Writing Lesson Plan Template

CAEP K-6 Standards

LESSON RATIONALE
This lesson will be a continuation of the reading lesson on sequencing. The purpose of this lesson is for students to bridge the
connection of organization and sequencing in writing to their own life.

READINESS
I. Goals/Objectives/Standard(s)
A. ​Goal(s)—Students will write a piece that has a beginning, middle, and end.
B. ​Objective(s)—Students will create a personal narrative that follows a beginning, middle, and end signified by
sequencing words.
C. Standard(s):
a. (2.W.3.3) – Develop topics for friendly letters, stories, poems, and other narrative purposes. Include a
beginning, use temporal words to signal event order, provide details to describe actions, thoughts, and
feelings, and provide an ending.
D. Materials-
a. The True Story of the Three Little Pigs, by Jon Scieszka
b. Loose leaf paper
c. My Story Stem adaptation sheet
d. My Story Sequencing Words adaptation sheet
E. Time-
a. Anticipatory set – 5 minutes
b. Mini lesson – 10 minutes
c. Writing workshop – 25 minutes
d. Closure – 5 minutes
II. Management Plan- To manage the class during the lesson, I will implement Kendall Elementary’s behavior plan. Kendall
Elementary uses the “clip down” method and Dojo points. In turn, I will use Ms. Sheeley’s method of changing their card
which is the same concept of clipping down. Additionally, I will implement my own incentive system for positive behavior
by having students work together as a team to earn read around the room time at the end of the day. During this lesson,
students will start off sitting on their spot on the carpet until they return to their desks for the writing workshop.

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners—
a. Selvi – For this Lesson, I will have Ms. Sheeley work alongside Selvi as she uses a Sentence stem page to write
and organize her personal narrative.
b. Kha’Shyah, Ariyah, and Ava M. – this small group of learners will be the first to conference with me during
writing workshop. I will use this time to further individualized instruction as needed by allowing them to
brainstorm what they would like to write about and talk through how they should organize the narrative.
Lastly, I will send these students off with a sequencing words sheet that will aid them in writing a beginning,
middle, and end.
c. Reagan, Kyron, and Logan – I will meet with this small group of learners as an adaptation. During this
conference, I will have them share what they are think they will write about and what they think the
beginning, middle, and end are. I will send these students off with the Sequencing Words adaptation sheet for
further aid. ​

IIII. Lesson Presentation (Input/Output)

• Anticipatory Set: For the anticipatory set, I will share a personal narrative I wrote with the students.
o “Friends, I have a story I want to share with you all. This is a story about me when I was your age! ‘As the
summer came to an end, I grew more and more eager for school to start. I had loved sleeping in and going to
th
the pool, but part of me still missed seeing my friends every day at school. Finally, it was August 14 , my first
day of second grade! I could not wait to meet my teacher Mr. Guthrie and see all of my friends. When my
parents dropped me off at school I ran to where all the second graders were huddled in search of people I
knew. Eventually I found my friends, and before we knew it we were headed inside to our new classroom.
Once we got to our room, Mr. Guthrie said hello and showed us where to sit. As the morning and afternoon
flew by, I grew excited to tell my dad all about what I had learned that day! When the day was over, I jumped
in the car and told my dad that this was going to be the best year yet!”
• Purpose Statement: “Today we are going to write our own personal stories that have a beginning, middle, and end,
because just as a story is organized in a special way, our lives follow a sequence.”
• Mini Lesson: To teach the class on organization, I will ​
o “A beginning is something that happens first in a story. While the ending is how the story ends or how the plot
is resolved. The middle of a story is everything that happens in between! I am going to read you all a book
that has a beginning, middle, and end. I want you all to listen carefully, so at the end you can tell me what is
 that has a beginning, middle, and end. I want you all to listen carefully, so at the end you can tell me what is
the beginning, middle, and end.. ((Read TThhee TrTruuee SSttoorryy ooff tthhee TThhre
reee LLiittttllee PPiiggss)) Can someone tell
me what they thought about this book? (Allow time for response) What was the beginning of this story?
(Allow time for response) (during this time, record what the students say on the board) What happened
at the end of this story? (Allow time for response) Now what happened in the middle of this story? (Allow
time for response) You are now going go back to your seats and write a personal story about your own life
that has a beginning, middle, and end. This story should be about one event in your life, so you may need to
start off by brainstorming a bit. I am going to give you all 25 minutes to just write. During this time, I will be
pulling some students to meet with me. But, unless I call you over, I want you all to stay focused and write!”
• Writing: At this point in the lesson, students will return to their seats and write. As students write, I will pull Kha’Shyah,
Ariyah, and Ava Miller as a small group to conference. During this conference, I will talk with them as the prewrite
ideas and readdress sequencing words before returning back to their seats to write. Lastly, I will conference with
Kyron, Logan, and Reagan to insure they are on task and discuss how they may use sequencing words within their
narrative. Below are a few key questions to guide conferences:
o “Have you chosen an event that happened to you?”
o “How might you break your story up to have a beginning, middle, and end?”
• Closure: To close out this lesson I will have students turn and share their work with a neighbor. During this time, I will
walk around and assess students’ understanding of the standard by observing their conversations.
o “As you finish your last though, I want you to turn to someone next to you and share for a minute what you
wrote about. Once the minute is up, I will let you know so that your neighbor can share for the next 60
seconds. You may share (Wait 60 seconds) Minute is up. Now let your neighbor share! (Wait 60 seconds)
Eyes on me! Great conversations friends! Now we are going to transition into Math. Would you have one
person from your table collect your writings and turn them into me up at the front of the room.” ​

