Lesson Plan Grade/Subject: 6 Language Arts Unit: Writing Process-Brainstorming and Planning Lesson Duration: 80 minutes KSAs: 1, 2,4,5,6,7,8,9,10,
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: 1: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences. 2: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 3: Students will listen, speak, read, write, view and represent to manage ideas and information. Specific Learning Outcomes: 1.1: Discover and Explore: Express ideas and develop understanding, Experiment with language and forms, Set goals. 1.2: Clarify and Extend: Consider the ideas of others, Combine ideas, Extend understanding. 2.4: Create Original Text: Generate ideas, Elaborate on the expression of ideas, Structure texts. 3.1: Plan and Focus: Focus attention, Determine information needs, Plan to gather information. 3.3: Organize, Record and Evaluate: Organize information, Record information, Evaluate information. 3.4: Share and Review: Share ideas and information. LEARNING OBJECTIVES Students Will: 1. Demonstrate how to effectively prewrite before beginning an assignment 2. Create a graffiti chart to demonstrate knowledge and understanding of topics of their own choosing 3. Organize ideas clearly and use relevant information to aid in writing ASSESSMENT Observations: Key Questions: Listening to class discussion on their Why is brainstorming a vital key in ideas on the topics chosen. (L.O. # the writing process? (L.O. #1, 2,3) 1,2,3) How does planning help to Looking at the ideas the students understand the purpose and goals have written down on their chart for writing? (L.O. #1,3) paper. (L.O. #2,3) Can we use planning and Walking around during the exercise brainstorming to connect ideas to ensure every student is together?( L.O. #2) participating and to help come up with ideas if needed. (L.O. #3) Written/Performance Assessments: Students will participate in a class discussion regarding prewriting and why its an important step in the writing process. (L.O. #1,3) Students will then discuss what they know about their topics in their groups. (L.O. #1,2) Students will create a graffiti chart on a variety of different topics (L.O. #2) LEARNING RESOURCES CONSULTED Resource #1: Kagan Cooperative Learning (2009) Resource #2: Readwritethink.com Implementing the Writing Process Resource #3: Writers Workshop Resource #4: Program of Studies (2005) Language Arts Grade 6 MATERIALS AND EQUIPMENT 6 pieces of chart paper for each table Different coloured markers for each student PROCEDURE Introduction ( 5 mins): Hook/Attention Grabber: Assessment of Prior Knowledge: Asking the students to come up with ideas on why we brainstorm prior to writing. Asking them if they have ever brainstormed prior to this assignment. Explain the importance of writing down ideas and being able to choose which is relevant or not. Overview: Students will discuss as a class why brainstorming is important before beginning writing. After the discussion has commenced, students will begin to fill out their charts at the table. Afterwards, the goal will be to determine which of the ideas the students have written down are relevant and which are not. Expectations: Students will be expected to stay2on task and work collaboratively with one another. There will be no putdowns of ideas, instead it will be demonstrated and expressed that students can write their own ideas down. If individual students seemingly cannot work in groups they will be asked to sit down and brainstorm by themselves