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Grade: Middle

#4071. Writing Process Unit Plan

Reading/Writing, level: Middle
Posted Tue Dec 18 11:31:16 PST 2007 by Kristen Hurt (hurtk@hamtramck.k12.mi.us).
Hamtramck Michigan
Concepts Taught: the writing process

Kristen Hurt Class: TED 6020
Unit Overview
Title The Writing Process
Purpose: Students will become better writers by becoming more familiar with the writing process. Students will develop a positive attitude toward writing!
Subject Area: Language Arts
Grade Level: 7
Unit Summary: Students will learn about several types of writing using the five step writing process.
Approximate Time Needed: Eight weeks
Prerequisite Skills: Construct grammatically correct sentences. Identify and use different types of sentences. Write a paragraph demonstrating knowledge of appropriate grammar and usage.
Materials and Resources Required for Unit
Materials and/or Supplies: paper, pencils, markers, crayons, colored pencils
Technology: students may use the computer final project.
Assistive Technology:
Other:
Learning Outcomes (goals / objectives) Unit Goals· Help develop students’ understanding of the writing process to improve their writing skills· Help foster a positive attitude toward writing.
Unit Objectives· Students will be able to apply writing process strategies to produce pieces of published writing.
District, Michigan and/or CEC StandardsW.PR. 07.01 Purpose & Audience07.02 Pre-writing strategies07.03 Review and Revise07.05 EditW.GN.07.02 Authentic audience, organizational patterns, key ideasW.PS.07.01 Individual styleW.GR.07.01 Style conventions – grammarW.AT.07.01 Be enthusiastic about writing! Technology Benchmark: Students will create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of media and formats(e.g., graphs, charts, audio, graphics, video) to present content information to an audience

Student Assessment(s)· Survival Guide· If I Had a Million Dollars· All About Me/Welcome to our Classroom

Accommodation Options/ Differentiated Instruction Mild Cognitive Impairment: Because reading and writing would be more difficult for this student, I would modify the following lessons in terms of difficulty. Emotional Impairment: Some strategies to build into a daily schedule with children with an emotional impairment include encouraging success, maintaining consistency and communication carefully. Avoiding power struggles and collaborating with others to crate a positive school climate is helpful. Shortening the following lessons may eliminate some frustration for these students.
ELL Students ELL students paired with an English proficient student.
504 or At Risk Students Pair struggling students with higher achieving peers
IEP Students Follow IEP recommendations

Lesson plans next page

Lesson Plan #1

Grade: 7thSubject: Language ArtsSchool: Kosciuszko Middle SchoolLesson Title: 7th Grade Survival GuidesLesson Summary: Students will take a journal entry they have written and create an illustrated essay for a younger audience using the five step writing process.
Objectives Learning Outcomes Students will write for an authentic audience. By doing this they will enhance their pre-writing, writing and editing skills

Introduction/Prior Knowledge Journal writing: What do you wish you knew about the seventh grade before you started the school year? What information do you wish someone would have shared with you? What would have made seventh grade easier for you? What advice or information did someone share that was really helpful for you?
Guided Instruction 1. Share journal responses.2. Brainstorm different categories that could be included in a seventh grade survival guide. For example, homework, lockers, teachers, classes, lunch, grades 3. Review the different writing styles and genres: friendly letter, informative, persuasive, descriptive4. Students will complete a framing graphic for their Survival Guide along with the teacher. 5. Examples of student’s previous guides will be exhibited and explained.6. Student peers and teacher will respond to each component of the Survival Guide.
Informal Assessment Students will earn points for completing the writing process for their survival guide.
Activity/Assessment Students will present their final project with the following components: 1. Introductory letter to one of next year’s sixth graders2. Table of contents3. a map/description of school4. Five categories with informative paragraphs from the choices that were brainstormed above 5. a conclusion paragraph or letterStudents will present their published “Survival Guides” to the Sixth grade students.

Grade: 7thSubject: Language ArtsSchool: Kosciuszko Middle SchoolLesson Title: “If I Had a Million Dollars”Lesson Summary: Students will take a journal entry they have written and create an illustrated essay for a younger audience using the five step writing process.
Objectives Learning Outcomes Students will write for an authentic audience. By doing this they will enhance their pre-writing, writing and editing skills

Introduction/Prior Knowledge Making a list: Students will create a list of ten things they would do if they had a million dollars.
Guided Instruction Students and teacher will create a semantic map using INSPIRATION to help plan their final writing which will consist of a thesis statement and three brief supporting paragraphs with illustrations.Students will be placed in collaborative writing groups. Using their maps they will complete a rough draft of their essay.Students will edit fellow group members’ rough drafts. Teacher show a teacher created rough draft on the overhead and class will make corrections as a whole. Students will add illustrations to further convey meaning to their text.
Informal Assessment Students will earn points for completing the writing process for their survival guide.
Activity/Assessment The writing groups final project will be published as a whole piece. The collaborative effort will be laminated and bound and maintained in the classroom’s reading area.

