VIEWS: 14,920 PAGES: 20

 •Gives instructions or tells how to do something

 •Progresses sequentionally; organizes information in
 logical, step-by-step order
 •Has mainly factual content presented in an objective
 •Uses words that relate to time: first, then, later, before

 •Rule books
 •Instruction manuals
 •How to books and posters
Procedural Writing – Sample Lesson
Day #1 – Activating Prior Knowledge
• a) Give kids samples of procedural writing (ie: maps, recipes, how-to
  books). The children are to examine the examples and brainstorm
  characteristics of procedural writing as evident from the examples.
• b) Create an anchor chart together outlining the characteristics of
  procedural writing and discuss.
Day #2 – Modelled Writing
• a) Review anchor chart with characteristics of procedural writing.
• b) Look at a variety of recipes and discuss their characteristics and
  how this relates to procedural writing.
• c) Model how to write a recipe for the class with chart paper.
  Discuss characteristics and parts of a recipe.
• d) Work through the recipe and prepare food for class. Discuss the
  procedural instructions as you prepare the food.
• e) Eat and enjoy! 
Procedural Writing – Sample Lesson
           Plan Cont…..
Day #3 – Guided Writing
• a) To determine skill level of students, have students complete the
  cooking survey individually. Correct together.
• b) Based on results of the cooking survey, place students in groups
  based on their cooking knowledge.
• c) In these groups, have students create a recipe card using the
  “Recipe Challenge” activity.
• d) Peer edit the recipes within the groups.
Day #4 – Consolidate the Learning
• a) Groups prepare final copy of their recipe and present to the class.
• b) Class discusses if recipes meet all the criteria and characteristics
  of procedural writing.
• To convince your opinion or thoughts

• Begins with a position statement or thesis
• Includes main idea and supporting details
• Uses a logical approach to persuade
• May include comparison-contrast and/or information from research

• Letters
• Advertisements
• Editorials/articles
• Brochure/Pamphlet
• Websites
• Posters
           Sample Lesson Plan Ideas
Day 1 Activate Prior Knowledge
• a) Read aloud that demonstrates persuasive writing
• b) Create an anchor chart together outlining the characteristics of
  persuasive writing and discuss

Day 2 Write Traits – Ideas/Organization
• a)Teacher gives the topic- Best Restaurant in
  Pembroke/Petawawa (Choice – Kelsey’s, Saffron, East Side
• b) Purpose: An Ottawa Senators player is coming to Pembroke. He
  is going to eat lunch at a restaurant and he is counting on our letters
  to help him make a choice.
• d) Using a graphic organizer, brainstorm reasons why these are
  good restaurants or not. (Ideas/Organization)
• e) Choose a restaurant.
             Sample Lesson Plan Ideas
               Persuasive Cont…
Day 3 Shared Writing
•   a) Review the characteristics of a letter
•   b) Share write a persuasive letter to a Sens player (Voice/Word
    Choice/Sentence Fluency)

Day 4 Consolidate Learning
•   a)Independent Writing (Following the steps of the writing process) Students
    independently write a persuasive letter. Teacher offers choices or allow
    student to make choice.
•   b)Persuasive letter to the school board – Should we have a calendar year
    similar to an England style calendar year? Make a stance and support it.
Day 5
• c)Independent Writing continues – Students continue the writing
  process, including peer editing.
•   Entertains, engages, provides an escape to a different world/time/setting.

•   Progresses sequentially
•   Has defined characters
•   May contain dialogue
•   May use descriptive language
•   Usually has a defined setting
•   Describe a storyline, plot, or problem that is usually resolved by the end
    of the story

•   Short stories
•   Storyboards
    Sample Lesson Plan - Narrative
Day 1 Activate Prior Knowledge
•   a) Graffiti the purpose of a Narrative and other forms of writing
•   b) Create an anchor chart together outlining the characteristics of narrative
    writing and discuss

Day 2 Modelled and Shared Writing
•   a) Review the characteristics of a storyboard. Model an example.
•   b) Give students their purpose. They will create a four piece storyboard
    music video for the song Hakuna Matata.
•   c) Watch the Hakuna Matata clip from the Lion King
•   d) Share Write the main idea/message of the song?
•   e) In groups, organize/brainstorm what images/text you might use to portray
    the main the message. Remember, you can use new characters, setting
    etc…to get the message across. It does not have to be from the Lion King.
•   f) Using an observation checklist, teacher determines needs of students.

Sample Story Board
Sample Lesson Plan – Narrative                                        cont…

Day 3 Guided Writing
• a) After reviewing the checklist, the teachers creates a small group with
  similar needs to assist them in creating their stroryboard.
• b) Using a storyboard, illustrate your four images. Some groups may
  choose to write the narrative first and then illustrate.
• c)Brainstorm a narrative that would relate to the images. Who are the
  characters? The setting? What are the characters saying to each other if
  anything? Etc..
Day 4 Consolidate learning
• a) Writing process continues (Independent). Students should be reminded
  that the storyboard should have a strong beginning, middle and end. Words
  to be added below the images.

Day 5 and 6 (if needed)
• a) Students will present their narrative/storyboard to the class.
• Provides an organized, factual record of information.

