Beacon Lesson Plan Library
DescriptionBy using sequencing from their everyday lives, students will gain experience in writing.
ObjectivesThe student creates a logical organizational pattern (including an effective beginning, middle, end, and transitions) appropriate to expository writing.
Materials- Chalkboard, overhead, or chart paper
- Pencil, paper, crayons
- Writing criteria (see Assessment)
Preparations1. Create a four panel drawing to use as a model for students.
2. Prepare an overhead or copies of the writing criteria (see Assessment).
Procedures1. Ask students: Have you ever thought about what you do when you wake up in the morning? Do you do the same thing each morning or do you do things differently each day?
2. Call on individual students and allow them to tell you what they do each morning. Put the words first, second, third, and fourth on the board, and then as the child tells you a different activity you can record it under the next heading.
3. After allowing several students to participate in the previous step, ask the students why they think you wrote first, second, third, and fourth on the board. Discuss other sequencing words that can be used (next, then, finally) and list them on the board as well.
4. Give each student a piece of plain white paper and lead them in folding it in half twice. This will give them four panels to complete the activity.
5. Instruct the students that in each panel they will draw how they get ready in the morning and label the drawing using a time order word. Share your model.
6. After the students have completed the four panel drawing, each student will need writing paper and pencil to create a paragraph from their drawing. At this time, share the writing criteria (see Assessment) with students.
7. Guide students in developing a topic sentence that appropriately addresses the activity. It may be necessary to write it on the board for the students to copy.
8. Allow students to give oral examples of sentences before writing. Then, monitor their progress as they begin writing.
9. Ask students to share their drawings and paragraphs with the class. Formatively assess the students' work providing feedback to each student.
1. Use a drawing to prepare for writing.
2. Choose effective words for the organization of his or her writing.
3. Present information in a logical sequence that the reader can follow.
Web LinksThis Website allows you to create your own rubric when you feel students are ready for more detailed assessment on their writing skills.
Rubrics and Rubric Makers
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