Writing Lesson Template

Reading, Writing, and Oral Language

2007 ACEI Standards

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) Students will demonstrate their knowledge of punctuation
and voice.
B. Objective(s) Given a prompt, students will convince their
audience to do a specific task using their knowledge of punctuation
and voice.
C. Standard(s): 1.W.6.2b Punctuation Correctly using a period,
question mark, and exclamation mark at the end of a sentence.

II. Materials
Dont Let the Pigeon Drive the Bus!
III. Management
a. Time: listed at each section
b. Space: Students will be placed at their seats during these
activities.
c. Students: Eyeballssnap!

PLAN FOR INSTRUCTION

IV. Adaptation to Diverse Students
Peyton Peyton will be allowed to use the voice to text software on
his iPad in order to finish this project.
Mady Mady will be asked to write a set number of sentences
including an introductory sentence. Mady and other students will
also be asked to help our their peers if they seem to be struggling.
(ACEI 3.2)
V. Lesson Presentation (Input/Output)
(ACEI 2.1)
(ACEI 3.3)
Minilesson (Whole Group)
o Anticipatory Set
Activity where students read sentences to each other
without showing any emotion.
Good morning students! I am so glad to see all of you
today! Today we are going to start with a fun activity. Each
of you are going to have partners. You are each going to be
given some sentences that you will read to each other.
When you read your sentence to your partner, they are
going to guess the emotion you are trying to express. Only
thing is, you are not allowed to change your facial
expression. Here are your partners and your sentences. Go
 ahead and get started! The point of this activity is for the
students to see that the details that go along with
sentences is important for conveying emotions and
messages. (speaking & listening)
o Purpose Statement: Today, we are going to practice our use
of punctuation in order to better understand how to show
emotions and meaning in our writing.
o Introduce Trait: Conventions and Voice
Now that we are warmed up with our partner activity.
We are going to look at some new skills that we can
learning in our writing. Before we do that, I brought a
friend with me that I would like to introduce to you.
This friend is gray and short. He is very persistent. He
loves to shout and asks a lot of questions. Any
guesses of who he is? Give students a chance to
guess who this character is. Those are all good
guesses! The friend that I have brought in today to
introduce to you is Pigeon! Have any of you met my
friend Pigeon before? Pigeon is a very nice bird but
he has a little problem he has a problem with the
word no. We are going to read his story today
about how he wanted to drive a bus.
o Share Examples: Dont Let the Pigeon Drive the Bus!
o Provide Information (Model) Pigeon was pretty persistent
about driving that bus wasnt he? Would you have let him
drive the bus? No, I dont think I would either. Lets go back
and look at this page. (Go back to a page where Pigeon
shows great emotion, using punctuation to show his
emotions) What about this page helps you to understand
what Pigeon is asking for? Wait for students to give
answers. Those are some good thoughts. What do you
notice about the end of the sentence that helps you to
understand what Pigeon is trying to get across? Very good!
A question mark! We can use question marks just like
Pigeons in order to show emotion in our own writing. Lets
look at another page. What do you notice at the end of this
sentence that helps you understand what Pigeon is saying
or how he is feeling? Very good! There is an exclamation
mark! Another important part of this book is Pigeons voice.
I dont mean his voice like how you can hear my voice right
now. Voice when in writing, is more about the tone the
writer is using. Your voice in your writing helps the readers
to understand what you are trying to say. In our Pigeon
book I would say that Pigeons voice is repetitive,
inquisitive (or asking a lot of questions), and maybe even a
little bit annoying. He uses words, phrases, or punctuation
 to get his point across that he REALLY wants to drive the
bus. Today I would like all of you to show your own unique
voice just like Pigeon did.
o Supervise Practice (Shared Writing) Today we are going to
use our new understanding of question marks and
exclamation points in order to do our own expressive
writing! I want each of you to practice these skills. Do you
remember when I taught you about the life cycle of our
friend Lia? We are going to think back to that. In your
writing today, I want you to pretend you are a baby frog.
Who remembers what another word for a baby frog is? Very
good! It could be eggs or tadpole. You are going to pretend
you are an egg or a tadpole. You want to go lily pad
hopping with your friends but your mother frog says you
are too young. You are going to do your writing from this
viewpoint. I would like you all to practice writing just like
our Pigeon book. When Pigeon asked to drive the bus, he
did not get a yes right away so he had to ask and ask
again. Model your writing after this book. I want you all to
be very convincing. Part of being convincing is also using
your voice in your writing. Try out a sentence or two and if
you have any questions, I can answer them.
o Assess Learning Learning will be assessed by students
correctly using their exclamation points and question
marks. They will also be assessed on their effort in using
their voice in their writing.
Writing
o Students will use their new knowledge of voice, question
marks, and exclamation marks in order to do their own
convincing writing.
o I will pull students one at a time to the back of the room. I
plan on conferencing with 5 each time we have writing
time. This is simply one prompt that students will be
working on. Not all students will be pulled during this one
prompt, they may be pulled during future prompts.
Sharing (Whole Group)
o Five students will volunteer to share their writing with the
class. After they finish reading I will ask the class If you
were the mother in this story, dont you think you would
say yes? The class will answer back with a Yes!

VII. Check for understanding.

This is one prompt of many in learning punctuation and voice. Students
will be given several opportunities to practice. While conferencing, if I
 notice some students are struggling more than others, I will pull them
during the following writing section.

VIII. Review learning outcomes / Closure

Five students will volunteer to share their writing with the class. After
they finish reading I will ask the class If you were the bad guy in this story,
dont you think you would give the toy back? The class will answer back with
a Yes!

PLAN FOR ASSESSMENT

Formative Students will be formatively assessed by me during
conferencing in the form of a checklist.
Summative Students will do a final writing project at the end of these
lessons.
(ACEI 4.0)

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?
a. Blooms Taxonomy
b. Gardners Multiple Intelligences
7. Did I give my students enough time to finish their activities? Did I
give them too much time?
8. Did my lesson challenge them too much or just enough that they
learned something valuable?

Revision Date: September, 2015