Nona Barker | EdTech 506 | Spring 2014
Lesson 1 – Writing Process / Prewriting
Grade/Age Level
This lesson is intended for Grade 10 students (ages 15 to 16) in a regular
classroom setting.
Subject Area
This lesson is designed for an English-Language Arts 10-2 class.
Length
This lesson will take place in an 80 minute block.
Lesson Description
In this lesson, the learners will familiarize themselves with the five steps of
the writing process. The lesson also allows students to complete the first step
of the writing process: the Prewriting stage. In order to complete the
Prewriting stage the learners will use two prewriting techniques, SOAP and
mapping or webbing, to help them select a topic, generate content ideas, and
establish a purpose for writing.
Provincial Learning Outcomes (Alberta Government)
4.1 Develop and present a variety of print and nonprint texts
4.1.2: Consider and address form, structure and medium


Select a text form appropriate for text creation & consistent with content
Identify & use structures consistent with form, content, purpose
Instructional Objectives
 Describe and/or explain each step of the writing process, especially the
tasks associated with each step
 Explain why writers need to be aware of the writing process when they
write
 Complete the first step of the writing process (Prewriting stage)
 Utilize various developmental aids (diagrams, graphic organizers,
charts, checklists) to guide the writing process and/or essay
construction
Instructional Procedures
Lesson Set
The lesson will begin by posting the following questions on the whiteboard:
1) what are the five steps of the writing process, and 2) why should a writer
be aware of the writing process when he or she writes?
This question will allow the students to recall prior knowledge (from Grade 9)
as well as focus their attention on the fact that they should be able to answer
these questions by the end of the block (80 min).
After reflecting on the question and discussing it within in their existing small
learning groups, a whole class discussion will take place via Padlet. Students
will take turns posting comments on a virtual wall:
http://padlet.com/nona_barker/gjqu1qtxbc44. These responses will be
compared to their Top Hat Comparison-Contrast Chart at the end of the first
block.
Nona Barker | EdTech 506 | Spring 2014
Techniques and Activities
Comparison-Contrast Activity:
The learners will view the Power to Write video from Flocabulary. When done,
they will answer two questions: 1) What does the acronym POWER
represent? 2) What key ideas or concepts is the video highlighting with
regards to the writing process?
Student responses will be recorded on the Top Hat Chart (handout).
Next, the learners will read and explore the Writing Process Graphic. The
graphic’s key points / ideas will also be recorded on the chart.
Afterward, the learners will determine what the video and the Writing Process
Graphic have in common by listing similarities on the chart.
Once the comparison-contrast chart is completed students can share their
responses with a partner. At this point students should add any elements
they may have missed.
The Padlet virtual wall and posts will be shown on the SMARTboard. Students
can re-examine what was posted on the wall and compare these comments
with the notes on their chart. After reflecting on the similarities differences
through small group discussions, each student will answer the second part of
the question: why should a writer be aware of the writing process
when he or she writes? This response can be recorded on chart under “My
thoughts …”
Prewriting Activity: SOAP Method
The teacher will distribute the expository essay assignment and rubric to the
students.
As part of the prewriting activity the students will read and discuss (as a
class) the assignment and the required expectations as outlined in the rubric.
FYI: Because this lesson is part of literature unit (human interest stories and
articles on survival or risk taking) as well as a writing unit, students are
already familiar with expository writing and its purpose. Most of the topics on
the assignment relate back to readings in the literature unit.
After discussing the assignment and the expectations associated with it,
students will choose a topic for their essay. Students will be encouraged to
choose a topic that interests them or connects to personal experience.
Lesson Closure
Next the class will review the SOAP Method. This method was introduced to
them in Grade 9 and at the start of this course. It works well as prewriting
activity. After the review is done students will complete the SOAP handout
by answering 4 questions. This handout focuses the students’ attention on
subject, occasion, audience, and purpose as it pertains to their essay
assignment.
Nona Barker | EdTech 506 | Spring 2014
Adaptations for Special Learners
The ELA10-4 students will complete the Top Hat Chart by identifying the 5
steps in the writing process (graphic) and the POWER acronym (video) only.
They will post as a group (via the EA or a chosen designate) when
participating in the Padlet activity. For the prewriting activity they can watch
the video and complete the quiz together and/ or watch the video, then
complete a simple jot list (on a Google document or on paper) based on their
chosen topic. The Top Hat Chart and jot list will be handed in for feedback.
Supplemental Activities
Students will view the presentation, Effective Prewriting: Instructions and
Examples, and complete the 5 question interactive quiz. Share scores with
teacher. For review purposes: Using the Sequence Ladder Graphic, have
students test their ability to recall information by labelling the organizer with
the task or tasks associated with each step of the writing process.
Afterwards each student will choose one prewriting strategy (brainstorming,
mapping, or freewriting) and complete it based on his or her chosen topic.
The student may use a mapping tool like Mindomo or LucidChart (Google
Apps version), a Google document, or a piece of paper. Completing this
prewriting exercise will help them build a thesis statement and/or an essay
outline.
Assessment
Formal
 SOAP Method (answers)
 Effective Prewriting: Interactive Quiz (online)
Informal
 Padlet posts or comments (observation)
 Top Hat Chart (written feedback on “My thoughts …”)
 Prewriting exercise (written feedback)
Learner Products



