Lesson Title: Big Money
Does your writing support your point of view with reasons and information?
Which step of the writing process are you working on: P-DREP (pre-write, draft, revise, edit, or publish)?
Pretend you had $100, but you weren't allowed to keep it for yourself. You have to give it away to a charity or person. Who would you give the money to? What would you want the person to do with it?
Date Taught: July 22, 2015
What went well:
The student were presented with a copy of a Big Money coloring sheet, a pre-made writing web with 5 circles total, and a Big Money “lined” worksheet to write out their list of sentences.
The students followed along & read the writing prompt written on the board with Ms. Smith then independently to hear & see the prompt more than once.
I used direct instruction to talk about what the writing prompt is meant, allowed for Q/A time.
As a group or individually we filled in the middle circle with the main idea then filled in the outer 4 circles with details.
I used visual & verbal assist with spelling.
The students were monitored, and the lesson was adapted to assure lesson objectives were met.
We re-read the prompt again to focus on all vocabulary words (vocabulary words were circled for emphasis).
The vocabulary words were: imagine, hundred, dollars, keep, give, away, person, charity, who, and what (discussion for comprehension).
The students wrote in their writing journal one complete sentence for each word listed.
The students went from talking about the individual vocabulary words into writing a complete sentence for those words.
What did not go as planned:
I did not plan to stop prior to publishing. We focused on task analysis using each step of the Writing Process. We went from thinking, talking, listing words, to using those words in a sentence but was not able to further develop the list of sentences into an organized paragraph.
How to change for subsequent lessons:
In the future I would allow a couple days for this lesson, that way we could go from editing (where we stopped today) into organizing using more voice, content development, conventions and organization. I'd prefer for the students to begin this "publishing" section on a desktop computer then the lesson would not seem so boring. Students do not like to write and would prefer more engaging alternatives.