Beginning With Writing Lesson Plan Information | Lesson Plan Activities | Printable version (including handouts) (PDF)

Standard: Convey Ideas in Writing Outcomes Students will be introduced to the writing process and produce an initial writing sample for their portfolio.

Classroom Information

GED Descriptors:      Language Arts Writing Roles:      Family, Worker, Community Member Program Type(s)      ABE, GED, Family Literacy, Workforce Education, Urban, Rural, Corrections NRS Learner levels (ABE/GED)       1, 2, 3, 4, 5, 6 Time frame:      1.0 to 2.0 hours Technology Integration Think Sheets Teaching Strategy

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Standard: Convey Ideas in Writing

Component of Performance How activity addresses component Determine the purpose for communicating Begin the writing process by asking why you are writing and for whom. Think about what you already know about the topic and what ideas you want to convey to others. Organize and present information to serve the purpose, context, and audience Using chronological order during this narrative writing allows the writer to organize his thoughts in a logical and timely manner. Introducing signal words (first, then, next, etc.) gives the writer opportunity to organize ideas by order of happenings. Pay attention to conventions of English language usage, including grammar, spelling, and sentence structure, to minimize barriers to readers' comprehension During the writing process, the writer should continually ask questions about clarity, such as: What do I like best? What's not clear? Did I explain adequately? Is it interesting? What should I change? Did I use correct grammar, spelling, punctuation, and capitalization? Seek feedback and revise to enhance the effectiveness of the communication Discuss these questions with a peer editor and review their editorial comments. Make necessary adjustments.

Purposeful, Transparent, Building Expertise

Purposeful and Transparent Adult learners bring many positive and negative experiences to ABLE, some may focus on writing anxiety. By introducing the writing standard early in the student's learning, the teacher is being explicit about establishing writing criteria of expertise. Contextual Immediate application of the standard allows the student to use these skills in a writing activity and begin the process of transfer to other writing situations. Building Expertise Using the Think Sheet Strategy provides a scaffolding technique for students as they move from novice to expert writers.

Lesson Designer Judy Franks OLRC (330) 6720753 jfranks@literacy.kent.edu

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