Instructional Procedures

Haley Gibbons

Bilingual Writing Instructional Plan #1:

Persuasive Writing

Grade 4



Purpose: The purpose of this lesson is for students to use their prior knowledge of the world around them to properly persuade their reader of a claim.

Materials:

·       Three different pieces of paper that are three different colors

·       Construction paper

·       Pencil

·       Chromebooks

Procedure:

·       Teacher will open the lesson by giving an example of her claim “Ice cream is the best dessert” and her 3 reasons why.

·       The students will then be asked to brainstorm their ideas for their claim and tell the teacher for approval. (the students will be encouraged to make this claim something they’re passionate about)

·       Once approved, each student will be given 3 different colored pieces of paper with a box for their first reason at the top and 3 supporting details for that reason. This is meant for them to get their ideas down on paper and construct their essay for them, so it flows easier once it’s time to type.

·       Students will also be provided construction paper in case anyone would rather draw out their reasons.

·       Once finished planning, the students will type and edit their essays while conferencing with a teacher.

Reflection:

Although I have not been able to conduct this lesson yet, I do plan to do so in the future. I think providing the different colored sheets of paper is a small detail but might help in a big way. I also wanted to give the students the option to choose whether they wanted to write It out or draw it out because its important to remember students learn in different ways. I think trying to have a teacher conference with every student is important to ensure they’re on task with the assignment.







Haley Gibbons

Bilingual Writing Instructional Plan #2

Fictional Writing

Grade 4



Purpose: The purpose of this lesson is for the students to fully understand how to write a fiction story using their creative writing skills and background experiences.



Materials:

·       Notebooks/ Journals

·       Pencil

Procedure:

·       Teacher will provide each student with their own writing journal and explain to them this is their private journal and they won’t have to share any of their work that goes in their with anyone besides the teacher.

·       The teacher will ask the students to come up with a fictional story about anything they choose. (must be approved by a teacher)

·       They can use their journals to write and plan in any way they want. Students will also be encouraged to write in both their native language and English in these journals if it helps them or if they are stumped at all. This is to help students get their ideas on paper more sufficiently.

·       The students will continue this journal writing for several periods until a teacher has conferenced with every student in the class. (helping the students with editing, and storyline)

·       The students will then be asked to write their final fiction story on a piece of paper and draw pictures throughout and on the cover page.

·       The teacher will make each story into a book.

Reflection: If I were to conduct this lesson, I would give the students an ample amount of time to get their ideas on paper. I would also make it a point to meet with each student individually. When allowing them to free write, I think it’s important for them to get enough time, especially bilingual students. I made these writing journals mostly private because I feel when it comes to fictional writing, students get the most creative when they are writing in their own personal journal. This is also why I chose to use a journal as opposed to a planning sheet. However, I would ensure every student is staying on task and planning in their journals.