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College of Western Idaho Lesson Plan Template

This lesson plan outlines a multi-day research and writing project for 8th grade English students. Students will choose a topic of interest to research and incorporate into an original narrative. Over several classes, students will research their topic, draft and revise their story, and provide peer feedback on drafts. The goal is for students to practice longer writing processes while exploring how to integrate researched information into creative writing. Assessment will include turning in the finished story and research notes. Accommodations are provided for varying needs and abilities.

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109 views4 pages

College of Western Idaho Lesson Plan Template

This lesson plan outlines a multi-day research and writing project for 8th grade English students. Students will choose a topic of interest to research and incorporate into an original narrative. Over several classes, students will research their topic, draft and revise their story, and provide peer feedback on drafts. The goal is for students to practice longer writing processes while exploring how to integrate researched information into creative writing. Assessment will include turning in the finished story and research notes. Accommodations are provided for varying needs and abilities.

Uploaded by

api-576002476
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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College of Western Idaho Lesson Plan Template

Name Date
Tatijana Strange-Garasa 31 October 2021

Subject/Grade Topic
English 8th Grade Writing and Research

The Big Idea(s) or Essential Question(s) & Pre-Work

How to research ideas, and how to incorporate them into writing.

Students will also go over the writing process in a multi-day/multi-step creation


period to practice with longer research and writing processes.

Students will do some “pre-research” of deciding on a topic they are interested


in.

State of Idaho and/or Common Core Standards Addressed

W.8.3 Write narratives to develop real or imagined


experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a
context and point of view and introducing a narrator
and/or characters; organize an event sequence that
unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing,
description, and reflection, to develop experiences,
events, and/or characters.
c. Use a variety of transition words, phrases, and
clauses to convey sequence, signal shifts from one
time frame or setting to another, and show the
relationships among experiences and events.
d. Use precise words and phrases, relevant descriptive
details, and sensory language to capture the action
and convey experiences and events.
e. Provide a conclusion that follows from and reflects
on the narrated experiences or events.

W.8.4 Produce clear and coherent writing in which the


development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1-3.)

W.8.7 Conduct short research projects to answer a question


(including a self-generated question), drawing on several
sources and generating additional related, focused questions
that allow for multiple avenues of exploration.

W.8.10 Write routinely over extended time frames (time for


research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.

Objectives/Learning Targets
(what the students will be able to do as a result of the lesson)

Students will be able to collect information on a topic of choice.

Students will be able to craft an original narrative following a linear plot.

Students will be able to integrate researched topic into original writing.

Outcomes
SWBAT

Students will write a 2–3-page story over several days.

Students will incorporate their researched topic (historical event, literary tropes,
mythology, scientific advancements) within their writing.

Students will turn in their research sheet alongside their written piece.

Materials/Resources/Supplies

Chromebooks/computer lab (for research and writing)

Notebooks for those who prefer to write on paper.

Possible auditory recording equipment

Encyclopedias and other general research books

Activities/Procedures (include anticipated time for each)


Introduction/Activator

Start with talking about favorite stories and writing what we know. Now what do
we do when we want to write about something we need to know more about?

Class Activities Reasons for Activities


(what you/students will do) (why you will do them)
Students will fill out a sheet detailing a To get the students to start thinking
historical event, myths, literature about what researching a topic will
tropes, or a scientific idea that they entail Also to help students learn about
will be using within their own writing. the different types of research that are
This will also go over details regarding used to create different types of
the why of choosing that topic. I will writing.
help with questions and float around
to each student. (Day1)

Students will organize their This is to have the students begin


data/research and begin the drafting thinking creatively about their
process of their original story. I will researched topic, and how they can
float from student to student and help incorporate it.
outline and go over the writing process
with them as needed. (Day 2)

Students will polish and go over their This will introduce students to the idea
stories with their peers for feedback of peer review/workshop. This will also
on what can be changed between help students see other ideas and work
drafts. I will go from group to group to on their own editing skills.
go over drafts with students and help
provide ideas for constructive
feedback. (Day 3)

Closure/Reminders

Go back over what it was like to write their stories. Ask students what parts did
they like? What was something unexpected that you ran into? How did this
experience help you as a student and a writer? How did this experience help you
better understand your peers?

Assessment
(how you will know students met the objectives - include rubric if applicable)

Students will turn in their stories alongside their researched information sheet.

Students will also have the opportunity to present to the class their stories if
they please.

Accommodations/Differentiation

Students who struggle with small motor skills/written communication may


dictate orally/record a “reading” of their stories.
Students will also be given the option to research topics in books/encyclopedias
if they wish since sometimes screens can be too distracting for some.

Other modifications can be made as needed for possible students with


exceptionalities.

For students who finish faster than others, they will be given time to read
silently or work on other schoolwork/projects.

Students will also be allowed to create pictures/illustrations to go along with


their story if they wish.

Reflection/Evaluation

Ways that I may know that I need to reteach this lesson are if the students are
not sure how to find research on their topics.

I may also have to go over a peer review/workshop process with them if they
are struggling with that aspect of the assignment. In my plan however, this
assignment would be later in the school year and hopefully something that they
have already had some experience with.

I may also have to change some modifications for students based upon how real
students act versus hypothetical ones. It is hard for me to determine a
hypothetical situation such as this when I don’t have specific kids in mind for it.

I am hoping that the creative part of the project would go well, however, I may
have to reiterate for some students that creative writing just means writing
what they wish/telling a story they want to tell. This is why there is an emphasis
on the ability for students to also look up science and history. I may have to
help guide students towards understanding how those things can influence and
help with writing. I know not every students is one who enjoys writing in a
traditional definition of “creative”.

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