21st

Century Lesson Cycle Template

Grade: 7 -9 Subject: English Writing
Unit: The Writing Process

Driving Question:
Can you independently write 2-3 paragraphs on a specific theme/topic with
supporting details using the writing process?

Outcomes:

Students will write detailed sentences using 5-8 words.

Students will use the writing process to independently write 1-2 organized stand alone
paragraphs on one topic or theme.
Students will use an editing checklist to review their work.

Expected Time:
6x30 minute classes
First two classes are introduction, learning and practice. Last four classes are using what
they have learned and creating written paragraphs at their own rate.
Resources:
Video
Student ipads pre-loaded with writing, organization and creativity tools.
Writing rubric

Lesson Procedure
21st century skills

Teacher does (I Do):
find, validate
remember, understand
Pre-class work: Introduce the concept of the Writing
collaborate, communicate
Process. Ask students to watch the video as their
analyze, synthesize
homework.
critical thinking
evaluate, leverage
create, publish
citizenship
Teacher does (I Do):
find, validate
Class #1:
remember, understand
collaborate, communicate
I start the class with giving details about a bright and
analyze, synthesize
colourful Halloween picture that I am looking at while
critical thinking
asking the students to create a picture in their heads
evaluate, leverage
about what I am describing. Students do not see the
create, publish
picture. Called Visualizing and Verbalizing.
Show them the picture and ask if their picture in their citizenship
head looks like my picture.
o What words did I use that helped them make a

good picture?
o What would be other words or details that I
could have used to help create a better picture?
o What would be helpful key words to use to help
guide students to use vocabulary that would
help see better, detailed pictures
Class #2:

Review 8 Steps of the Writing Process from video

o Have video ready to play if needed.
o Ask students questions about the names and
expectations in each step.
o Use visuals to support student learning.

Classes #3-6:

When students have finished the entire process about

a Halloween picture, including publish, they can
now begin the next paragraph. This activity is done
best with a smaller group.
o I do I will unwrap and eat a caramel, using
my 5 Senses to provide details about the
o you do, we do, we share.

Individual student work (You Do):

Class #1:

find, validate
remember, understand
collaborate, communicate
Next step, get a partner and find a Halloween picture
analyze, synthesize
that you can describe to your partner. Using details,
critical thinking
describe your picture to your partner who then creates
a picture in their head. Show the picture and see how evaluate, leverage
create, publish
similar your pictures (physical and mental) are. Give
citizenship
feedback about the types of details that were given.
Switch roles.

Group work (We Do):

Class #1:

Share key words that prompted you to provide great

details. Create a class list while each student makes
their own version of the list in their app of choice.
Students continue to practice visualizing and
verbalizing different Halloween pictures and partners
by using the prompts from the Key Words from list
above. 5 minutes per picture per partner.

Class #2:

find, validate
remember, understand
collaborate, communicate
analyze, synthesize
critical thinking
evaluate, leverage
create, publish
citizenship

Step #1: Using Visualizing and Verbalizing strategies,

start by creating a picture of Halloween in your head
to create their brainstorm.
o Describe what you see.
Give details about what you see (use
colours, numbers, shapes, sizes,
background, etc. to describe in detail
what you see so others can see your
picture too.
o How do you feel about what you see?
o Document ideas using Inspiration app.

Step #2: Rough draft:

o Take ideas directly from individual brainstorms
and begin to put them into sentences.
o A paragraph is made up of 4-6 sentences:
Opening sentence introduce the topic
Middle - 2-4 sentences with 1-3 details
in each one.
Closing sentence summarize your
paragraph.

Step #3: Revise:

o Read your paragraph out loud or use the text to
speech on your iPad app to read your
paragraph out loud to you. Listen carefully and
ask yourself.
Does it make sense?
Should I add more details?
Did I really say what I wanted to say?
o Now go back and revise your work. You can
always improve your work.

Step #4: Edit

o Using your editing checklist, check your
paragraph for
o Capitals: for the word, I, the beginning of
sentence, and proper nouns
o end mark: ,?!
o complete sentences: must be a complete
thought. ..
o spell check..

Step #5: Conference with a peer or adult

o Share your paragraph with an adult or peer.
Look for something you liked in the paragraph
and share it with your partner. For example,
you could say, I like how you..
o Give suggestions as to how your partner may
improve their paragraph. You could start with,
Did you think about or you could try to.
o Use the Conference Sheet given in class to help
guide you.

Step #6: Revise again

o Now that you have some suggestions as to how
to improve your writing, add these ideas to
your paragraph. Add some details, fix your
grammar, edit your punctuation make your
paragraph better!
Does it make sense?
Should I add more details?
Did I really say what I wanted to say?

Step #7: Edit. Again

o Check your work over one more time for:
Capitals: for the word, I, the
beginning of sentence, and proper nouns
end mark: ,?!
complete sentences: must be a complete
thought. ..
spell check..

Step #8: Publish

Share your work with others!! Be proud of what you

have accomplished!
o Present it
o Print it
o Share it by email
o Pass it in
Individual student work (You Do):
find, validate
Class #2-6:
remember, understand
collaborate, communicate
From here, students begin to progress at their own
analyze, synthesize

rate with adults prompts and check ins to ensure steps critical thinking
are being followed correctly.
evaluate, leverage
create, publish

citizenship
Class share (We Share):
find, validate

remember, understand
Students share their pieces of work or they are
collaborate, communicate
displayed for all to see.
analyze, synthesize

critical thinking

evaluate, leverage

create, publish

citizenship

Lesson Wrap Up:

End each class with specific Exit Pass.

Differentiation/Modification/Enrichment:

The Writing Process is differentiated by nature in presentation and assessment, meaning

students can move through the steps to assessment at their own rate.

Assessment:

End each class with specific Exit Pass.
Students submit all documents from the Writing Process as each sample is completed.
Brainstorm, first draft, edited work and writing checklists, final copy

s
s
Pa

Day 1:
Name the 8 steps of the Writing Process
1.
2.
3.
4.
5.
6.
7.

8.

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Pa

Day 2:
Which stage of the Writing Process did you spend
the most time on today?
Describe this stage of the writing process.

s
s
Pa

Day 3:
You should have collaborated with an adult or peer
about your writing today.
What did you learn about your writing?

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Pa

Day 4:
Today you should have completed an editing
checklist.
Which parts of the checklist did you like and why?
Which parts of the checklist did you not like and
why?
Parts I liked and why..

Parts I did not like and

why

s
s
Pa

Day 5:
How are you doing with adding details to your
writing?
Can your peers visualize what you are writing about?
Why or why not?

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Pa

Day 6:
You have completed at least one piece of writing
using the Writing Process. What did you think of
the process? What did you like and what did you not
like? Give supporting reasons for your choices.
Parts I liked and why..

Parts I did not like and

why

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