V. Check for understanding:

• Formative: I will formatively check students’ understanding through small group conferences, as well as observing
students’ conversations during turn and share.

​ III.
V ​ eview learning outcomes / Closure
R
• Closure: To close out this lesson I will have students turn and share their work with a neighbor. During this time, I will
walk around and assess students’ understanding of the standard by observing their conversations:
o “As you finish your last though, I want you to turn to someone next to you and share for a minute what you
wrote about. Once the minute is up, I will let you know so that your neighbor can share for the next 60
seconds. You may share (Wait 60 seconds) Minute is up. Now let your neighbor share! (Wait 60 seconds)
Eyes on me! Great conversations friends! Now we are going to transition into Math. Would you have one
person from your table collect your writings and turn them into me up at the front of the room.” ​

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson. Your plan
should include formal and informal assessment strategies to evaluate and strengthen instruction that will promote continuous
intellectual, social, emotional, and physical development of each student. ​

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did students remain engaged during the entire writing workshop?
8. Did conferencing with small groups work well? Would it have been better to have been one on one?
9. Did students depict their beginning, middle, and end with their peer while they turned and shared?

My Story Sequencing Words

Beginning:
1. First
2. To start off
Middle:
1. Then
2. Next
3. After

End:
1. Lastly
2. Finally

3. ​

My Story Stems
Beginning:
1. My story starts off with me and ________.

2. This story is about when I ________.

3. First, _______ happened.

4. First, I ______________.

Middle:
1. After that _______ happened.
2. Next, I _________.

3. Next, ______ happened.

4. After that I _________.

5. Then I _________.

End:
1. Lastly, _______ happened.
2. Lastly, I __________.
3. Finally, _________ happened.

