CASTRO – Lesson Plan / 1

Lesson Plan

Kevin Cedrick R. Castro (B SE – CA-English & SPED)

EDSP 107 (Curricular and Instructional Planning for Learners with Special Neds)

1st Sem 2012-2013, TTh 8:30-10:00am

SUBJECT: English

GRADE: 1st Year High School or Grade 7

TOPIC: Writing Process (Pre-writing – Coming up with a topic and use of

graphic organizers)

TIME ALLOTMENT: 1 hour (60 minutes)

STUDENTS’ PROFILE:

Class has 20 students

2 has been diagnosed with ADHD

2 has been diagnosed with Learning Disability, specifically Dyslexia

These 4 learners with special needs had undergone early intervention, making it

possible for them to enter an inclusive school since grade school.

OBJECTIVES:

1. To enumerate all procedures of the writing process

2. To come up with 3 possible and feasible topics that will be used in writing an essay

3. To supply completely the graphic organizer with appropriate ideas given with major topic

presented by the teacher

4. To independently organize ideas on a single concept using graphic organizers

MATERIALS:

Markers, whiteboard

Visual Aids

o For the review: strips of cartolina (written in them are the steps involved in the

writing process)

o For the Presentation and Guided Practice: large-scale graphic organizers in

which the students can write

o For the Independent Practice: Activity Hand-outs (refer to Appendix A)

Internet sources:

The Five Steps of the Writing Process. Retrieved from http://lewis.cpsb.org/faculty_pages/stacey.blanchard/THE%20FIVE%20STEPS%20OF%20THE%20WRITING%20P

ROCESS.htm.

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PROCEDURES*:

I. Review of Prior Knowledge (5 minutes)

Teacher greets the class, asks them of how their day is, and requests them to clean up

the surrounding of their seats. The teacher then proceeds with the review of prior knowledge.

The following questions must be included on the review before the actual discussion starts:

What are the procedures involved in the writing process?

What are the different elements that must be considered for each step?

As the students answer, the teacher posts on the board the strips of cartolina with the

different steps written in each strip. The teacher then gives a brief and straight-to-the-point

explanation of what are the different procedures included in the writing process

The first step is pre-writing, this is when you THINK of what to write about, whom to write

it to, and how to write it. The second step is drafting, this is when you start WRITING sentences,

paragraphs; putting your researched ideas into your own words. Third step is revising. In this

step, you will try to MAKE YOUR WORK BETTER. You will consider your own thoughts and the

thoughts of others to re-write and to modify your drafts. The fourth step is proofreading. This is

when you MAKE YOUR WOK CORRECT in terms of grammar rules, spellings, and capitalizing

letters. The last step in the writing process is publishing, wherein you SHARE THE FINISHED

PRODUCT. You can do that through the Internet, or just by sharing it in class.

The bold words/phrases in the script will be written on the board beside the step it

describes. This is to provide the class, especially the students with LD and ADHD, with a guide

to understand the key idea of each procedure.

Today, we will be focusing on just one step in the process of writing. We will discuss the

first step in the writing process, the pre-writing stage.

II. Statement of Objectives (3 minutes)

After the review, the teacher states the main objectives of the lesson and reminds the

class of the behavior they must exhibit during the class (e.g. keeping quiet when the teacher or

their classmate is talking, raising hands if they want to share something to the class,

participating during group, or even class activities).

III. Presentation and IV. Guided Practice (37 minutes)

Discussion starts with defining what pre-writing is and enumerating the elements under that

step.

Awhile ago, we briefly described what pre-writing is. Can someone please repeat what

pre-writing is (calls student). Very good! Pre-writing is the first step of the writing process. This is

the time when you think of what to write about, know who your audience are, and how are you

going to write the ideas that you have in mind.

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There are different elements involved in pre-writing. Can someone please read the first

element (calls student, student reads the first element – planning). Thank you. In pre-writing,

this is where all the planning takes place. What do you think are the things being planned before

the actual writing stage? (calls student raising his/her hand). Some of the major concerns, just

like the topic to be discussed, the genre of the text you are to write, and the intended audience

of your work, are being tackled during the pre-writing stage.

