Sample One Week Lesson Plans

Topic
Materials

I Do

Day 1
Personal Communication/Procedural Writing
(March)
Paper
Pencil
Elmo
Samples of letters, emails, and notes
Writing Journals
Open with reading students a letter from
the school principle telling students and
their parents about a new policy being
placed. (The letter explains that students
will now be required to wear uniforms to
school)
Allow students to see the email on the
ELMO
Ask:
How do you guys feel about wearing
uniforms?
How many of you agree or disagree?
Well lets learn about writing letters and
emails, so that we can voice our thoughts
to the principle about uniforms.
Talk about different types and forms of
communication (formal and informal):
-Letters
-Emails
-Notes
Show students examples of different forms
of communication.
Review appropriate cases for formal and
informal forms.
(Have students brainstorm and share before
discussing)
Direct discussion of certain features found
in formal letters and emails.
What text features do you see?
How was the beginning and ending started?
What kind of language is being used?
Direct discussion of certain features found
(lack) in informal letters and emails.

Sample One Week Lesson Plans

We Do/ You Do

What text features do you see?

Whats missing from this letter or email
versus that last one?
What structure do you see in this example?
Now that you understand and know
about the different types of letters and
emails, let put some of our ideas about
uniforms on paper.
Those of you that disagree with
uniforms, stand on the left side of the
class.
Those of you who agree with uniforms,
stand on the right side of the class.
Discuss with your team about why you
agree/disagree with uniforms. Use your
writing journals to collect important
information or opinions about uniforms.
After 10 minutes: Okay! Now lets all
intermingle. Talk to each other and find
out why your peers disagree/agree with
uniforms. Jot down notes that will help
you support your decision.
You Do
Group activity- Determine the type of writing:
Principle letter opener:
Share your thoughts about uniforms
Review of letters and emails:
Look over the examples of letters and
emails with your group
Take note of features that you see in the
examples
Talk with your group and decide what
type of communication is being used.
Ask students to brainstorm whom might
you use formal letter and emails with
(teachers, employers, companies,
acquaintances)
Share results from brainstorming as a
class

Closing

Quietly review your gathered data at your

seat.
Turn to the next page in your journal and
label it Pre-writing: Letter. On this page,

Sample One Week Lesson Plans

write down your ideas, thoughts, and

information about uniforms that will help
you write your letter to the principle.
Have students write on their exit slips:
Tell me something you learned today.
Did you have any questions about the topic or
assignment?

Topic
Materials

I Do

Day 2
Personal Communication/Procedural Writing
(March)
Paper
Pencil
Elmo
Writing Journals
Brainstormed ideas about uniforms
Review features and forms of letters and
emails:
Ask students if they recall what the
principle said in the letter and if they would
like it read aloud again.
Have students share their brainstorming
ideas with their table group as a refresher.
Allow students to continue working on the
pre-writing page of their journal.
Teacher will circulate the classroom and
answer questions that might arise.
Have students think about organization and
how they may want to start their letters.
Moving on to drafting:
Review the drafting stage with students.
Now that youve gathered sufficient support
for your letter, lets go ahead and start writing
the letter.
Remember the important features in formal
letters.
The teacher will circulate the classroom as
students write their draft. The teacher will
attend to students who have questions and
review what students are writing. The teacher
will provide advise and tips based on what the

Sample One Week Lesson Plans

students write.
We Do/ You Do

You Do
Participate in class discussion about formal
and informal letters and emails:
Who can share what they learned last
class?
What information did we gather from
the principles letter?
Take part in group discussion:
Look over your brainstorming notes and
share a few ideas with your table group.
Take note of any additional ideas you
would like to add to your list.
Talk with your group and decide what
type of communication to use in the
letter to the principle.
Talk with your table group about how
you might want to start the letter and
organize your information.
Start the drafting stage:
Students will begin writing their letter to
the principle.
Students will work on this part
independently.
Remember to reference your prewriting ideas and organization when
writing your draft.
If youre stuck or need help, raise your
hand and I will come around.

Closing

Exit Slip:
These help the teacher review which students
understand the material and which students
need more assistance. This will also give
teachers a way of addressing students
questions each day.
Have students fill out their slips for the day:
How did you decide to organize your
writing?
What challenge did you face as your
wrote your draft?
What worked well as you wrote your

Sample One Week Lesson Plans

draft?
Do you have any questions about the
topic or assignment?

