NEVADASTATECOLLEGE GUIDEDWRITINGLESSONPLAN

Description of Classroom: Most of the students in this third grade classroom are Hispanic and the majority of them are girls. Background: The students have previously been exposed to guided writing lessons. Content Objective(s): The students will learn to write a rough draft from a characters perspective in the story. Language Objective(s): The students will write a rough draft and then read it aloud. Nevada Standards: 3.W.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences 3.W.3.b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events to show the response of characters to situations Key Vocabulary: Draft a first form of any writing

Best Practices:
Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Processes Listening Speaking Reading Writing Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

Teaching Strategies: Students will listen to me read a short passage from a story while they listen to the events and characters thoughts and feelings Students will make a response journal (to how they believe the character felt)

Warm Up Activity: I will activate prior knowledge by asking if theyve ever written in a diary/journal. Lesson Sequence: 1. Introduce the topic (Writing a draft of a response journal 1 minute) 2. Read aloud a small section from A Bad Case of Stripes to introduce the characters (3-5 minutes) 3. Share my example of a draft (2-4 minutes) 4. Guided practice (Students write independently while I progress, monitor, and assist 15-20 minutes) 5. Make anecdotal notes of student progress 6. Closure (Students share 5 minutes) Accommodations: Rereading the page if theres a misunderstanding. Increase or decrease pacing. Assist students if they need help. Supplementary Materials: Book, A Bad Case of Stripes by David Shannon. Loose sheets of paper One example Review/Assessment: Once they are finished writing, the students will each read their work out loud to the rest of the group. Reflection:

Form: 005 JDC 4/22/08