Teacher’s Page

Discovering Your Inner Writer

Taylor Agee


Lesson Components Description
Identification of the Class Subject: EnglishGrade: 8Number of Students: 25
Virginia Standards of Learning & National Educational Technology Standards (Students) Virginia SOL:· 8.7  The student will write in a variety of forms, including narration, exposition, persuasion, and informational.b) Use prewriting strategies to generate and organize ideas.

g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs.

h)  Use computer technology to plan, draft, revise, edit, and publish writing.

8.8  The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

d) Maintain consistent verb tense across paragraphs.

e)  Use comparative and superlative degrees in adverbs and adjectives.

f)  Use quotation marks with dialogue and direct quotations.

g)  Use correct spelling for frequently used words.

NETS-S: Creativity and Innovation 

b) Create original works as a means or personal or group expression

Lesson Objectives The students will…

·      Discover their inner writer while learning about different forms of writing.

·      Be able to identify the differences between short stories and poems as well as fiction and nonfiction work.

Essential Questions(big idea and sub questions) What does your inner writer look like? What is your writing style? Do you know the difference between short stories and poems?
Problem & Quest The students will set out to complete a portfolio consisting on either poems or short stories, which can be fiction or nonfiction. They will trapeze through the interwebs looking at different writing, and writing styles to give them an idea of what they’re supposed to be doing. 
Assessment & Evaluation The students will create a portfolio to assess where they began and where they ended. This lesson will take about four weeks with the students creating three different pieces for their portfolio. There should be a noticeable change in their writing. Their creative skills as well as organizational skills should improve. 
Materials & Resources The students are going to use the Internet through the web-based inquiry to explore short stories, poetry, fiction and nonfiction. They will build off of ideas they find on the Internet by reading different works. They will need a great imagination and a willingness to work.
Procedures ( Instruction and Activities) Should be specific. The students will be put into peer groups based off their selection. Individually, the students will outline, and write their work. The peer group can be utilized for brainstorming, and editing, but not as a writing partner(s).The Web-Based Inquiry Lesson requires the students to use the Internet to further their knowledge about writing and to enhance their own skills.
Management The students will turn in drafts of their work to me and to their peer group. I will almost be walking around the classroom monitoring the Web-Based Inquiry Lesson as the students go through it.
Differentiation This lesson allows for a differentiation in a few ways. The students can type their stories or poems on the computer or hand-write.
Closure and Reflection The students will turn in their portfolio as a final event. To reflect on their progress, the students will sketch what their inner writer looks like now. Then they will take out their drawing of their inner writer that they at the beginning of the lesson. The students will compare what they drew now to what they drew in the beginning.

 The ideal take away for this lesson is for the students to come out with a better understanding of who they are as a person (and not just a writer- even though that is essentially the lesson). Much can be learned about oneself if they just take the time to write out their thoughts and feelings or to just create something. 


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