Professional Documents
Culture Documents
Writing Lesson 3
Writing Lesson 3
Instructor Name:
Jessica Twombly
Date:
Instructional Objective:
Behavioral Objective:
Students will independently write a 3-point
Participate in choral responses.
paragraph using the outline and jingle to assist their
Follow directions.
planning and writing. Students will reread their
Be respectful by responding to questions.
paragraph before passing it in to check for
Do your best!
grammatical and organizational errors. Students will
analyze a 3-paragraph expository anchor paper to
transition to the next writing unit.
IEP Goal:
In 12 weeks, when asked to write a paragraph or
response, student(s) will use a graphic organizer to
develop her ideas before writing 100% of the time on
3 out of 3 probes.
Procedures/Activities:
1. Get students attention (10
seconds)
2. State instructional objectives
(1 minute)
3. Review behavior expectations
(1 minute)
4. Activate background
knowledge and Review (5-7
minutes)
5. Writing (10-15minutes)
6. Instruction (10-15 minutes)
board.
a. students raise their hand to
answer the question
b. Individual students answer.
c. Many Choral response
d. Individual answers
e. talk about it with your table
partner
f. Conclusion
g. answer the question choral
response
7. sing the jingle together
Adaptations/Modifications/
Accommodations:
Jingle using a beat/music to
help kids remember the structure
of expository writing
Scaffolding and redirecting to
students that are struggling to
write independently
Read their essay to kids with
reading disabilities so they can
hear their mistakes.
Reinforcement Procedures:
Praise the whole class when they get the
answer write. Praise individual students
when they answer the analytic questions.
This class is boom dynamite! Way to go
Karen. Learning position check kids
stop feet, clap hands, fold hands as a
reminder to stay seated with their back
straight, heads up. Golden ticket raffle
ticket to students that participate.
Follow-up Activities:
The next unit will be writing 3point expository essays. The next
activity will be using the 3-point
outline to write an essay as a
whole class.
Assessments:
Pre: Their writing sample of an expository
paragraph from yesterday.
During: Observation of students writing a
paragraph and individual and choral
responses during the anchor paper analysis.
Post: Reading over their individual
paragraphs. Choral response to the
questionDoes this essay have the same
pieces of our 3-point paragraph?
CBM: 3-minute writing probe to assess total
words written, words spelled correct, and
correct word sequence.