Spalding Education International
Sample Writing Lessons
The intentions for providing teachers with sample writing lessons is to:
 Show structure and important components of a Spalding Lesson
 Show ONE way to deliver the content/objective
 Give different ideas as to how the content can be delivered
Embrace your creativity.
The ultimate goal of the writing objectives is the ensure THE STUDENTS WILL (TSW) be able to
become familiar with, or proficient with, the writing objective. While using the lesson structure and
important components, embrace your creativity and deliver the content to best serve your
students.
Spalding Lesson Structure:
Be sure to include these important components in all lessons.





Essential Information/Model Thinking
Check for Understanding
Coach/Scaffold/Fade as Students Practice
Check Application
Evaluate (Differentiation)
Disclaimer: Academic Day 1 sample lessons do not have a Differentiation component.
Because it is Day 1, teachers will cover a lot of review material that day. Start Differentiation
component after Day 1.
Aligned to 3rd Edition TG
Spalding Education International
Sample Writing Lessons
Teacher’s Guide Writing Instruction Outline
Three Strands
 High-Frequency Vocabulary
 Sentence Construction
 Composition
High-Frequency Vocabulary Objectives...
 Integrate S/V high-frequency vocabulary taught in the spelling lesson to practice
language skills at the sentence level during writing instruction.
 Develop students' ability to demonstrate usage and meaning of unfamiliar S/V highfrequency vocabulary (Writing Objective 1).
Sentence Construction Objectives include. . .
 Writing convention objectives (capitalization and punctuation).
 Parts of speech objectives (nouns, verbs, pronouns, adjectives, adverbs, conjunctions,
prepositions).
 Language rule objectives
 Word structure (morphology) objectives (prefixes, suffixes, base and word roots).
 Four types of simple sentences (declarative, interrogative, exclamatory, imperative).
 Compound and complex sentence objectives.
Composition Objectives include. . .
 Related sentence objectives (about one topic).
The writing process objectives for . . .
 Writing opinion/persuasive/argumentative paragraphs and multiparagraphs.
 Writing compare/contrast paragraphs and multiparagraphs.
 Writing cause/effect relationship paragraphs and multiparagraphs.
 Writing the three basic types of paragraphs (narrative, informative, informativenarrative).
 Writing informal/formal letters.
 Writing research reports.
 Writing responses to literature.
 Writing summaries.
Aligned to 3rd Edition TG
Nouns- Subject Nouns
Spalding Writing SCV #2 Lesson Plan
Grade Level: 4th
Academic Day: 1 (TG 54)
SCV Objective #2: TSW explain that a noun names a person, place, thing, or concept;
categorize president, factory, dew, effort; explain that subject nouns identify who the sentence
is about; identify the subject noun in a sentence, e.g., “A president appoints.”
Reference: WRTR 109-111 and TG Delivering 60-63
Time allotment: Approx. 6 minutes
ELA Standards
Insert state specific ELA standards here.
Nouns- Subject Nouns
Intentionally left blank. Use for notes.
Nouns- Subject Nouns
A noun names a person, place, thing, or concept.
Discuss these Section Q nouns by category.
Person
gentleman
relative
crowd
Essential
Information/
Model Thinking
Place
state
circus
ledge
Thing
bracelet
ankle
journal
Concept
action
justice
state
A subject noun identifies who the sentence is about and usually comes
at the beginning of the sentence.
Provide a visual and read this sentence. The entire crowd roars at the
players.* Ask yourself, “Who/what is this sentence about?” This
sentence is about the crowd. Crowd is the subject noun. Underline and
label.
Provide a visual and read this sentence. A calm gentleman debates his
opponents respectfully.* Ask yourself, “Who/what is this sentence
about?” This sentence is about a gentleman. Gentleman is the subject
noun. Underline and label.
What is a noun?
Check for
Understanding
What is a subject noun?
What question can you ask yourself to help identify the subject noun of
a sentence?
Provide students with a chart or have students quickly draw a chart,
labeling the top of each column with the types of nouns.
Now, students will categorize these nouns on the chart: brace, property,
employee, debt.
(If you have an interactive board, students could come up and drag
words to the categories instead.)
Monitor to check students’ independent understanding.
Coach/Scaffold/Fade
Coach as students share whole group.
as Students Practice
Add the words to model chart from above.
Students write, or are provided with, the following:
The circus clown engages the audience.*
Ask your students what question they should ask to identify the subject
noun in the sentence.
Students independently identify the subject noun in this sentence.
Monitor to check students’ independent understanding.
Coach as students share whole group.
Nouns- Subject Nouns
Now, students categorize these nouns on their existing chart: factory,
effort, dew, president.
Check Application
(Assessment)
Possible Materials
Teacher writes the following:
An American president appoints the cabinet.
Students independently identify the subject noun in this sentence.
Student whiteboards/markers
Student spiral notebook
Teacher-created interactive presentation using available technology
Sentences pre-written and available for each student
*Leave sentences on board for next SCV objectives.
**These sentences include one or more Section Q S/V words. When creating your own
sentences, include as many S/V words as possible so students are frequently working with
the S/V words.
Section
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Q
Spalding’s S/V Word List
Section Q- Nouns
WRTR Page
S/V Word
325
325
325
325
325
326
326
326
326
326
326
326
326
326
326
326
326
326
326
327
327
327
327
327
327
327
327
327
327
328
328
328
328
328
328
328
328
328
328
328
328
329
329
329
final
surprise
period
addition
employ
property
select
connection
firm
region
religion
convict
private
command
debate
crowd
factory
term
section
relative
progress (1)
entire
president
fame
serve
estate
effort
due
dew
position
ledge
claim
primary
result
information
arrest
self
calves
calf
halves
half
special
present (1)
action
POS
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
1
Section
Spalding’s S/V Word List
Section Q- Nouns
WRTR Page
S/V Word
Q
329
act
Q
329
justice
Q
329
gentleman
Q
329
gentle
Q
329
forward
Q
329
backward
Q
330
prompt
Q
330
attempt
Q
330
statement
Q
330
state
Q
330
perhaps
Q
330
writ
Q
330
ankle
Q
330
bracelet
Q
330
brace
Q
331
breath
Q
331
calm
Q
331
circus
Q
331
debt
Q
331
dry
Q
331
exhaust
Q
331
exercise
Q
331
explosion
Q
331
grammar
Q
331
Indian
Q
332
journey
Q
332
journal
Q
332
courage
Q
332
lay
Q
332
package
Q
332
pack
Q
332
physical
Q
332
praise
Q
332
smooth
Q
332
thirteen
Q
332
throat
Q
332
touch
Q
332
towel
Q
332
umbrella
Q
332
weapon
This list was created using the S/V Word Analysis excel document.
POS
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
noun
2