Grade 3 Letter Writing Lesson Plan Template (Page 11 of 22) in pdf

Lesson 4

Objectives:

SWBAT g ive c onstructive v erbal f eedback o n a p eer’s w riting.

Materials:

Writing L etters C hecklist

Students’ w orking d rafts

Activities: ( 40 m inutes t otal)

Begin w ith 2 0 m inutes o f f ree w riting t ime f or s tudents t o f inish t heir l etter d rafts.

Then, c all s tudents t o t he c arpet. R eview t he w riting p rocess o utlined i n W rite O n

Track b y s howing p ages 9 6-‐97, t hen r eread t he R evising s ection t o t he c lass. P ass o ut t he

Writing L etters C hecklist a nd i nstruct s tudents t o u se i t t o g uide t heir w riting p rocess a fter

writing t heir f irst c omplete d raft. E xplain t hat t he c hecklist w ill b e u sed a s a r ubric w hen I

look a t t heir f inal d rafts. ( 5 m in)

Transition b y s aying t hat w e a ll w ork t o r evise o ur o wn w riting, b ut s ometimes

other p eople c an s ee w ays t o m ake o ur w riting b etter t hat w e d on’t s ee o urselves— “ That’s

why M rs. P osey a nd I w alk a round a nd t alk w ith e ach o f y ou a bout y our w riting. H ave y ou

ever n oticed h ow w e a sk q uestions a nd g ive s uggestions? N ow i t’s y our t urn t o d o t hat.”

Explain t hat w e w ill b e d oing s omething c alled ‘ peer c onferencing,’ w hich j ust m eans g iving

your p artner a dvice a bout h ow t o m ake t heir w riting b etter. S tudents s hould u se t he

Writing L etters c hecklist f or R evising q uestions t o l ook f or w ays t o i mprove f riendly l etters.

(3 m in)

Display t he s ample f riendly l etter f rom W orksheet p age 7 4, a bsent s ome o f t he f ive

parts, a nd a sk s tudents f or t heir s uggestions b ased o n t he q uestions i n t he W riting L etters

Checklist. M ake n otes a bout t he m issing p arts o n t he l etter i tself, b ut w rite s tudent

comments r egarding c larity a nd d etails b elow t he l etter. E ncourage s tudents t o b e k ind

and s pecific i n t heir f eedback a nd p raise r esponses t hat w ould b e i deal i n a c onference.

Model h ow t he w riter s hould r espond: b y a sking c larifying q uestions a bout t he o ther

person’s s uggestions, b y w riting d own w hat t hey s uggest, a nd b y l istening w ith a n o pen

mind. N ext, d isplay a b lank l ist a nd a sk s tudents t o g enerate s ome r ules w e c an a ll l ive b y

when c onferencing w ith o ur p eers. W rite d own t he r ules t hat m ost s tudents a gree t o ( by

show o f h ands). ( 15 m in)

With t ime, l et s tudents w ho h aven’t f inished c ontinue w ork o n t heir d rafts a nd

assign s tudents w ho h ave t o p artners f or p eer c onferencing. M onitor c onferences c losely

and g ive g uidance.

Follow-‐Up: T urn t he c onferencing r ules i nto a p oster a nd p ost a bove t he c ubbies.

Grade 3 Letter Writing Lesson Plan Template Page 11