Name: Jessica Woodley - Wyevale C.P.S.

Cohort: C1
Lesson Plan
Lesson Title: Writing Stages- Final Drafting Grade: 4/5 Date: Dec/5/2017
Subject/Strand: Writing Unit: Humour Location: In class Times: 8:50-10:30
100-minute Block

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
In this lesson, I will be teaching the Writing Stages so that students have a deeper understanding of how to expand their writing
skills. This fits into the context of the of the Humor Unit because the students have been assigned to write their choice of a dialogue,
comic, or movie review. The students are currently in the stage of final drafting. The class will apply the learning strategies and skills
that they have learned from the Writing Stages Lessons. I have instructed to revise, add words to make meaning clear and help
sentences flow, change words to make your voice strong, and take out unnecessary information (MacKenzie, 2008). To activate the
students higher order thinking I will ask, “Why is it important to revise and edit your writing before you publish it or present it?” For
evaluation purposes, I have assigned their writing project in stages, (Growing Success, 2010). It is essential in teaching the students
how to final draft their work because final drafting is skill we are constantly learning and practicing every day in the real world. The big
ideas of this is lesson is to teach the class to be constantly editing and drafting their work and foremost that it is an important process.
I will teach the big idea that many professions i.e.; teachers, librarians, secretaries, police officers, social workers, professors, doctors,
actors etc. use the Writing Stages on a daily basis. It is important for the students to have an enduring understanding that Writing
Stages are life skills that they will need for their future. Taking pride and completing the Writing Stages will align them for their future
success, especially if they want to work in a profession with writing.

MacKenzie, J. (2008). Nelson Literacy. Toronto, ON, Canada: Thomson Canada Limited.
Growing Success Assessment, Evaluation, and Reporting in Ontario Schools. (2010) Toronto, ON: Queens Printer.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
OC-Writing Strand
OE-Gr. 4- 3- Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors,
refine expression, and present their work effectively;
Achievement Chart- Application- The use of knowledge and skills to make connection within and between various contexts- Making
connections within and between various contexts.
OE-Gr. 5- 3- Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors,
refine expression, and present their work effectively;
Achievement Chart- Application- The use of knowledge and skills to make connection within and between various contexts- Making
connections within and between various contexts.
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
OC-Writing Strand
Gr. 4- SE- Proofreading- Proofread and correct their writing using the guidelines developed with their peers and teachers.
Achievement Chart- Application- The use of knowledge and skills to make connection within and between various contexts- Making
connections within and between various contexts.
Gr. 5- SE- Proofreading- Proofread and correct their writing using the guidelines developed with their peers and teachers.
Achievement Chart- Application- The use of knowledge and skills to make connection within and between various contexts- Making
connections within and between various contexts.
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will…
Complete my final draft of my dialogue writing.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ ] FOR [ * ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
I can…
Effectively use the editing key.
Plan how I will present my final copy.
Correct all mistakes so it shows in my final work.
Use creativity to enhance my work.

Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format
The assessment mode for the class The students have been given different I will use an assessment sheet and will
will be based on their written strategies to follow throughout the lesson and state the various points, with the
knowledge and understanding of the during one on one conference with me to help evaluation being related to the success
information covered during the them edit and revise their work. The task will be criteria, that I will be looking for when
lesson. to correct their writing using the editing key and revising and editing work. *See at the
to produce a final draft for Wed Dec. 6, 2017. bottom of the document for a picture of
Student have a copy of the assignment on the assessment tool.
google classroom.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
-Lessons on the Writing Stages 1. Pre- Writing, 2. Rough Copy, 3. Revision, 4. Editing
Know what a is rough and final copy is.
-Have written a rough copy of their dialogue, movie review, or comic.
-Lessons from the Humour Unit i.e.: Expression, Retelling, Movie Review, Dialogue, Punctuation etc.

I.E.P. program implications: Accommodations, Modifications

The student can sit and listen to the lesson. If the students are having difficulty with the lesson one on one with the EA in the resource
room, or a quiet work space. The lesson can be modified where the student is expected to produce a condensed amount of written work
or in verbal form.
Differentiation: Content, Process, Product, Environment, Assessment
If students are working out of the classroom and they are at lower writing level they can read the material that has been selected by
the SERT and work on this reading material. The class is given option to demonstrate their work through different forms. For this
humour unit, the students will have the option to choose what form of summative piece they will reflect their learnings through.
They will be able to choose from a dialogue story, comic with dialogue instead of speech bubbles, or a movie review. This gives the
students with different learning styles the option to explore where their comprehension and learning fit best. Example: the visual
learner may choose the movie review because of the visual connection to media texts. A copy of the centres instructions will also be
put on google doc for those who are visual learners. The will be able to read and reference the instructions as needed.
Learning Skills/Work Habits: [ ] responsibility, [ ] organization, [ ] independent work, [ ] collaboration, [ ** ] initiative, [ ] self-regulation

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Prewrite, draft, rethink and revision, reflect, final edit, and publish
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

Self-Editing Key, Checkbric, Language Cur., GSD, GEI, Nelson Literacy Teacher’s Manual, Gr. 4/5 Nelson Literacy

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _10_____-_______ (Indicate time breakdown of instructional elements)
- Students volunteering to come up to the board.
“Today we are going to continue with the Writing Stages. We are
focusing on completing our final drafts. On the board, I have the
Writing Stages. Can I have a volunteer to come up and place the
stages in the correct order. Now can we match the definition of
the writing stage?”
- I have made stages for the literacy word wall.
Stages will be placed on the magnetic board after the - Students naming off writing stages and successfully
lesson. matching to the correct definition.
“Without looking at you notes from yesterday. Can anyone “Rough copy, revising, edit, final copy, publish!”
name the re-name all the stages of writing? Yes, those are all
great.
“Good way to activate out prior knowledge.”