4. Finally, I __________.

Indiana Wesleyan University

Elementary Education Lesson Plan Design and Assessment Rubric

Rationale
Rationale
The Beginning Candidate
Rationale Candidate demonstrates little
or no understanding of how
planning is related to how
Relationship to
children grow, develop, and
Science Content learn.
CAEP K-6 1.a
Readiness
The Beginning Candidate
Goals/ Objectives/ Lesson objectives are poorly
Standards written and/or have little or
no connection to learning
goals or standards. Little
connection exists between
objectives and lesson
activities and assessments.
INTASC 4
CAEP K-6 3.c
The anticipatory set is missing
or has little or no connection
to the goal or content of the
Anticipatory Set lesson.
InTASC 8
The statement of purpose is
ambiguous or worded so
generally that the connection
Purpose with the content of the lesson
is not apparent.
Plan for Instruction
The Beginning
Candidate
Few or no instructional
Adaptation to opportunities are included.
Individual Any instructional
Differences and opportunities are not
Diverse Learners developmentally
appropriate or adapted to
CAEP K-6 1.b individual students.
InTASC 2
Diversity
Plan for Instruction, cont.
The Beginning Candidate
Lesson Presentation
Explicit Instruction
The candidate’s lesson is
of Trait
not developmentally
appropriate.
The candidate’s lesson does
not use appropriate
modeling and guided
practice.
InTASC 5
CAEP K-6 3.f The lesson presentation
includes little opportunity
for students to engage in
relevant and active learning.
The Developing Candidate
Candidate uses understanding
of how children grow and
develop across the
developmental domains but is
unable to state how the lesson
is related to that knowledge.
The Developing Candidate
Lesson objectives are
correlated with learning goals
and standards. The
connection between
objectives and lesson
activities and assessments is
weak or unclear.
The connection between the
anticipatory set and lesson
objectives and content is weak
or unclear.
A statement of purpose is
included in the LP, but has
little power to motivate
students and capture their
imaginations.
The Developing
Candidate
Instructional opportunities are
provided in this lesson;
however, they are not adapted
to individual students.
The Developing Candidate
The candidate’s lesson is
somewhat developmentally
appropriate.
The candidate’s lesson
includes the basic level of
modeling.
The lesson presentation
includes activities that
encourage student
participation, but lack purpose
or depth.
The Competent Candidate The Accomplished Candidate
Candidate uses understanding
of how children grow and
develop across the
developmental domains while
articulating the rationale for
the lesson.
The Competent Candidate The Accomplished Candidate
The lesson plan contains
objectives that connect goals
and standards with lesson
activities and assessments.
The anticipatory set is clear
and direct and focuses
students’ attention on the
lesson.
The statement of purpose is
clearly connected to the
content of the lesson and is
presented in terms that are
easily understood by students.
The Competent
Candidate
Instructional opportunities are Specific instructional
provided in this lesson. The
opportunities are
developmentally appropriate the candidate’s understanding
and/or are adapted to
individual students.
The Competent Candidate
The candidate’s lesson
demonstrates an
understanding of
developmentally appropriate
practice.
The candidate’s lesson
includes both modeling and
guided practice.
The lesson presentation
includes relevant activities
that encourage student
participation and critical
thinking.
Candidate uses understanding
of how children grow and
develop across the
developmental domains, and is
able to articulate the theoretical
foundations for the lesson.
The statement of rationale
describes developmentally
appropriate and challenging
learning experiences and
environments.
The lesson plan contains
clearly stated content
objectives. Objectives are
logically connected to
appropriate goals and
standards and are consistent
with lesson activities and
assessments.
Instructional planning is based
on individual student
needs. ​
The anticipatory set connects
the current lesson with previous
and future learning and focuses
students’ minds and attention
on the day’s lesson.
The statement of purpose has
the power to capture the
imaginations of students and
motivate them to accomplish
the expected learning.
The Accomplished Candidate
opportunities are provided in
this lesson that demonstrate
of individual learner
​ characteristics and how these
differences might be used to
maximize a student’s learning.
Unique instructional
opportunities are included for
individual students.
The Accomplished
Candidate
The candidate’s lesson
demonstrates strong
developmentally appropriate
practice including a variety of
ways to teach content.
The candidate’s plan includes
multiple ways to model and
guide practice.
The lesson presentation
supports student motivation
through relevant and
collaborative activities to
engage learners in critical
thinking and problem solving.
 The candidate’s plan is not The candidate’s plan is The candidate’s plan is The candidate’s plan is
differentiated for subsets of differentiated according to a differentiated according to differentiated according to
students or individual subset of learners and includes learners and includes a variety learners and includes a variety
Differentiated students. modifying content or of instructional approaches of instructional approaches
Instruction instructional processes. that address individual that address individual
interests and preferences for interests and preferences for
learning. learning.
Conference Plan

CAEP K-6 3.d The candidate differentiates

content by modifying
difficulty, depth, or
complexity of
materials. ​
Check for Little or no provision is A guided practice section is The lesson plan includes a Plans to check for student
Understanding included to check for included in the lesson plan, plan and the means to check understanding of the content
student understanding or to but the connection with the for student understanding of are an integral part of the
InTASC 4 reteach concepts that elude lesson presentation is weak the lesson. A provision is lesson, and include frequent
students during the initial and/or unclear. included to reteach all or part questions and other actively
presentation. of the lesson to all or part of engaging forms of formative
the class. assessment during guided
practice. ​
Review Learning Lesson closure is not Lesson closure is weak and/or Lesson closure relates directly Lesson closure is clearly
Outcomes/ included, or is not related to poorly written. to the lesson purpose and/or correlated to the content of the
Closure the goals and/or content of objective. lesson and actively engages
the lesson. students in summarizing the
essential elements of the
Sharing
lesson.

