Writing Lesson Plan: Title: Writing Musical Tables

Lindsay Pombier
Writing Lesson Plan

Title: Writing Musical Tables
Subject/Grade Level/ Date(s): ELA (writing) with PE integration; 5th grade; 10/22/18
Time Requirements: 30-40 minutes
Materials List:
 One sheet of paper and one pencil for each student
 One prompt for each table (nine total)
 Desks/tables and chairs
Type of Lesson: Whole group
Connection to Standards:
 5.W.1: Write opinion pieces on topics or texts, supporting a point of view with reasons
and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
d. Provide a concluding statement or section related to the opinion presented.
 5.W.3: Write narratives to develop real or imagined experiences or events using
effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue and description, to develop experiences
and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and
events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
 5.W.10: Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
 5.WF.1: Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower case.
b. Transcribe ideas legibly and fluently with appropriate spacing and indentation.
Instructional Objective:
PE Objectives:
1. Students will be able to perform the movement skills of galloping and sliding.
2. Students will be able to identify the important steps of galloping and sliding.
Academic/ELA Objectives:
1. Students will be able to develop ideas and write continuously over a short time frame.
2. Students will be able to articulate a story or memory using descriptive details.
3. Students will be able to explain their opinion by providing evidence to support their
ideas.
Active Instructional Plan:

 Anticipatory Set: In order to introduce the lesson, I will ask students if they have ever
played musical chairs. I will explain that our writing lesson is going to be similar to
musical chairs; however, students will find a desk to sit at in our version. I will also
inform students that each table will feature a writing prompt, and these writing prompts
are either in the form of narrative or opinion pieces. I will ask students what a narrative is
and what an argument is in terms of writing. I will also draw attention to the fact that
some of the prompts have sentence frames on them. I will tell students that they can use
them if they need a little help, but they do not have to use them in their writing.
 Questions:
o During anticipatory set:
 Who has ever played musical chairs?
 What is a narrative?
 What is an argument in terms of writing?
 What should narratives include?
 What should opinion pieces include?
o During modeling:
 What are the steps to galloping/sliding?
 How many people can be at each table?
 What do you do once the music stops?
o During guided practice:
 Was it easier to write when we started writing right away or when we
stopped and discussed what we were going to write before we began
writing?
 Why do you think so?
o During independent practice:
 Walk around and stop in with individual students as they are writing
 Ask questions based on what they are writing or on their particular topic
 Ex: Who is your role model that you chose to write about? Why do you
look up to him/her?
 Ex: Can you give me a few more reasons for why fourth grade is the best
grade in school?
o During closure:
 Which of your three pieces of writing is your favorite?
 Which one demonstrates your best work?
 Which one has the best details?
 Would anyone like to share their best piece of writing with the class?
 Modeling: During the modeling portion of the lesson, I will first model how students
will move throughout the room during the activity. I will explain that when the music
plays students must gallop or slide throughout the classroom. When the music stops, they
must find a table and read their prompt. Then, they have five minutes to write
continuously about the given topic. Prior to beginning the rotations, we will stand up and
go through the progressions of the movement skills of gliding and sliding.
o Steps in Galloping/Sliding:
 Step one foot out to the side (front for gallop). This is the leading foot.
 Step the other foot in closing the distance between the feet.
 Step the leading foot out again going in the same direction as it did for step
#1. Continue moving to the side in a slide and to the front in a gallop.
 Begin to do steps #1-3 faster. As the second foot closes the distance and
steps in, the weight switches from the leading foot to the other foot.
 Begin to use the arms in an upward swing motion. They go up as the feet
close and the weight transfers from one foot to the other. The arms are bent
and remain close to the body.
 Guided Practice: During the first round of writing, students will be instructed to just
begin writing silently and independently. At the end of the five minutes, I will instruct
students to draw a line under their writing, stand up, and push in their chair. Then, I will
start the music and play it for about one minute before stopping it. Once students are all
at a new table, I will tell them to read the prompt as a table, and I will instruct each
student to discuss what they are going to write about. During this time, I will stop at
some of the tables to listen to their discussions and answer any questions they have about
the prompt. Once everyone has shared, then the students will begin writing their second
piece for five minutes. Once students finish writing, we will discuss whether it was easier
to begin writing right away or to have time to discuss their ideas as a table.
 Independent Practice: During the third and final rotation, students will be given the
same five minutes; however, they may choose to begin writing immediately or to discuss
the topic with their table prior to writing. During all three writing periods, students will
write quietly and independently; but, they can raise their hand if they have any questions
about the prompt or specific terms. I will also walk around the room throughout the
writing periods to answer questions and observe students’ progress. I may approach
several students and ask them questions about their writing in order to gauge how well
they are meeting the learning objectives.
 Closure: After the third rotation and writing period has ended, I will tell students to
silently read back through the three pieces of writing they have created during the lesson.
I will challenge them to pick the piece that they feel is their best. Which one has the best
details? Once every student has chosen one piece of writing, I will play the music one
last time. Rather than finding a table, I will instruct students to find a partner this time
when the music stops. With their partner, each student will share one of the pieces of
writing. As the instructor, I will walk around and ask to hear some of the student’s
pieces. Finally, students will return to their desks, and they will be given the opportunity
to read their piece to the whole class if they would like to share.
Assessment/Evaluation: After the students finish sharing their writing, I will collect their
papers. Collecting their work allows me to evaluate how well they met the learning objectives
for the lesson. Reading student work aids teachers in recognizing and addressing where
students are struggling the most in terms of writing. Another form of assessment and
evaluation is when the teach walks around throughout the various writing periods. The
instructor can see who is writing continuously, who is struggling to form ideas, etc. Finally,
the closing activities also lend themselves to student evaluation. The teacher can walk around
and ensure all students are participating in sharing their writing. The teacher can also hear
specific students read their pieces out loud further informing them on student progress.
Modifications/Differentiation: This lesson included a couple modifications in order to

