Lesson Flow

Model Lesson Plan: Lesson Flow

The Flow Preparation

Required resources: In-class writing journals (with notes from previous lessons) Internet access Blog account
Option 1 (preferred): Students work 1 to a computer (printer available)
Option 2: Students take turn sharing computers
Option 3: 1 computer with a projector (students follow steps of the template on the projection screen, but actually complete the activity in their journals)
Additional Steps: Sign out the lab at least two weeks in advance (to insure availability). Ensure that http://www.readwritethink.org is accessible and functions in the browsers on the computers. Prepare blog entries with the prompts that you want students to simultaneously respond to. Model and practice the pre-writing steps prior to this class period using characters students have studied throughout the year and practice with the sample story "Just Keep Going" from the Write Source book. Students should come to the lab with notes concerning a vague idea of the character (strengths/weaknesses), conflict, setting (sensory details), and plot line.

I. Introduction: ( 5 min)

Posted directions will ask students to log onto the Teacher Webpage and open the “Pre-writing for Decision Story” Assignment.

Now, the teacher will organize the class into groups of 3. Each group will move to 1 computer in a different area of the room.

Students will be directed to follow the link on the assignment page to the class Blog Page and log in using their account information. Students will then turn off their monitors.

The teacher will show sample notes (projected from the computer) similar to the ones students completed earlier in the week while brainstorming for their paper ideas.

The notes are a rough outline of ideas, but the teacher will explain that today they will build greater detail into the rough outline.

II. Break into Teams for Activity and Partner Responses ( 12 min)

For each element (character, conflict, setting, plot), the teacher will walk students through the following process. Each part should take about 3 minutes.

She will direct students to posted prompts on the projected blog site, asking students to create more specific details about each element. For example, students know very little about the main character (only strengths and weaknesses). So now they will add ideas for additional details, such as physical description and what other characters think of this character.

In their small groups, students will brainstorm, discuss, and then type and submit their ideas as comments in response to the blog posting. Students will all be able to review the brainstorming list as it is posted on their screen and the wall. The teacher will take a few examples from the list to use for the next part of the activity.

III. Surprise (5 min)

Now students will move to individual computers. They will follow the teacher’s directions to click on the second link in the assignment directions (http://www.readwritethink.org).

The teacher will explain how they will use their ideas to fill out pre-writing templates for their paper. Again, the focus is on how pre-writing strategies can easily organize a paper and make it much easier to begin drafting.

The teacher will briefly share a finished copy of the templates created for the story “The Seventh Grade,” which students read earlier.

Students will follow the guided practice to complete the same steps the teacher is doing. Together, they will add the details from the blogging brainstorm session into the characterization template.

IV. Abduction/Metaphor/Big Idea (5 min)

The teacher will remind students about the structure of the decision story and what to aim for, applying it to real life changes and referring back to the charts/notes from previous class periods.

There is also an emphasis on the “change” of the character who is able to make the right choice only by overcoming their own weakness. This is a popular scenario we see throughout life, and is something students can consider in action every time they make their own decisions when facing challenging situations.

“Work” the metaphor V. Extension (20 min)

Students will then think about the prompts on the templates, creating more specific details about the ideas they have already brainstormed for their paper. They will complete the templates one at a time, printing in between each.

[ Formalize the idea ]

If time permits, students should share with a peer before printing, to see if their details sound specific and interesting enough, as well as if they are following the guidelines for the decision story. Also, students could take turns sharing their printed versions and discussing ideas with the large group.

This will be the last pre-writing activity, so the teacher will use this assessment to determine if students are prepared to begin writing or need to continue brainstorming. The teacher will also be able to assess which of the writing traits needs more practice: ideas (referring to the structure of the decision story) or word choice (referring to the details the student has brainstormed so far).

V. Assessment

Students will turn in their collection of completed templates. The teacher will review the templates to determine if students understand the features of the decision story and if they are applying them to their story idea. In addition, the teacher will be able to identify students who need additional practice before moving onto the drafting process in the following class period.

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