Language Arts Direct Instruction Lesson Plan

Part A1. General Information

Lesson Title: 5-step Writing Process for an Expository Paragraph

Subject(s): Language Arts/Writing

Grade/Level/Setting:

This lesson will be taught in a general education 3 rd grade classroom. This class consists of 20 students in total. Of those students, 13 are on-grade level readers,
2 are two grades above reading level, 3 are below grade level reading with 2 being ELL students and 1 having a physical disability that affects fine motor skills.
Student’s desks are placed in groups of 4 throughout the classroom. A large area rug is on the floor in the front of the room for students to gather. There is a
Smartboard at the front of the room that each student can see from their seat.

Prerequisite Skills/Prior Knowledge:

 Students are able to write complete sentences using correct grammar.

 Students know the 5-step writing process.
 Students are able to organize details from the beginning, middle and end.
 Students are able to write a topic sentence and a concluding sentence.

Part A2. Standards and Objectives

State/National Academic Standard(s):

3.12.B - (12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to
compose multiple texts that are meaningful. The student is expected to:
(B) compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics
and craft;

Learning Objective(s):

Students will be able to write an expository how-to paragraph using a writing guide for the 5-step writing process and receive a 4 out of 5 on the rubric.

Part A3. Materials Part A4. Technology

  Pencil and Paper  Smartboard will be used for showing videos on the writing process.
 Graphic organizer (writing guide)  Writing Process video will be used to introduce the 5-step writing
 Smartboard process.
 Writing Process video  Document Reader will be used to display graphic organizer during
 Rubric for a Well Written Paragraph guided practice.

Part A5. Language Demands

Language Function(s):

Students will explain how to make a bed.

Vocabulary:

 Expository Writing – Writing with the purpose to describe or explain.

 Prewriting – The first step in the writing process, where information and ideas are gathered and you plan on how to organize them.

 Drafting – The second step in the writing process, where the thoughts and ideas are put into sentences and paragraphs.

 Revising – The third step in the writing process, in which you look for ways to improve content by changing words or structure of sentences or
paragraphs.
  Editing – The fourth step in the writing process, is where you will look for grammatical, spelling and punctuation errors.

 Publish – The final step in the writing process, you will take the revised draft create a clean, final draft to be evaluated.

Discourse and/or Syntax:

Students will be able to use the process approach to write a paragraph with complete sentences using correct grammar and punctuation.

Planned Language Supports:

 The teacher will introduce and explain the steps of the writing process by showing a video.
  To support the students in developing a paragraph, they will use a graphic organizer.

Part A6-A9. Instructional Strategies and Learning Tasks

Anticipatory Set:
Activity Description/Teacher Student Actions

The teacher will begin by engaging in a whole group discussion about why a The students will engage with each other and the teacher in a whole group
well-written paragraph is important. Examples of paragraphs with errors that discussion about well-written paragraphs and ask questions about what kind
need editing and well-written paragraphs are read. The teacher will then of errors are in the paragraphs.
introduce the writing process and why it is important.

Part A6-7. Presentation Procedures for New Information and/or Modeling:

Activity Description/Teacher Student Actions
Students observe video and actively listen as the teacher goes over the
The teacher starts the presentation by asking the students if they have ever vocabulary terms.
had to explain to someone how to do something. The teacher will then
defines expository writing to the students as writing that meant to describe or
explain something. The teacher shows a writing process video that explains
the five steps of the process. The teacher then uses the Smartboard to
introduce and define the vocabulary for each of the steps in the process.

 Prewriting – This is the part of the process where the writer prepares
and organizes. This is the time to brainstorm and research. This step
 is when a topic is chosen and planning begins.

 Drafting – During this step the writer begins to organize thoughts and
put them into paragraphs. There is no concern at this point with
errors. The goal is to explain and support your ideas while creating a
rough draft.

 Revising – In this step the writer will reread the rough draft and look
for improvements. The writer may ask someone to read the work
and provide feedback. This is the time to change words or sentence
structure.

 Editing – This step is also known as proofreading. This is the time to

look for grammatical, spelling and punctuation errors. This is the time
for the writer to polish the work and make sure it is clear and
complete.

 Publishing – This is the step when the writer would take the edited
draft and type or rewrite it into a clean copy. This is when the work
would be shared with others.

Part A8. Whole Class Guided Practice:

Activity Description/Teacher Student Actions

The teacher will lead the class in writing a practice paragraph for how to

Part A9. Independent Student Practice:

Activity Description/Teacher Student Actions

Culminating or Closing Procedure/Activity:

Activity Description/Teacher Student Actions
Part A10. Differentiated Instruction for Diverse Learners

Gifted and Talented:

Students will given the option to choose their own how-to prompt and will be asked to provide additional details to the writing.

ELL:

Students will be given a writing guide and a rubric in their native language and will be given additional time to complete the assignment.

Students with Other Special Needs:

Students who struggle with fine motor skills and writing will be allowed to use a text-to-speech program.

Part A11-12. Assessment

Part A11. Formative

During instruction, the teacher will observe students around the classroom and their use of the writing process. The teacher will ask questions about the steps
in the process and about the particular step in the process they are in. The teacher will give corrections when needed and will offer appropriate feedback.
Part A12. Summative

The students will write an expository paragraph by using the five steps of the process approach to be evaluated. To show that the objective has been achieved
the student must score a 3 out of 4 on the rubric.

Rubric or Scoring Tool

Writing Guide
Include screen capture or copy and paste your writing guide here.