InTASC 4

Independent No independent practice Independent practice activities Assignments or activities are Independent practice activities
Practice/ Extending activities are included in the are not well conceived and/or included that provide students are highly correlated to lesson
the Learning lesson, or activities are written; student with the opportunity to objectives and content and
unrelated to the content of accomplishment of IP practice learned skills; All lead to student mastery.
the lesson. activities is not likely to result activities match lesson
Writing Plan in lesson mastery objectives.
InTASC 5

Plan for Assessment

The Beginning Candidate
The lesson plan does not
include formative assessment
Formal and
activities, or there is little or
Informal
no correlation between
Assessment
planned assessment activities
and lesson goals and
CAEP K-6 3.a objectives. Any assessments
InTASC 6 included are not
developmentally appropriate
for the students.
The Developing Candidate
Formative and summative
asessment activities are
included in the lesson, but
they are not well correlated to
and/or do not cover the full
range of LP goals and
objectives. The assessment
strategies do not promote
development of each
individual student.
The Competent Candidate
A plan for formal and
informal assessment
throughout the lesson is
included. The assessment
strategies are uniquely
designed for the individual
students.
The Accomplished
Candidate
Formal and informal
assessments strategies are a
seamless and integrated part
of the lesson. The
assessments are highly
correlated to the learning
objectives and promote
continuous intellectual, social,
emotional, and physical
development of each student.

Instructional Technology
The candidate seeks appropriate ways to evaluate and employ technological tools, resources, and skills as they apply to specific content and pedagogical knowledge, assessment practices, and
student achievement. The selection of appropriate technological tools reflects the candidate’s ability to make sound instructional decisions that enable all students to achieve the expected
outcomes. InTASC Standard 7
The Beginning Candidate The Developing Candidate The Competent Candidate
The Accomplished
Candidate
Integration of The lesson plan reflects The lesson plan reflects The lesson plan reflects The lesson plan reflects
Technology educational decision making insufficient or misaligned educationally sound decisions educationally sound decisions
regarding available decision making regarding regarding available technology regarding available technology
InTASC 7
technology that adversely available technology; (including, but not limited to, (including, but not limited to,
impacts student learning statements indicating the use instructional and assistive instructional and assistive
and/or fails to engage of instructional, assistive, or technologies) to support technologies) that engage
Technology Thread students at the necessary other technologies are written learner needs and the students, enhance the learning
level to meet lesson in general terms or in terms curriculum. process, and/or extend
objectives. unlikely to impact student opportunities for learning.
 objectives. unlikely to impact student opportunities for learning.
learning.

Evaluation
The Beginning Candidate The Developing Candidate The Competent Candidate The Accomplished Candidate

Reflection and Self-answer questions are Self-answer questions are The lesson plan includes all Additional self-answer
Post-Lesson not included in the lesson included, but do not fit the required self-answer questions are included that
Analysis plan. content or purposes of the questions. Questions are specifically address unique
lesson. included to plan, monitor, and lesson content and
CAEP K-6 3.b adapt instruction based on the methodology. Questions are
lesson assessments. included to plan, monitor, and
adapt instruction based on the
InTASC Standard 9 lesson assessments.

Lesson Plan Elements B D C A Score

Rationale CAEP K-6 1.a cccc ​
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Goals/Objectives/Standards CAEP K-6 3.c cccc ​

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Anticipatory Set cccc ​

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Purpose cccc ​
/4

Adaptations: Individual Differences CAEP K-6 1.b cccc ​

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Lesson Presentation CAEP K-6 ​
cccc
3.f ​ /4

Differentiated Instruction CAEP K-6 3.d cccc ​

/4

Check for Understanding cccc ​

/4

Review/Closure cccc ​
/4

Independent Practice/ Extending the Learning cccc ​

/4

Formal and Informal Assessment CAEP K-6 3.a cccc ​

/4

Integration of Technology cccc ​

/4

Reflection and Post-Lesson Analysis CAEP K-6 3.b cccc ​

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