Top Hat Comparison-Contrast Chart (filled in with notes / comments)
SOAP Method (answers)
Prewriting exercise (brainstorming, mapping or freewriting)
Lesson Resources
Chromebook / PC
Padlet: http://padlet.com/nona_barker/gjqu1qtxbc44
The Power to Write video: https://www.flocabulary.com/writing-process/
Writing Process Chart: http://goo.gl/5uc9Sz
Top Hat Graphic Organizer: http://goo.gl/3cULgw
SOAP Method: http://goo.gl/Mt20XU
Effective Prewriting: Instructions and Examples: http://goo.gl/eYsG5t
Sequence Ladder Graphic: http://goo.gl/onDqk9
*Lesson plan template adapted from: Preparing to Use Technology: A Practical Guide for
Technology Integration.
Nona Barker | EdTech 506 | Spring 2014
ELA10-2 Expository Essay
Teacher: Ms. Barker
Write an essay to explain one of the following:
Think of an invention that has been especially helpful (or harmful) to people.
Write an essay to explain why.
With money getting tighter, experts predict that crime will be on the rise. What is the
best way to keep your home protected from intruders?
What is the greatest risk you have ever taken? Explain why it is important to take a
risk.
Think of the most valuable thing you own that was not bought in a store.
Explain why it is valuable to you.
Some people will go to great lengths to survive. What would you do to stay alive?
Provide a scenario and explain what you would do to survive.
Today you can change places with anyone you would like to be. This person can be real
or imaginary, from the past or the present. Explain why you would like to change places
with this person.
Please organize your response in the following manner:
FYI:

Paragraph 1 - Introduction (include your statement that describes your
controlling idea / thesis in this paragraph)

Paragraph 2 - 1st Point for argument (includes significant facts and details
relevant to the thesis / supporting details)

Paragraph 3 - 2nd Point of argument (includes significant facts and details
relevant to the thesis / supporting details)

Paragraph 4 - 3rd Point of argument (includes significant facts and details
relevant to the thesis / supporting details)

Paragraph 5 - Conclusion (summarize key points, restate thesis)
Use the PEEL method in each of the paragraphs found in the body of your
response. If used correctly, this method will allow you to fully develop and support
your controlling idea / thesis.
Be sure to:
 Develop each paragraph of your essay fully and support your ideas with specific
examples and details.
 Double space your response.
 Re-read your original draft and make changes and revisions.
 Refer to the Expository Tutorial Rubric.
 Share your good copy (via Google Drive).
Nona Barker | EdTech 506 | Spring 2014
Score __________
Name: ________________________________
Expository Essay Tutorial Rubric
Expectations
(ELA Outcomes)
Establishes a context and
thesis
4.1.3
Exceeds Standards
4
Skillfully selects and
summarizes key ideas to
introduce the topic.
Meets Standard
3
Selects and summarizes key
ideas to introduce the topic.
Establishes a clear, insightful Establishes a clear thesis when
thesis when responding to a
responding to a prompt.
prompt.
• The writing fulfills its purpose by presenting a clear explanation (GOAL).
•The controlling idea (thesis) provides clarity, purpose and direction.
Includes significant facts and Includes facts and details
Supporting
details relevant to the thesis.
relevant to the thesis.
Information/Evidence
4.1.3
Excludes extraneous
Excludes extraneous
4.2.1
information.
information.
• Sufficient details are provided to explain each step or piece of information (PEEL).
• The details are clear and understandable.
Highly developed
Clear introduction that sets forth
Organization
introduction that sets forth
the purpose of the paper.
4.1.2
the purpose of the paper and
4.2.2
effectively hooks the reader.
Nearly Meets Standard
2
Below Standard
1
Attempts to select and
summarize key ideas to
introduce the topic.
Does not select and
summarize key ideas to
introduce the topic.
Thesis is too general or
unclear or does not respond to
the prompt.
No identifiable thesis.
Includes some facts and
details that may or may not be
relevant.
No details or details are
completely irrelevant.
Weak introduction.
Introduction not developed.
Purposeful transitions used to
connect ideas logically.
Transitions used to connect
ideas.
Some attempt at using
transitions.
Little or no attempt to
connect ideas.
Information is presented in
an effective, logical order.
Presents information in a logical
order.
Attempts to present
information in a logical order
Information not in a logical
order.
Conclusion may not reflect the
thesis.
Paper may lack a
conclusion.
Demonstrates some control of
grammar, usage, punctuation,
sentence structure and
spelling.
Demonstrates little control
of grammar, usage,
punctuation, sentence
structure and spelling.
Frequent errors interfere with
meaning.
Numerous errors interfere
with meaning.
Draws a conclusion by
Conclusion ties all ideas
synthesizing information.
together.
• Steps or pieces of information are presented in an order that makes sense.
•Transition words are used effectively
Demonstrates consistent
Demonstrates control of
Conventions
control of grammar, usage,
language grammar, usage,
4.1.4
4.2.3
punctuation, sentence
punctuation, sentence structure
4.2.4
structure and spelling.
and spelling.
Few or no errors
Occasional errors do not
interfere with meaning.
• The writing is free of misspellings, and words are capitalized correctly.
• Sentences are punctuated correctly, and the piece is free of fragments and run-ons.
Nona Barker | EdTech 506 | Spring 2014
Top Hat Comparison-Contrast Chart
Writing Process Chart
POWER to Write Video
Similarities
Your thoughts …