Topic
Materials

I Do

Day 3
Personal Communication/Procedural Writing
(March)
Paper
Pencil
Centers
Samples of letters, emails, and notes
Direct discussion answering questions from
past exit slips. Allow student to ask more
questions for clarification.
After reviewing content and questions,
students will continue working on their letter
drafts.
At this point students should have a semicompleted letter.
Teacher will direct group discussions with
questions posted on the board.
-What worked well in the letter?
-What do you think about the ideas in the
letter? Think about organization and support.
-What tips or advise do you have for your
peer?
Moving on to revising:
Students will review the revising part of the
writing process. They will also take 10-15
minutes reviewing their letter for ideas they
would like to add or delete, reviewing
organization, and making sure that all letter
components are present.
After independently reviewing, the teacher
will decide partners and have students
review each others papers. This will allow
students to share ideas about revisions.
After peer review, students will work on

Sample One Week Lesson Plans

revising anything new that was added

during peer review. The teacher will
circulate the classroom and make sure
students are on task and answer any
questions that may arise.
We Do/ You Do

You Do
Class discussion:
-Listen to questions posted by other students
in exit slips.
-Ask any questions or present concerns during
this time.
Group activityStudents will get into small groups in order to
listen to each others letter. Each student will
get a chance to read and each student will
take turns answering the questions on the
board based on each letter read.
Independent Revisions Part 1:
-Students will review their letter and add or
delete ideas, review organization, check for
letter components, etc.
Partner Activity:
-Students will be match with a partner by the
teacher
-During this time students will peer review.
-Students are to look over their peers letter
and answer the questions posted on the
board.
-Students may give tips and advise to each
other for revisions.

Closing

Independent revisions Part 2:

-Students will review the new information and
ideas for revisions gathered during peer
review.
-Students will continue revisions based on new
information.
These help the teacher review which students
understand the material and which students
need more assistance. This will also give
teachers a way of addressing students
questions each day.

Sample One Week Lesson Plans

Have students fill out their slips for the day:
What challenge did you face as you
revised your draft?
What kind of ideas did you revise?
What worked well as you revised your
draft?
Do you have any questions about the
topic or assignment?

Sample One Week Lesson Plans

Topic
Materials
I Do

Day 4
Personal Communication/Procedural Writing
(March)
Paper
Pencil
Drafts
The teacher will review the editing stage
with students.
This includes discussing the conventions trait
as well.
Students will be put in groups or centers.
Each center will focus on a specific aspect
of conventions. (Grammar, punctuation,
sentence structure, spelling, etc.)
As students work in each center the
teacher will keep tabs of time and order.
The teacher will also work with students
who are still in the revising stage or need
help on something particular.
The teacher will collect the peer review
forms from the centers and hand them to
the corresponding student.
Look over the peer review sheets and
make any changes to your drafts. Take
careful consideration of the information
provided by your peers.

We Do/ You Do

You Do
Group activity- Centers
Students will get in groups and attend
the designated center.
Center 1: In this center, students will
review their peers paper for
grammatical mistakes and spelling.
(Copies of each students letter will be
taken, so that students are able to jot
down corrections. Names will not be on
the paper. The teacher will later collect
each paper from the sections and hand
them to the corresponding student for
additional editing). Students are to use
the specific symbols for editing.
Center 2: In this center, students will

Sample One Week Lesson Plans

review their peers paper for

punctuation and letter structure. (Copies
of each students letter will be taken, so
that students are able to jot down
corrections. Names will not be on the
paper. The teacher will later collect each
paper from the sections and hand them
to the corresponding student for
additional editing). Students are to use
the specific symbols for editing.
Center 3: In this center, students will
review their peers paper for sentence
structure, progression, and logical
support of ideas. (Copies of each
students letter will be taken, so that
students are able to jot down
corrections. Names will not be on the
paper. The teacher will later collect each
paper from the sections and hand them
to the corresponding student for
additional editing). Students are to use
the specific symbols for editing.
Center 4: This will be the teacher
directed center. Students will be able to
conference with the teacher and ask
questions.

Closing

Students will be able to review peer edits and

make changes to their drafts.
These help the teacher review which students
understand the material and which students
need more assistance. This will also give
teachers a way of addressing students
questions each day.
As students complete the exit slip, the teacher
will collect all drafts for grading.
Have students fill out their slips for the day:
What challenge did you face as you
edited your peers draft?
What kind of things did you edit?
Are their any aspects of pre-writing,
revising, or editing that you have
questions about?

Sample One Week Lesson Plans

Do you have any questions about the
topic or assignment?

10

Sample One Week Lesson Plans

Topic
Materials

I Do

11

Day 5
Personal Communication/Procedural Writing
(March)
Paper
Pencil
Elmo
Samples of letters, emails, and notes
Drafts
The teacher will review the final draft and
publishing with students
Show students examples of different
publication ideas for letters (handwritten or
typed). The teacher will show various
examples of letters that are written on
different types of mediums and letters that
are written using technology.
Think about how you want to publish your
letter.
The teacher will hand back graded drafts
for students to review while writing the
final draft.
Have students write out their final draft
that is free of mistakes and errors found in
the revising and editing stages. They may
also use the peer review as a resource for
this step.
The teacher will circulate the class and
help students or answer questions they
might have during this step.

We Do/ You Do

You Do
Class Discussion- Review published letters:
Look over the examples on the ELMO
Take note of features that you see in the
examples and ways that the letters were
published.
Take a moment to decide which form of
publication would be best for your letter.
Writing the final draft:

Sample One Week Lesson Plans

12

Write out a clean draft of your letter. Make

sure that you transfer over all the ideas,
revisions, and edits you made.
This will help you when publishing your
paper.
Closing

Have students continue working on their final

drafts and end with explaining to students
that the final step (publishing) will be
addressed the next day. Tell students to think
over how they want to publish their letter
(handwritten or typed).