Now that we have discussed the first element of the pre-writing stage, all of us will be

undergoing the pre-writing stage. As you know, at the end of the quarter, you will be submitting

an essay as one of the requirements of this subject. Today, you will be thinking of the ideas,

things, or concept you would like to write about for your essay. Each of you will be submitting

three topics that you want to write about. Please write it on a one-fourth sheet of paper. For you

to decide easily of what to write about, I want you to work with your seatmates. Your seatmate

will tell you whether the topics you have chosen are interesting enough for them. They can also

suggest topics that you can work on. Your seatmates are just there to help you, okay. The final

decision will still be yours. I am giving you 7 minutes to work with this.

During the activity, the teacher is consulting the dialogue between seatmates. The teacher

commends good ideas and gives constructive criticisms to topics which may be too difficult for

the student. The teacher must stay a little longer with the students with LD and ADHD to assist

them in coming up with topics they can work on.

Time’s up. Please stop doing your list of topics. Just hold them for a little longer. Now,

can someone please read the second element involved in pre-writing (calls student his/her

hand, student reads the second element – researching). Thank you. The next element is

researching. It is during the pre-writing stage that you study your chosen topic and find books or

websites that might help you in learning more about your chosen topic. After the pre-writing

stage, you must have sufficient knowledge about your subject.

Now, I want you to look at the list of topics you have come up with. Analyze them very

carefully. I want you to answer these 2 questions:

Are the topics you have listed can be researched easily?

Do you know of any books or internet sites that can help you in writing about the topics

you have provided?

If you answer YES with these two questions and justify that YES with your seatmate, I

will approve your topics. If you answer NO, think of alternative topic/s you can use. Have a short

discussion with your seatmate about your topics and the questions I’ve given. I am giving you 5

minutes to do this.

During the brief discussion, the teacher must check the dialogue between seatmates. The

teacher must butt in if needed (e.g. the student insists that he can work on a very complicated

and advanced topic). If this case happens, the teacher must test the background knowledge of

the student on the topic s/he is insisting to work on and must explicitly ask him/her if s/he can

really find books or other sources that may help in writing about this topic. The teacher must

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stay a little longer with the students with LD and ADHD to aid them in ensuring that they want

and can really work with the topic/s they have given.

Time’s up. Okay, please hold on to your papers first. Let’s take a look at the third and

last element of the pre-writing stage. Please read it (calls student, s/he reads the last element –

outlining, diagramming, and clustering).Thank you. Now that you have idea of what your

topic is, and you have researched a lot of things about your topic, you have to list the things that

you will be including in your work. You must look at your topic, find the points and ideas related

to your topic that you want to include in the essay, then organize them through the use of

GRAPHIC ORGANIZERS. Organizing thoughts using graphic organizers is one of the

techniques you can use to accomplish the pre-writing stage easily.

Teacher posts different types of graphic organizers on the board. Below are the prototypes of

the organizers to be used by the teacher during class discussion.

Teacher discusses the function of each graphic organizer posted on the board. In this part, the

teacher will ask the students to help him/her in supplying the graphic organizers on the board.

Posted on the board are different graphic organizers that you can use to organize your

thoughts. Can please anyone tell me what the first organizer looks like? (calls student raising

hand, s/he answers “sandwich”). Yes, it looks like a sandwich, and that is the name of this

graphic organizer, a sandwich thought organizer. This organizer is divided into three important

parts: the topic, details, and a concluding sentence. If you’re topic is all about teenagers, you

will write TEENAGERS on the top bun where the word “topic” is written (writes the word

TEENAGERS). What are the things you must write on the tomato, lettuce, and meat part? (calls

student, s/he answers “details”). Very good, what you will write on this part are the details or the

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ideas you want to discuss about the topic you have. For example, since the topic is “teenagers,”

I want to discuss in my essay the effects that technology has to this generation’s teenagers

(writes TECHNOLOGY AND THE TEENAGERS on the tomato part).Now, can you provide me

with other details or concepts we can use in writing about teenagers? (calls 2 students, writes

their answers on the lettuce and meat parts). Okay. Very good! Now, let’s proceed to the last

part of the sandwich graphic organizer. What you will write on the last part of this graphic

organizer is the synthesis or the conclusion of your essay. As for me, I will have this as my

conclusion: Teenagers today have been affected by many external factors, including among

them are technology, etc. Now, it’s your turn, what conclusion can you give given the topic and

the details we have written under it? (calls students).

