students for some specific details about
their topic.
2. write some topics on board.
3. Share my topic.
4. Share a rough outline on white board
5. Discuss narrator
6. Discuss transitional words
 7. Discuss dialogue
8. Discuss sensory details
9. Discuss closing
Student will…
1. Share specifics about their topics.
2. Assist in narrating my topic
3. Participate in class discussion of parts of writing.
Guided Practice: (15 minutes)
Teacher will...
1. Reinforce my Topic, main ideas, and closing.
2. Assist in students outlining.
3. Showcase students meeting expectations.
4. Assist in student drafting.
5. Check for correct cooperation in peer editing
Student will…
1. Go over rubric
2. Work on an outline in packet.
3. Work on rough draft.
4. Peer edit.
5. Make corrections
6. Use computers to look up synonyms
Name:________________________ Date:_______ 
 

Winter Writers  
 
 
When I think of Winter, I think of _____________. 
 
Describe some of the things that you like about what 
you think of: 
 
____________ ____________ ____________ 
 
____________ ____________ ____________ 
 
____________ ____________ ____________ 
 
Can you draw it? 

 
Name:___________________ Date:_______  
 
Whose with you? 
 
_________________________________________. 
 
Where are you? 
 
_________________________________________. 
 
 
What are you doing? 
 
_________________________________________. 
 
 
Why is it important to you?  
 
_________________________________________. 
 
Do the people you’re with say anything? 
 
_________________________________________. 
Name:________________________ Date:_______ 
 
Fill out some sensory details about your topic? 
 
sounds  sight  smell  touch  taste 
_______ _______ _______ _______ _______
_______ _______ _______ _______ _______
_______ _______ _______ _______ _______
_______  _______  _______  _______  _______ 

 
Outline 
 
Topic: 
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Main Idea 1: 
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Three Details: 
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Main Idea 2: 
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Three Details: 
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Main Idea 3: 
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Three Details: 
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Conclusion: 
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 Draft 1 
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 1. Lesson Closure/Summary of Learning/Parting Comments.

At this point I will go over the rubric with the students, and showcase to them that they have
already accomplished all things necessary in order to pass. Then, I will use the front projector to
get all students to the correct place in google docs. I will then set the expectation of a final draft,
and release students to perform their assessment. Once all pieces have been turned in, I will as
for volunteers to read out loud. Students can then ask questions, or share stories about their
ideas of winter. Students will understand different traditions and cultures after sharing their own.

​Closure: (15 minutes)

Teacher will…
1. Go through procedures to log in to gmail and google docs.
2. Share turn in email.
3. Helicopter to check for expectations
Student will…
1. Students will access google docs.
2. Students type final draft.
3. Perform a self edit.
4. Share final draft with teacher.
PART C. POST LESSON REFLECTION

​
1. What about the lesson ​and​​ your teaching were you the ​most pleased?

The part I was most pleased with about this lesson was the brainstorming activity and
discussion. Some students wanted to write about Holidays, others wanted to write about family
travels, and some wanted to share winter activities. It was nice to see excitement in the writing
process.

1. What about the lesson ​and​​ your teaching were you the ​least pleased​?

I was least pleased with the amount of sitting time the students had. I personally thought
students were well engaged and on task, but it seemed like some would get restless if I was
their daily teacher. Since i was a “guest teacher” I think the students were excited, and that
helped me from losing their interest.

1. What ​changes would you make or what you do differently​ if you did this lesson
another time?

I would probably split this lesson into to 35-40 minute lessons. It was allot for the students to do
in a single session.

1. Was your teaching successful? If yes, how do you know? If not, why not? How
might that be rectified for next time?

I ​believe my teaching was successful, and m mentor teacher agreed. She even took copies of
my supplies and lesson plans. Students were all able to complete the pre-writing activities, and
most scored a passing grade according to the rubric, even though they felt a rush when typing.

Q. What did you learn from this teaching experience? Explain.

From this teaching experience, I learned how much of community building can be done through
writing. Students want to share their ideas, and when they are writing about something
important to them, they want to execute it well. Students want to be good writers so they can
share their products and show how important the topics of their writings are.