Grade: 7thSubject: Language ArtsSchool: Kosciuszko Middle SchoolLesson Title: “Welcome to Our Classroom, I Would Really Like to Get to Know Ya”Lesson Summary: Using WebQuest & Powerpoint and a Digital Camera students will create a classroom resource that new students can use to familiarize themselves into their new learning community.
Objectives Learning Outcomes Students will write for an authentic audience. By doing this they will enhance their pre-writing, writing and editing skills

Introduction/Prior Knowledge Students will create an autobiographical power point presentation titled “All About Me!” This will include a picture of themselves taken with a digital camera.
Guided Instruction Students will work in collaborative groups to create a classroom map, a school map, interviews with several school administrators ~ including the Principal and Vice Principal and several Secretaries. Their pictures will also be taken digitally and uploaded to the power point presentation. Students will view a webquest http://www.ldcsb.on.ca/schools/cfe/rpt/RPT_Welcome/student.html as an example of what our classroom resource guide will look like.
Informal Assessment Students will earn points for completing the writing process for their power point presentation and final classroom resource guide
Activity/Assessment The final assessment will consist of the individual powerpoint presentations and the final classroom resource guide which is also a powerpoint presentation worked on collaboratively as a class.

Grade: 7thSubject: Language ArtsSchool: Kosciuszko Middle SchoolLesson Title: “Welcome to Our Classroom, I Would Really Like to Get to Know Ya”Lesson Summary: Using WebQuest & Powerpoint and a Digital Camera students will create a classroom resource that new students can use to familiarize themselves into their new learning community.
Objectives Learning Outcomes Students will write for an authentic audience. By doing this they will enhance their pre-writing, writing and editing skills

Introduction/Prior Knowledge Students will create an autobiographical power point presentation titled “All About Me!” This will include a picture of themselves taken with a digital camera.
Guided Instruction Students will work in collaborative groups to create a classroom map, a school map, interviews with several school administrators ~ including the Principal and Vice Principal and several Secretaries. Their pictures will also be taken digitally and uploaded to the power point presentation. Students will view a webquest http://www.ldcsb.on.ca/schools/cfe/rpt/RPT_Welcome/student.html as an example of what our classroom resource guide will look like.
Informal Assessment Students will earn points for completing the writing process for their power point presentation and final classroom resource guide
Activity/Assessment The final assessment will consist of the individual powerpoint presentations and the final classroom resource guide which is also a powerpoint presentation worked on collaboratively as a class.

Kristen Hurt Class: TED 6020
Unit Overview
Title The Writing Process
Purpose: Students will become better writers by becoming more familiar with the writing process. Students will develop a positive attitude toward writing!
Subject Area: Language Arts
Grade Level: 7
Unit Summary: Students will learn about several types of writing using the five step writing process.
Approximate Time Needed: Eight weeks
Prerequisite Skills: Construct grammatically correct sentences. Identify and use different types of sentences. Write a paragraph demonstrating knowledge of appropriate grammar and usage.
Materials and Resources Required for Unit
Materials and/or Supplies: paper, pencils, markers, crayons, colored pencils
Technology: students may use the computer final project.
Assistive Technology:
Other:
Learning Outcomes (goals / objectives) Unit Goals· Help develop students’ understanding of the writing process to improve their writing skills· Help foster a positive attitude toward writing.
Unit Objectives· Students will be able to apply writing process strategies to produce pieces of published writing.
District, Michigan and/or CEC StandardsW.PR. 07.01 Purpose & Audience07.02 Pre-writing strategies07.03 Review and Revise07.05 EditW.GN.07.02 Authentic audience, organizational patterns, key ideasW.PS.07.01 Individual styleW.GR.07.01 Style conventions – grammarW.AT.07.01 Be enthusiastic about writing! Technology Benchmark: Students will create a project (e.g., presentation, web page, newsletter, information brochure) using a variety of media and formats(e.g., graphs, charts, audio, graphics, video) to present content information to an audience

