The Writing Process

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Subject: English

Grade Level: 6th Grade
Curriculum Area: Writing, aligned with Common Core State Standards (CCSS.ELA-LITERACY.CCRA.W.5 & W.5.4)
Lesson Duration: 45 minutes
Focus: Prewriting Strategies, Planning, and Rough Draft

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Lesson Objectives

By the end of this lesson, students will be able to:

1. Demonstrate understanding of the writing process, focusing specifically on prewriting, planning, and drafting.
2. Apply at least two prewriting strategies to generate and organize ideas for a writing task.
3. Create a detailed plan or outline for their writing topic.
4. Draft the opening paragraph of an organized piece of writing.

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Materials Needed

1. Whiteboard and markers
2. Student journals or writing notebooks
3. Large sticky notes and index cards
4. A sample topic (e.g., "My Ideal Weekend")
5. Prewriting Templates (provided to students)
6. Chart paper and markers for brainstorming

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Step-by-Step Lesson Plan

1. Warm-Up Activity (5 minutes)

• Activity Name: Rapid Idea Burst
• Objective: Introduce the concept of brainstorming as a prewriting skill.

1. Start the class by writing the topic "Favorite Outdoor Activities" on the whiteboard.
2. Set a timer for 2 minutes.
3. Students should individually brainstorm and write as many ideas on the topic as possible in their journals.
4. Once the timer ends, ask 3-4 students to share one idea each while you list them on the whiteboard. Emphasize there are no wrong answers during brainstorming.

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2. Teacher Modeling: Prewriting and Planning (10 minutes)

• Step 1: Explain that today's focus is on prewriting, planning, and building a rough draft—key parts of the writing process.
• Step 2: Use a sample writing prompt, such as "Describe your dream vacation."
• Prewriting Strategy #1: Brainstorming (Web Map)
  • On the chart paper, create a circle in the center and label it "Dream Vacation." Around it, write ideas like "beach," "skiing," "big city," and "relaxing."
• Prewriting Strategy #2: Asking Questions (5Ws + 1H)
  • Demonstrate how to ask guiding questions: Who would come? What would we do? Where would we go? When would it happen? Why this location? How would we get there? Fill out answers for one question as an example.
• Step 3: Transition to planning.
  • Discuss how to take the brainstormed ideas and organize them into categories or sections for the writing (e.g., location, activities, people). Create a mini-outline as a group.

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3. Guided Practice: Student Prewriting and Planning (12 minutes)

• Distribute prewriting templates to students and have them choose one of the following prompts:
  • "The Best Day I've Ever Had"
  • "A Time I Overcame a Challenge"
  • "What I Would Do If I Was President for a Day"

Part A: Prewriting (7 minutes)

1. Students individually brainstorm using either a web map or question organizer (teacher's choice).
2. Encourage students to let their thoughts flow freely—no need for complete sentences.

Part B: Planning (5 minutes)

1. After brainstorming, students organize their ideas using an outline template included in the provided worksheet.
2. The teacher walks around the room, offering support and asking guiding questions (e.g., “What idea will you start with? Do you have enough details for that section?”).

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4. Independent Rough Draft Writing (15 minutes)

• Instruct students to write the opening paragraph for their topic based on the plan they created.
• Remind them:
  • Start with a strong hook (e.g., question, quote, or vivid description).
  • Begin expanding their ideas from the outline into full sentences.
• Students will write in their journals or on loose-leaf paper.

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5. Closing Reflection and Sharing (3 minutes)

• Wrap up by reviewing the importance of prewriting, planning, and drafting in creating a polished piece.
• Select two students (volunteers) to share their opening paragraphs with the class.
• Lead a 1-minute class discussion: What makes a strong opening paragraph? Highlight student examples.

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Differentiation Strategies

• For Advanced Students: Challenge them to expand their opening paragraph into a second paragraph or add vivid sensory details to their writing.
• For Struggling Students: Pair them with a buddy during brainstorming to bounce ideas around. Provide graphic organizers with partially filled-in examples.

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Homework

Ask students to:

• Complete the rough draft if not finished during class.
• Add one more paragraph to their draft.

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Assessment

1. Formative (During Class):

   • Teacher will observe brainstorming, planning, and drafting processes while walking around the room, providing immediate feedback as needed.

2. At Home:

   • Collect and review rough drafts for the next class. Evaluate based on completeness, organization, and effort.

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Extension Ideas

• Use the rough draft next session to teach editing and revision strategies.
• Have students peer-review each other’s work in small groups using a "Two Stars and a Wish" feedback format.