School of Education
WRITTEN LESSON PLAN
Service *Leadership*Competence*Character
Teacher Candidate – Kari Lloyd ____________________________________________ School – SPU _____________________________________________________________
Mentor Teacher – N/A _____________________________________________________ University Coordinator – N/A ______________________________________________
Grade/Subject –9th Grade English
Lesson Title – The Writing Process: The Pre-Write _________________________________________ Date – 10/11/10 _____________
Co Teaching Lesson – Yes No
If yes, check the appropriate method:
One Teach, One Observe (lead)
One Teach, One Observe (observe)
EALRs
3.1- Generate own ideas, organize and plan
writing. Use available tools and technology.
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One Teach, One Drift (lead)
One Teach, One Drift (drift)
If no, check if this is during your time to solo in the classroom - 
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Station Teaching
Alternative Teaching
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Parallel Teaching  Supplemental Teaching
Team Teaching 
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Learning Targets
GLEs
Objectives
Benchmark 1.3- The student understands
To understand and be able to use the steps of the writing process. Beginning with the preand uses the steps of the writing process.
write
Assessment – What will students do to demonstrate
competence specific to learning?
Learning Experiences – What learning experiences are
the students engaged in to demonstrate the learning
target’s knowledge and skills?
Be sure to align all assessments with their corresponding learning experiences.
Show instructor “Brain Storm of Topics”:
-With chosen topic
-Have each student show you their brain storm paper
and check each student off as a completed/not completed
assessment.
Show free write to instructor:
Check of each student as a completed/ not
completed assignment
Show instructor “What I want to know”:
Check of each student as a completed/ not
completed assignment
Brainstorm (generate own ideas):
Have each student take out a piece of paper and
allow them 5-10 minutes to brainstorm as many
topics as they can think about that they have some
knowledge about and they may be interested in
researching further. After this 5-10 minute
assignment have them begin to cross topics off one
by one until they have their list narrowed down to 2
topics. At this point they will get with a partner and
trade brainstorm papers. That partner will pick one
of the two topics for their partner to write about.
The purpose of this is to give the students an
introduction to the idea that they don’t usually get
to pick freely what they will write about. Students
will then switch papers back and they will have
their topic for their paper that their partner chose
for them.
Free writeStudents will then have 10-12 minutes to free write
on the topic they have chosen. They will write
Strategies for Creating an Inclusive, Supportive Learning
Community – What strategies will be used to facilitate
effective classroom management at key points during
the lesson?
Alternate between instruction and short assignments to keep
students attention during lecture.
1. Lecture on the steps of the writing process
2. Lecture on the pre write; brainstorm
3. Execute brainstorm activity
4. Partner exercise
5. Lecture on the free write
6. Execute free write
7. Lecture on “what I still want to know” assignment
8. Execute “what I still want to know”
9. Check off brainstorm and free write form completion
10. Remind student not to throw away any part of the
pre write.
11. Assign free write homework
12. End lecture
anything they know or think they know about this
topic. They will have just heard instructors lecture
on the free write so they will know to write non-stop
without editing what they are writing. Nothing is
insignificant. If they run out of things to say they
should continue to write “I don’t know what to say”
and continue again when something comes to
mind.
“What I still want to know” ListHave student look over their free write and start to
compile a list of things they still want to know or
want to clarify about this topic. This list will become
an outline for their research.
Remind students that no part of the pre-write process is to be
thrown away. Remind them that it will be a useful tool in the
remainder of the writing process.
Check off Brainstorm and free write as completed or not
completed in grade book.
Assign homeworkAsk student to do a free write at home with a
parent or sibling. Ask them to explain what a free
write is and do at least a 5 min. free write with the
person they explained it to. Ask them to turn in a
signed copy of the free write their parent or sibling
did.
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What does each co-teacher do before, during and after the lesson?
Teacher Candidate
What are the specific tasks that I do
BEFORE the lesson?
What are the specific tasks that I do
DURING the lesson?
What are the specific tasks that I do
AFTER the lesson?
When, where and how will we
debrief the co-teaching lesson?
Mentor Teacher
Paraprofessional(s)
Ready power point for lecture. Study and
understand what all the steps of the writing
process are. No materials needed for any of the
exercises.
Brainstorm activity; answer any questions
students have. Free write; answer any questions
students have. Speak slowly and clearly.
Be available for questions.
N/A
Grouping of Students for Instruction
Partners for brainstorm topic activity. Allow students to choose partner close by.
Instructional Materials, Resources and Technology
Power point presentation.
Accommodations and Modifications
Family Involvement Plan
Other
Speak slowly and clearly. Allow extra time for students who do not finish brainstorm or
free write. Allow for them to be able to check off completion the following day if they
would like to or felt rushed. Make power point available.
Homework assignment has students explaining
free write to a parent, guardian or sibling. Student
must turn in a signed copy of the free write. Allow
students extra time if parent is out of town or other extenuating
circumstances that will have to be signed off or confirmed by parent or gaurdian.