Very good. Now, let us go to the next graphic organizer. This is a Venn diagram. A Venn

diagram is used to compare and contrast ideas. For example, if your topic is all about the

different religions in the country, with major focus on Christianity and Islam, you can use the

Venn diagram to point out the similarities and the differences of these two religions. Now, can

someone give the class two things that we can use in comparing and contrasting (calls student).

Thank you for that answer. Let us supply the Venn diagram on the board. First row, you will

write something that is unique about the first concept. Second row, write something about the

second concept. Third row, write the similarities of these two concepts. Begin now.

If the student can’t think of anything, assist him/her. Just make sure that the concepts being

compared and contrasted are just easy to handle, especially for the students with LD and

ADHD.

Thank you for participating. Now, let’s proceed to the last graphic organizer on the

board. This one is called bubble topical organizer. It is used in collating ideas about a topic. You

can use this in mapping out your ideas. For example, if you have FAMILY as your topic, you can

use this organizer to map out details about your family (write FAMILY in the center circle). I will

write PARENTS in one of the circles (write PARENTS in the smaller circle) and SIBLINGS in

another circle (write SIBLINGS in the smaller circle). If you want to describe further your

parents, you can make a circle connected to the smaller circle then write descriptions for your

parents (writes LOVING in the circle connected to the circle with PARENTS in it). You can

branch out your topic from the major ideas up to the minor details that you may include in your

essay. Now, since rows 4 and 5 has not been given a chance to write on the board, come in

front and supply the bubble topical organizer to finish clustering the concept of family.

Okay, thank you all for participating. Now that you have an idea of the elements of pre-

writing and what graphic organizers are, I think it will be easy for you to create your own graphic

organizer with your topics in it.

V. Independent Practice (13 minutes)

For the independent practice, the students will be given a worksheet (refer to Appendix A). They

must complete the bubble topical organizer with details that they plan to include to write about

their topics in the essay. The teacher will roam around and will give further assistance to the

students with ADHD and LD in gathering their thoughts.

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VI. Closure and Assignment (2 minutes)

Class, thank you for participating actively in our class today. Now, please submit your

one-fourth sheets of paper. For your assignment, I want you to find books (posts picture of a

book) and internet sites (posts picture of an internet browser logo, e.g. Internet Explorer or

Google Chrome) that you can use to learn more about your topics. Just choose one of the

approved topics that you are interested the most. Write the title of the book and its author AND

the name of the website and its URL on an intermediate pad. Okay, to end our class, what are

the things that we discussed today? (calls students). Very good, we have discussed what pre-

writing is, the three elements of pre-writing, and the different types of graphic organizers that

can help us gathering our thoughts. I hope you enjoyed our class. Goodbye class!

ACCOMMODATIONS FOR STUDENTS WITH ADHD AND LD:

Use of visual aids (cartolina strips, graphic organizers) to facilitate learning.

Task analyzing the elements of the pre-writing stage.

Peer evaluation and modeling (during the pairing discussion).

Further assistance from the teacher.

Explicitly telling the students of the acceptable behaviors and actions inside the

classroom.

Use of explicit, concise, and direct instructions and explanations.

Providing and writing key words to describe a concept.

Classroom arrangement

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Appendix A: Worksheet for Independent Practice

NAME: _________________________________________________ DATE: ____________

GRADE & SECTION: _____________________________________ SCORE: __________

GRAPHIC ORGANIZER

(Bubble Topical Organizer)

TOPIC CHOSEN: _____________________________________________________________

Instruction: Supply the bubbles with the details that you would like to put in your essay.

You can branch out further from the minor details to briefly describe these details.

TOPIC

Minor Detail

Minor Detail

Minor Detail

Minor Detail

Minor Detail

Minor Detail

Minor Detail