Lesson Plan

Lindsay Hughes                                                      March 2009

Grade level: 2                                                          Topic/Unit:  Language Arts

School:  Wayne State University

Lesson Plan Title:  Notebook Writing

Content:  Language Arts (Reading and Writing.)

Objectives: View models of notebook writing, gain an understanding of what kind of writing goes in a notebook, and begin notebook writing.  Students should feel excitement toward writing, while at the same time learning. 

GLCE: Content Area Standard for 2nd grade language arts/writing:  W.AT.02.01 be enthusiastic about writing and learning to write.

Materials Needed: Individual notebooks for each child, plenty of various art supplies for decorating, and samples of completed notebooks.

 

Development of Lesson

Introduction: Students need examples of notebook writing to feel comfortable writing it themselves. A big blank page can be intimidating for students who are not given any structure to follow. Here's how to offer the guidance and confidence they'll need!  Their first writing prompt will be based on “hope.” A teacher does not always have to assign writing prompts though.   Keep in mind to support all learners. 
This can be very challenging in the beginning for some students. Some really need a guide to tell them what to write about, and this type of freedom can be scary. Make sure your expectations for your different students are varied. Keep their different abilities in mind, and assign them different goals based on their abilities.

Methods/Procedure:

1.    Explain the importance of writing, even if it is for a little bit per day.  Show your example of a completed notebook to students, which should be personalized and lively.

2.    Get out various art supplies and let students decorate their own notebook cover.  Make sure they include their name on the front.  Everything else they can design on their own.

3.    After the students are finished decorating, make sure to explain that these notebooks are for them.  The students can think of them like personal journals.  They are able to take them home if they like and write about anything they wish.  However, once a day, students will be assigned a writing prompt based on teacher instruction.

4.    For the week of the hope instruction unit, students will write about “hope” based prompts.  Specifically, “What do you hope for?”  “What do you hope for in five years?”  “What is hope?”  “What is the one thing that you hoped for more than anything, and your wish came true?”

5.    Stress that some weeks, students can write about anything they wish.  The teacher may suggest writing opinions on books being read, or other things. 

6.    When writing prompts are assigned, students should have the opportunity to read their journals and share with a partner, or the class. 

Accommodations/Adaptations:  This lesson is extremely accommodating because in notebook writing there is no form, it is more like a personal journal.  Students are able to grasp the idea of how to write and get adequate practice.  When students share the writing prompts, reading practice is available too. 

Outcomes:  Students should understand the importance of journaling and notebook writing, or just writing in general.  By practicing, students gain new vocabulary, grasp sentence structure, and develop a healthy way of writing feelings, or possibly emotions down.  When other writing prompts are used, prior knowledge should activate in their minds, and more knowledge is gained by discussion.

Assessment/Evaluation of Student Learning:  Check for understanding by doing weekly checks on their journals.  Make sure the students are writing at least something everyday and practicing the art. 

Closure:  Writing in general in an essential skill that needs to be learned as an effective tool of communication.  Whether it is formal writing, or impromptu journaling, students need to understand how to write without feeling intimidated. 

Teacher Reflection/Plans for Revision: Maybe instead of having just one journal for both prompts and impromptu, have students create two separate ones, so one can stay at home and the other at school.  All other plans for reflection and revision need to be determined.