Reflecting on Writing

Grade Level

Grades 1–7 (Adjustable depth and complexity per student)

Time

30 minutes

Unit

Exploring Narrative Writing (Lesson 13 of 15)

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Alberta Curriculum Connections

Language Arts - Writing and Representing (General Outcomes and Specific Outcomes)

• General Outcome 2: Students will write and represent to explore, develop, and express ideas.
• Specific Outcome 2.3: Reflect on and assess own writing and representations to identify strengths and areas for improvement, with teacher support as necessary.
• Competencies:
  • Thoughtful Thinking – reflecting on own learning process
  • Communication – expressing ideas clearly in written and oral forms
  • Collaboration and Respect – exchanging ideas and responding respectfully

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Learning Objective (I can statement)

I can reflect on my writing process by sharing what I learned and what I found challenging.

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Success Criteria

• I can write a reflection that includes at least two insights about my writing process.
• I can respond to guided prompts to help think about my experience.
• I can share my reflections either in writing or orally.

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Materials Needed

• Student narrative drafts or writing samples
• Reflection prompt worksheet (with guided questions)
• Paper and coloured pencils/markers for extension activity
• Audio recorder or voice notes app (optional, for oral reflection)
• Chart paper or whiteboard for brainstorming

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Differentiation Strategies

• Guided reflection prompts scaffold student thinking and support those needing structure.
• Oral reflection option for dyslexic or struggling writers to express ideas verbally.
• Provide sentence starters like “One thing I learned was…”, “A challenge I faced was…”
• Use visuals/icons on the reflection worksheet to reinforce comprehension.
• Allow more time or one-on-one support as needed.

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Extension Activity (For advanced learners)

Create a visual timeline or "writing journey map" that shows each step taken in their narrative writing process (e.g., brainstorming, drafting, revising). Students may illustrate with symbols, drawings, or keywords to narrate their story-writing experience.

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Lesson Outline

1. Warm-Up & Review (5 minutes)

• Briefly review the unit's purpose: writing narratives to share stories.
• Ask students: “What steps have we taken so far to write our stories?” (Prompt brainstorming on chart paper or whiteboard.)
• Highlight different stages: planning, drafting, revising, editing.

2. Introduce Reflection (5 minutes)

• Explain what reflecting means: thinking back about what went well and what was tricky.
• Share the learning objective and success criteria with students using “I can…” statements.
• Present the reflection worksheet with guided prompts.

3. Guided Reflection Activity (10 minutes)

• Students answer guided questions such as:
  • What is one thing I learned while writing my story?
  • What part of writing was hard for me?
  • How did I fix problems or get help?
• For students who prefer, offer the option to speak their responses aloud while teacher or peer scribe writes them down.
• Encourage full sentences using sentence starters provided.

4. Sharing & Discussion (5 minutes)

• Invite each student to share one insight from their reflection.
• Teacher reinforces positive qualities and challenges, normalizing struggle as part of learning.
• Write key ideas on chart paper to acknowledge their learning journey.

5. Extension: Writing Journey Visual (optional - 5 minutes or as homework)

• Introduce the idea of creating a creative map or timeline of their writing steps.
• Provide materials for drawing symbols or labelled pictures representing each stage of their work.
• Encourage creative expression (stickers, colours, shapes).

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Assessment

• Formative assessment through teacher observation during reflection sharing and guided questions.
• Evaluate reflection worksheets for inclusion of at least two insights about the writing process.
• Oral reflections may be recorded or noted by teacher for assessment.
• Use anecdotal notes assessing student understanding of writing stages and growth mindset.

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Dyslexia-Friendly Supports

• Allow oral responses instead of written wherever possible.
• Use clear, simple language and provide sentence starters.
• Incorporate visual cues and icons on reflection prompts.
• Provide reflections in both written format and recorded oral form if helpful.

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Teacher Tip

To wow students and make reflections memorable, create a “Reflection Jar” where after sharing insights, students drop a small token (like a bead or button) inside. This reinforces valuing every step and challenge in their writing growth, creating a positive, tangible connection to the abstract task of reflecting.

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This lesson plan encourages metacognition, celebrates effort, and supports multiple learning styles — perfectly aligned with Alberta’s focus on developing confident, reflective communicators.