Remington Landis
Technology Lesson Plan
Immersion I Lesson Plan Format
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Name: Remington Landis School: Park Elementary
Grade Level: 1st Number of Students in Class: 18
Unit: Narrative Writing Lesson Duration: 46 minutes
Day, Date, and Time of Lesson: Friday. October 27, 10:15 am
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1. Objective:
By the end of the lesson students will be able to peer review using the guideline worksheet in order to check each other for the required elements and post their revised writing to the classroom blog.
2. Colorado Academic Standards:
Content area: Reading, Writing, and Communicating
Standard: 3. Writing and Composition
Evidence outcome: d. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. (CCSS: W.1.5)
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7. Global Collaborator: Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
3. Learning Target(s):
I can use feedback my peers gave me to improve my writing
I can edit my peers narrative writing
I can post my edited narrative writing to the classroom blog
4. Assessment:
As a formative assessment the students will have a peer-editing sheet that requires them to highlight the specific parts they found in their peers writing, such as: detail #1, detail #2 and conclusion. The students will highlight the parts the found and any unhighlited parts they will add into their narrative pieces. I will then watch students’ while they are peer editing and make note of how many students highlighted right away and what students needed to edit their paper.
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Key Vocabulary: Blog, post, edit, revise, partner, narrative, type
Prerequisite Technology Skills: Students need to know how to access the classroom blog and add new posts to it. Students will be able to do this in the lesson because they have already learned this.
5. Materials:
Sample narrative writing (s)
Peer editing checklist
Highlighters
Computers
6. Essential Questions or Big Picture Statement:
How can writers help each other to make their writing better?
What is the point of editing or revision?
8. ****Step-by-Step Lesson Process:****
MINILESSON:
Connect:
After hearing what the students thought of my personal narrative I would tell them that I think it’s a good start but I need to edit and revise it. I will then ask them if they know what the word “edit” and “revise” mean. After hearing their thoughts on what editing and revising are I will give a definition and explain that revising is about adding content/changing content and editing is about making it easier to read. After that I would explain to them that since we have been working on personal narratives lately, today I will show them how to peer edit them with each other. (3 minutes)
Teach:
7. Introduction/Anticipatory Set:
Gather students on the carpet and tell them that since we have been working on personal narratives, I have written one and would like to read it to them. I will then read my narrative to them and ask them what they think of it.
To show them how to peer edit, I will bring up Mrs. Feeney and peer edit her paper using the peer-editing checklist and a highlighter. To do this, I will hang her writing on the board next to the checklist and read her story once out loud so the students can hear it. I will then model going through the checklist by reading each option and checking for them in the paper. I will model highlighting the elements that she has in her writing, and telling her she needs to add the missing element, which will be detail/event #2. (7 minutes)
Active engagement:
The element that will be missing from Mrs. Feeney’s writing will be a second detail/event and I will then ask the students to think of a good detail that she could add. I will tell them students to put their hand on their head when they think of one. I will then call on a few students that have their hands on their head and chose what we will add the sentence into Mrs. Feeney’s writing sample. I will then have Mrs. Feeney add the new sentence in by writing it on the paper on the board. (6 minutes)
Link: As a peer editor I went through the checklist I created for the class that included things like: Capitals, Periods, Topic Sentence, Details, Conclusion, and Transition words. After will reread Mrs. Feeney’s writing sample and say wow doesn’t this personal narrative seem better? Check for understanding of content: I will then ask the students to give me a thumbmometer on how they feel about peer editing by asking them who thinks they could edit a peer’s narrative? Thumbs up will mean they can do it and I will ask the thumbs down what they do not understand. I will then invite the students to peer edit their own personal narratives during writing. I will then pull popsicle sticks to decide partners and give each partner an editing sheet and a highlighter as they leave the carpet to find a spot around the room. I will also tell them to get out their personal narratives from their writing journal. After everyone is in a spot I will do a check for understanding of process by asking who knows the steps of editing we are supposed to follow? I will wait for a student to answer follow the sheet and I will say yes follow your checklist sheet and say If anyone is confused on what to do put your hand up. I will then go to the groups with their hands up and explain more as needed. (7 minutes)
Independent work time:
The students will peer edit with their partners in various areas around the room and I will walk around, monitor, and confer individually with all the groups. (15 minutes)
Sharing:
We will end the lesson by me instructing the students to hold their narratives, and place their peer editing sheet and highlighters on the back table and sit on the carpet. The students will then be instructed to log onto their laptops and log onto the classroom blog. They will do this independently sitting at their desks. They will then add a new blog post to the classroom blog and the post will be a picture taken of their edited writing using the laptops camera. The students will see demonstration of how to take a picture of their writing and post it to the classroom blog. They will then be asked to do add the blog post and I will pull up the classroom blog on the overhead projector and display the incoming posts to classroom blog. This will be a nice way to synthesize the lesson and share the students edited writings with one another. (8 minutes).