Student Assessment(s)· Survival Guide· If I Had a Million Dollars· All About Me/Welcome to our Classroom

Accommodation Options/ Differentiated Instruction Mild Cognitive Impairment: Because reading and writing would be more difficult for this student, I would modify the following lessons in terms of difficulty. Emotional Impairment: Some strategies to build into a daily schedule with children with an emotional impairment include encouraging success, maintaining consistency and communication carefully. Avoiding power struggles and collaborating with others to crate a positive school climate is helpful. Shortening the following lessons may eliminate some frustration for these students.
ELL Students ELL students paired with an English proficient student.
504 or At Risk Students Pair struggling students with higher achieving peers
IEP Students Follow IEP recommendations

Lesson plans next page

Lesson Plan #1

Grade: 7thSubject: Language ArtsSchool: Kosciuszko Middle SchoolLesson Title: 7th Grade Survival GuidesLesson Summary: Students will take a journal entry they have written and create an illustrated essay for a younger audience using the five step writing process.
Objectives Learning Outcomes Students will write for an authentic audience. By doing this they will enhance their pre-writing, writing and editing skills

Introduction/Prior Knowledge Journal writing: What do you wish you knew about the seventh grade before you started the school year? What information do you wish someone would have shared with you? What would have made seventh grade easier for you? What advice or information did someone share that was really helpful for you?
Guided Instruction 1. Share journal responses.2. Brainstorm different categories that could be included in a seventh grade survival guide. For example, homework, lockers, teachers, classes, lunch, grades 3. Review the different writing styles and genres: friendly letter, informative, persuasive, descriptive4. Students will complete a framing graphic for their Survival Guide along with the teacher. 5. Examples of student’s previous guides will be exhibited and explained.6. Student peers and teacher will respond to each component of the Survival Guide.
Informal Assessment Students will earn points for completing the writing process for their survival guide.
Activity/Assessment Students will present their final project with the following components: 1. Introductory letter to one of next year’s sixth graders2. Table of contents3. a map/description of school4. Five categories with informative paragraphs from the choices that were brainstormed above 5. a conclusion paragraph or letterStudents will present their published “Survival Guides” to the Sixth grade students.

Grade: 7thSubject: Language ArtsSchool: Kosciuszko Middle SchoolLesson Title: “If I Had a Million Dollars”Lesson Summary: Students will take a journal entry they have written and create an illustrated essay for a younger audience using the five step writing process.
Objectives Learning Outcomes Students will write for an authentic audience. By doing this they will enhance their pre-writing, writing and editing skills

Introduction/Prior Knowledge Making a list: Students will create a list of ten things they would do if they had a million dollars.
Guided Instruction Students and teacher will create a semantic map using INSPIRATION to help plan their final writing which will consist of a thesis statement and three brief supporting paragraphs with illustrations.Students will be placed in collaborative writing groups. Using their maps they will complete a rough draft of their essay.Students will edit fellow group members’ rough drafts. Teacher show a teacher created rough draft on the overhead and class will make corrections as a whole. Students will add illustrations to further convey meaning to their text.
Informal Assessment Students will earn points for completing the writing process for their survival guide.
Activity/Assessment The writing groups final project will be published as a whole piece. The collaborative effort will be laminated and bound and maintained in the classroom’s reading area.

Grade: 7thSubject: Language ArtsSchool: Kosciuszko Middle SchoolLesson Title: “Welcome to Our Classroom, I Would Really Like to Get to Know Ya”Lesson Summary: Using WebQuest & Powerpoint and a Digital Camera students will create a classroom resource that new students can use to familiarize themselves into their new learning community.
Objectives Learning Outcomes Students will write for an authentic audience. By doing this they will enhance their pre-writing, writing and editing skills

Introduction/Prior Knowledge Students will create an autobiographical power point presentation titled “All About Me!” This will include a picture of themselves taken with a digital camera.
Guided Instruction Students will work in collaborative groups to create a classroom map, a school map, interviews with several school administrators ~ including the Principal and Vice Principal and several Secretaries. Their pictures will also be taken digitally and uploaded to the power point presentation. Students will view a webquest http://www.ldcsb.on.ca/schools/cfe/rpt/RPT_Welcome/student.html as an example of what our classroom resource guide will look like.
Informal Assessment Students will earn points for completing the writing process for their power point presentation and final classroom resource guide
Activity/Assessment The final assessment will consist of the individual powerpoint presentations and the final classroom resource guide which is also a powerpoint presentation worked on collaboratively as a class.