Writing Lesson Plan – Kara Tippey 1

Writing Lesson Plan

5th grade - Voice
BIG IDEA
Discovering Truth

LESSON RATIONALE (CAEP K-6 1.a)

Students in 5th grade should be writing frequently using all 6 traits of writing. Voice will be the 3 rd taught trait
in this unit as each trait will be briefly introduced with about 1 day devoted to each before moving on and
integrating all 6. Through using voice, students are able to convey truth of what they mean and accurately
express their meaning.

READINESS
I. Goals/Objectives/Standard (CAEP K-6 3.c)
A. Goal: Students will use voice correctly in writing.
B. Objective: Through writing to pen pals, students will inform about an event using voice to convey
their meaning and tone.
C. Standard: 5.W.3.2 Write informative compositions on a variety of topics that:
- Use appropriate language, vocabulary, and sentence variety to convey meaning; for effect; and to
support a tone and formality appropriate to the topic and audience.
II. Management Plan
A. Time: 40 minutes
- Anticipatory set: 8 minutes
- Trait: 5 minutes
- Model: 7 minutes
- Writing: 15 minutes
- Sharing/Closure: 5 minutes
B. Space: Students receive instruction at desks and are allowed to move wherever they are able to focus
when independently writing.
C. Materials: Click Clack Moo book to read. Students will need writing notebooks
D. Expectations: Students will write silently as teacher conferences. Teacher may point out something
for student in conference to work on while they move around to enforce student work.

PLAN FOR INSTRUCTION

III. Adaptation to Individual Differences and Diverse Learners (CAEP K-6 1.b)
- Students who have larger struggles with writing may vocally record their writing using available
technology such as a tablet.
- Writing conferences will provide opportunities to assess where individuals may be struggling
and provide additional support.
IV. Lesson Presentation (CAEP K-6 3.f)
 Mini-lesson (Whole Group)
o Anticipatory Set: “Have you ever made a formal request? Maybe even written a letter to your
parents asking for something in particular? I’m going to read, Click Clack Moo, enjoy how silly it is!”
Read book with a lot of expression. “What did you think of the way the animals wrote to request
different things? How about the way the farmer spoke?”
o Purpose Statement: “Today we’re going to focus on learning about voice in writing, or the way the
author sounds in their writing.”
o Introduce Trait: “Can anybody explain what voice means when we’re looking at writing?” Allow for
1-2 student answers. “Right, so voice is the writer’s attitude or tone and can show feelings and
emotions. How can someone’s voice in writing help us discover truth?” Allow for student response.
“It could help because we get a better understanding of what the author may truly mean or want to
convey. When I was reading Click Clack Moo, the writer used a different voice or tone for the
animals and the farmer. How would you describe the farmer’s voice?” Allow for student response
angry, annoyed, confused). “And how would you describe the animals’ voice in the letters they
wrote to the farmer?” Allow for student response (formal, requesting, demanding). “Those are
two good, contrasting examples of voice. When you’re writing and purposefully using voice, you
Writing Lesson Plan – Kara Tippey 2

have to know, what is your role? What tone are you using? These are things you need to actively
think of as you work on improving your writing.”
o Provide Information (Model): “Let’s try to make our own writing example using voice. Let’s
pretend we’re writing to an absent classmate about a food fight that happened in the cafeteria at
lunch time. What voice should we try and what adjectives could we use to describe that voice?”
Allow for student suggestions (excited, amused, distracted). Write on the board. Example:
“Oh my! The most thrilling thing happened today at lunch! So we went into the cafeteria.
Everything was normal. We had spaghetti which actually tasted pretty good. Suddenly, food
was flying everywhere! We had no idea who threw the first noodle but pretty soon everyone
was engaged in this epic food fight! I got sauce all over my shirt but that’s okay because it was
so awesome! It’s too bad you weren’t there, but that’s why I’m writing this to you, to help fill
you in on what you missed!”
Allow students to prompt as letter is formed, if students provide descriptors that don’t fit the
mood, prompt to come up with a more fitting word. “Now that we have a couple examples of using
voice in writing, we’re going to practice!”
 Writing
o “Have any of you ever had a pen pal before? Well, today we’re going to do just that! I have
coordinated with our neighbors, one of the other 5th grade classrooms, and you all are going to have
your own pen pals that you can write letters to! Think of an event that’s happened to you recently
that was either silly, embarrassing, or frustrating. I want you to write to your pen pal about that
event, giving as many juicy details as possible. After you have decided what event you will be writing
to your pen pal about, I want you to choose a word to describe the voice you will be using. For
example, if you choose an embarrassing event, you could use the word ‘uncomfortable’ to describe
your voice. Go ahead and pull out a blank piece of notebook paper. Now think of that word and
write it at the top of your paper. Now I want you to begin writing you letter. This will not be the
final draft of your letter so think of this as a free write. I will be at the desk in the back, conferencing
about portfolios while you all are writing.”
o Writing Conferences: Student have been creating portfolios that have a focus on each writing
trait. This should look like at least one form of writing per writing trait. Once all writing traits
have been introduced and students have at least one piece per trait, students can use that
portfolio to refer back to when writing future pieces to ensure the writing traits are present.
Check on portfolios one-on-one.
 Meet with students individually for at least 5-10 minutes depending on where they seem to
stand on understanding of each trait so far.
 Focus on previous trait, organization. Ask student to show their work or encourage them to
ask any questions they may have about that writing trait.
 Take anecdotal notes regarding any student struggles or questions, determine common
struggles students may have with understanding, can reteach concept to whole class or small
group who struggle.
 Continue meeting with students to reteach, encourage, or prompt throughout the week until
each student has had a conference.
 Before dismissing student, provide reminder of what they should be writing.
 Sharing (Whole Group)
o Think-Pair-Share: “Now that you’ve had some time to begin writing, what is the word you have
chosen or think you will choose to use to describe the voice you are using? Share that word with
your shoulder partner and briefly explain why you chose it.” “Now who would like to share the word
you chose?” “And why did you choose that word?”
V. Check for understanding.
 Reteach: During student conferences, reteach writing trait(s) if needed. Do this through asking
student to explain and finding where there are gaps in understanding. Fill those gaps through
showing excellent writing and pointing out areas where that writing demonstrates the trait.
VI. Review learning outcomes / Closure
After sharing: “Who can remind us what using voice in writing means? So tomorrow we will continue
working on writing letters to send to your pen pals.”
Writing Lesson Plan – Kara Tippey 3

PLAN FOR ASSESSMENT (CAEP K-6 3.a)

 Formative: Student conferences will allow time to take anecdotal notes to check who may need
reteaching of certain writing traits or who may need additional teaching writing.
 Summative: Student portfolios will be collected to provide substantial proof of student learning.
REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)
1. How many students achieved the lesson objective? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Did the time allowed work well? If not, what could be altered or removed or added?
9. What could I add if I had more time?