Writing Weekly Lesson Plans

Name Erica Scully

Student Grade Level 3rd grade

Liza (pseudonym used) is on grade level for writing development. Based on the results of her interest inventory that was
completed earlier in the semester, Liza has shown a lot of strengths in her understanding on writing paragraphs. The
majority of words in her sentences were spelled correctly, and she was able to stay on task and write about the prompt
without going off topic. Additionally, Liza created sentences with verbs and adjectives to elaborate on her main idea, and
also include correct use of punctuation. Liza struggled with organization. She did not preplan how she was going to
structure her paragraph and the sentences often did not flow into one another. Lizas writing did not have a clear
beginning, middle, and end. Her writing also included some capitalization of words in the middle of the sentences. Liza
would benefit by re-reading and editing her work after she is finished writing. I have completed a week of lesson plans for
Objectives for weekThe students will brainstorm ideas before writing. After writing a story about they will engage in peer editing
so they can focus on mechanics of grammar.
SOLs for week 3.9 The student will write for a variety of purposes.
e) Use strategies for organization of information and elaboration according to the type of writing
f) Include details that elaborate the main idea.
g) Revise writing for clarity of content using specific vocabulary and information

Monday
The teacher will
introduce that the
writing prompt for the
week. The prompt is I
am a superhero. I plan
to save the world by
Teachers will then
explain how graphic
organizers can help
students organize and
construct ideas before
they start writing a

Tuesday
The students will review
and make any changes
necessary to their
graphic organizers.
Students will then begin
drafting a story based
on their graphic
organizers. They will
have as much time as
they need during
language arts to draft
their story. The teacher

Wednesday
After students have the
first draft of their story
complete, they will pair
up in partners within
the small group. This
will be their peer edit
partner. The teacher will
go over what the editor
should be looking for in
the story. The teacher
will ask students to be
looking for components

Thursday
The teacher will
conference with each
student. They will read
the already peer- edited
piece with the student
to make sure that he or
she understands what is
being edited and why.
The teacher will look for
any other mistakes.
After the brief studentteacher writing

Friday
The group of students
will sit in a small circle
around the authors
chair. Each student will
have the opportunity to
sit in the authors chair
and share their final
story with the group.
After each student has
shared, there will be
time for feedback/
praise/ questions from

story. The teacher will

clarify the importance
of sequencing in a story
and how the events
should add up to a main
idea. The students will
be passed out graphic
organizers that help
them organize their
ideas and thoughts
before they write them.
They will have the
whole block to
brainstorm and fill out
the graphic organizer.

will help any struggling

students by orally
discussing their ideas
with them to make it
easier to translate from
their mind to their
paper. Students will also
have extra time in the
afternoon during their
free time read/write/
draw to finish their
drafts.

such as do all
sentences make sense?
Do all sentences start
with a capital letter and
end in punctuation? Are
words that need to be
corrected circled? Does
the story stay on
topic? After students
are done editing their
partners work, they will
return it to the author.
Students will then
review what their peer
has edited.

Describe in detail all materials you would use for these lessons:

Sequencing graphic organizer (attached below)

Paper
Pencil

conference, the student

will go back to their
desk and create their
final draft.

the audience. The

teacher will end each
discussion with a
compliment such as I
love the way you
describedmy favorite
part wasI can tell you
know a lot about
After everyone in the
group has shared, the
teacher will ask
students how they felt
about the graphic
organizer to plan their
sequence of events and
whether or not they
enjoyed peer editing
each others stories. This
will give the teacher
great insight into
planning future writing
lessons.

Name __________________

I am a superhero. I plan to save the world by

First

Next

Then

Last