• Uses precise, subject-specific language
• Uses an impersonal, objective tone
• Usually includes a definition, classification, description, or summary of the
• Follows a specific organizational pattern

• Magazines
• Newspaper
    Report Writing – Sample Lesson
• Day #1 – Activate Prior Knowledge
• a) In groups, students are given a celebrity name. Each group has 5
  minutes to come up with 8 questions they would ask this person if
  they were interviewing him/her for a news report.
• b) Create an anchor chart together to discuss the kinds of questions
  that are important when conducting an interview / report (Who,
  What, Where, When, Why, How).
• Day #2 – Shared Writing
• a) Review types of interview / report questions from anchor chart.
• b) Watch a clip of “Entertainment Tonight” looking for types of
  questions and information presented in a news report.
• c) Using the key questions (Who, What, Where, When, Why, How),
  write a short news report TOGETHER on chart paper based on the
  headline: “Mayor Ed Jacyno addresses street conditions in
    Report Writing – Sample Lesson
             Plan Cont…
Day #5 – Peer Editing
• a) Exchange your report with another group and peer edit,
  specifically looking for improving word choice.
Day #6 – Consolidate the Learning
• a) Make a final copy of your news report and present it to the class.
     Report Writing – Sample Lesson
              Plan Cont…
Day #3 – Write Traits

• a) Using write traits book, do short activity on word choice, or review
  word choice through discussion.
• b) Re-watch the “Entertainment Tonight” clip, listening this time for
  examples of good word choice.
• c) Discuss the importance of using good word choice in a news report.
• d) Review our news report from Day #2 and see if we can change /
  improve the word choice.
Day #4 – Independent Writing

•   a) As a group (or independently in your class), create the beginning of
    a news report by writing the Who, What, Where, When, Why and How
    information on the sheets provided.
•   b) Exchange your sheets with another group.
•   c) As a group (or independently), create a short news report using the
    information given to you.
• Explains an experience, occurrence or facts

• Explains a cause-and-effect relationship
• Progresses sequentially
• Explains characters’ motivation, actions or thoughts

• Essays
• Paragraphs
Expository Writing – Sample Lesson
Day #1 – Activate Prior Knowledge
• a) On chart paper, write the words: paragraph, essay, articles, and
  advertisements. Ask groups to discuss and record things these writing
  forms have in common; (explains, gives facts, provides information).
• b) After discussion, explain that these are all examples of expository writing,
  and develop a definition together.
Day #2 – Modelled Writing
• a) Tell class that we will be focusing on advertisements as our type of
  expository writing. Using chart paper, explain the following media terms:
  target audience, implicit message, explicit message. (*Note: target audience
  is an excellent vehicle for discussing voice).
• b) Provide groups with a variety of magazine advertisements. Using the
  sheets provided, determine the target audience, implicit and explicit
  messages in the ads.
• c) Discuss as a class the characteristics of advertisements based on
  findings. Record these on an anchor chart. Discuss how advertisements
  can be expository and persuasive at the same time.
Expository Writing – Sample Lesson
            Plan Cont…
Day #3 – Independent (Group) Writing
• a) Review media terms from Day #2.
• b) Groups are each given a product. Using our knowledge of
  advertisements and expository writing, groups are to create a
  magazine ad for their product.

Day #4 – Consolidate the Learning
• a) Groups present their advertisements to the class. Other groups
  guess who their target audience is, and what the implicit and explicit
  messages are.
• To creatively describe a person, place, event or story

• Usually involves creative word choice

• Short Story
• Poem
• Journal
• Myth
• Legend
• Fairy Tale
Day 1 Activate Prior Knowledge
•   a) Using the examples from the other forms of writing, play Jeopordy to determine which example goes with which
    form of writing. Ie: Poetry is an example of this type of writing. Essays are examples of this type of writing.
•   a) Create an anchor chart together outlining the characteristics of descriptive/imaginative writing and discuss.
•   b) Top 10 Personal Favourites Activity (Word Choice – 6 + 1 Traits of Writing, p.168) Write Traits

Day 2 Write Trait – Word Choice
•   a)Oral Activity
•   Using the materials provided, partner A, in hiding creates an object. Once the object is completed, partner A,
    describes in detail to partner B what he/she has created.
•   b) Partner B, uses materials provided to re-create partner A’s object based on the description given. No peeking!!
•   c) Review the importance of descriptive language and word choice.

Day 3 Shared Writing
•    a) Descriptive Writing using 5 senses – Hershey Kiss Activity
•    b) Each student receives a piece of paper and tell them we are going to write about a Hershey Kiss (or any
     object). They have to pretend they are aliens and want to send information back to their home planet this Hershey
•    c) 1) We write about what it looks like first (no touching);
     2) then how it feels
     3) then we write about the sound (of the foil wrapper);
     4) next the smell of the Hershey Kiss
     5) Finally the taste!!)
Finally you are not allowed to use the words CHOCOLATE or KISS.
      Descriptive/Imaginative                                    Cont….

Day 4 Modelled Writing
•   a) Review the anchor chart to determine the characteristics of descriptive
•   b)With a graphic organizer, model write how I would Organization/Ideas my
    thoughts of a person or family member who means a lot to me.
•   c)In a journal format, model some paragraphs using my the information in
    my graphic organizer.
•   d)Purpose: In a journal format, I am reflecting upon a person who has
    helped shaped who I am. Due to the descriptive language I am using, I am
    hoping that my audience with get a really strong sense of who this person
Day 5, Day 6, Day 7 Consolidate Learning
•   a)Using the writing process students will: in a journal format, independently
    choose a person that means a lot to you. Teacher is looking for descriptive

To top