support the learning of all students. To begin with, the writing prompts were printed out in
large words for each table. I will also walk around and read the prompts to any students who
may need such help. About half of the writing prompts also include sentence starters/sentence
frames in order to support ELLs or any students who may struggle in writing. One of the
prompts discusses role models; so, the paper also provides clear examples of possible role
models students may have in their lives.
Write about your
favorite holiday
memory.
Tell me about the best
day you have ever had.

What would you do if
you were Elvira’s
principal for the day?
Example sentences:
 If I was Elvira’s principal for the day, I would
 As the principal, I would want to change
because .
Would you rather have
an extra arm or an
extra leg? Why?

Example sentences:
 I would rather have an extra because
 I think it would be better to have an extra
because .
If you could have any
superpower, what
would it be and why?

Write about your favorite
year in school (kindergarten,
first grade, second grade…)?
Why is the year you chose
the best?
Example sentences:
 My favorite year in school is because
 grade is the best year in school because
.
Imagine you received a
package in the mail.
What would you find
inside? Who sent it?

If you could live anywhere
in the world, where would
you live? Why?
Example sentences:
 If I could live anywhere in the world, I would live
in .
 I would live in because .
 The best part about living in is .

Write about a role model in
your life (someone who
you look up to). Why is
he/she your role model?

Someone who may be your role model:
 Parent or grandparent  Celebrities
 Older sibling  Teachers
Example sentences:
 My role model is because .
 I look up to because

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Lindsay Pombier

Writing Lesson Plan

Time Requirements: 30-40 minutes

Type of Lesson: Whole group

Active Instructional Plan:

Modifications/Differentiation: This lesson included a couple modifications in order to

day you have ever had.

you were Elvira’s

principal for the day?

 If I was Elvira’s principal for the day, I would

 As the principal, I would want to change

extra leg? Why?

 I would rather have an extra because

 I think it would be better to have an extra

would it be and why?

year in school (kindergarten,

first grade, second grade…)?

Why is the year you chose

 My favorite year in school is because

 grade is the best year in school because

package in the mail.

What would you find

inside? Who sent it?

in the world, where would

you live? Why?

 If I could live anywhere in the world, I would live

 I would live in because .

 The best part about living in is .

your life (someone who

you look up to). Why is

he/she your role model?

 Parent or grandparent  Celebrities

 Older sibling  Teachers

 My role model is because .

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