“Now let’s turn out attention to the learning goal.”

“Today our learning goal is… - Student reads learning goal.
“Today I will…Learn to revise and edit my work.”
I will… Complete my final draft of my dialogue writing.

“How are we going to meet out learning goal? Through our

success criteria.”

I can…
Effectively use the editing key.
Plan how I will present my final copy. -Student excitedly volunteering to read success criteria.
Correct all mistakes so it shows in my final work. Students giving input on ways they can achieve the learning goal.
Use creativity to enhance my work.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: _50____-_______ (Indicate time breakdown of instructional elements)

“You have already copied the writing stages into our note books Students writing out writing stages in notes books.
so please reference that when need be.”
1. Pre –Writing- Find your idea, build on your idea, plan and
structure.
2. Rough Copy- You have your plan and are ready to start
writing.
3. Revision – Add- does your reader have enough information
to understand your story?
Remove- Any information that is unclear.
Rearrange- Consider the flow, pacing and sequencing of
your story. Would the plot be better served if some of the
events occurred in a different order?

Replace- Ask a teacher, friends or parent to take a look and give

you feedback and if something isn’t working rewrite it and
replace it.

4. Editing- Check for repetition, clarity, spelling, grammar,

punctuation. No one wants to read a book that is full of
mistakes.
5. Final Draft/ Publishing- You have now created something
 that is ready to be submitted or published.

“Now that we have completed out peer editing and you have -Students sharing ideas about their final drafts.
had the weekend to work on your editing we are now ready to
complete our final draft. Remember there should be no mistake
and your final draft is your very best work. It is something to be
proud of once you hand it in.”

“Your editing key will be needed again for other editing work, for
example we will use it this week for your social studies early
societies dialogue writing. So, you all should have it glued in your
note books.”
-Brainstorming ideas about final drafts.
“Would anyone like to share their ideas of how they envision -Illustrations, using construction paper to outline writing, use the
their final draft looking? What are some creative things we could computer to type up writing.
do with our work to make it presentable for final submission?” -movie reviews could have a picture from the movie.

“Those are all very good ideas. We are going to use the class to
plug away on our final drafts. I have gotten some supplies from
the supply cupboard. If you would like construction paper, or
-Student are excited about the writing board!
large white paper for comic it is in the drawer. If you need to
print we can also use the library computers. I will be circulating
to see what you will be submitting as your final copy so let’s all
work really hard on this so we have a nice final product for our
writing wall board that we discussed last week.”

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: _15_____-_______ (Indicate time breakdown of instructional elements)
“I would like to share with you how some of your peers have
decided present their work. This could help give you some of
your own ideas.”
“Jackson has chosen to mount his Dialogue and has typed his
good copy on the computer. He has also provided some pictures
off of the internet but had added some humour to the pictures
in his own way. Very creative Jackson I can see that you
followed the success criteria by making a plan to present you
work and using creativity.”
- “I have done my like a story book, and I made my own
“Emma would you lie to share how you have chosen to present pictures, and used ribbon to tie it together threw the
your work?” holes. I have typed up the dialogue parts.”

“Excellent, I can see that you have followed the success criteria
by correcting all of the error and putting your best effort into
your final copy. Great work!”

I will be consolidating and referring back to the success criteria

so that students are aware that they are meeting the
expectations.
“Again, our learning goal is…

“Complete my final draft of my dialogue writing.”

“How are we going to meet out learning goal? Through our

success criteria.”

I can… -Class is very excited to view books.

Effectively use the editing key.
Plan how I will present my final copy.
Correct all mistakes so it shows in my final work.
Use creativity to enhance my work. -Students making connections.

“Everyone did a great work today, tomorrow I’m going to have

you fill out an exit ticket and peer assess each other final work, I
will ask you what you have learned about the humor unit so
please review what we learned throughout the unit. Dialogue,
expression, retelling, movie reviews, writing stages, punctuation
etc.”

(+ 25 mins)
“We are now going to take the remainder of the class to view
some selected books with dialogue. Please choose a book from
the selected pile.”

*Reading the book helps to make connections to punctuation,

form and creative dialogue writing.
Extension Activities/Next Steps (where will this lesson lead to next)

The goal for the students is to implement the all of the skills they have learned into their summative writing piece for the unit. All of
the skills learned throughout the unit will be reflected in their summative written work due Wed. December 6, 2017.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of
expectations?
2. How did my lesson transform students from
“passive listeners” to “active participants”?
3. Was my behavior management technique
effective? Why?
4. Were students able to transition to the next
activity successfully?
5. How does the lesson provide a meta-
cognitive opportunity for students to address
their own learning?
 Instructional Strategy
1. Was my motivational technique (hook)
effective? Why?
2. What will I do to improve questions? Was a
balance between teacher and student talk
evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively
demonstrating knowledge?
4. How did I provide modeling, guided &/or
independent practice?
5. Was my behavior management technique
effective? Why?
6. Were students able to transition to the next
activity successfully?

Professional Educator
1. What factors may have influenced the success of
this lesson? Did I note and respond to these elements
appropriately?
2 How might I improve the effectiveness of my
teaching for my next lesson?
3 What additional proactive management step(s)
should be considered for subsequent lessons? Why?
4 What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5 How is my growth as a professional being
demonstrated?