LESSON PLAN Name: Task Objective Number: GENERAL INFORMATION Lesson Title & Subject(s): Topic or Unit of Study: Grade/Level: Instructional Setting: (e.g., group size, learning context, location [classroom, field trip to zoo, etc.], seating arrangement, bulletin board displays) STANDARDS AND OBJECTIVES Your State Core Curriculum/Student Achievement Standard(s): To view standards: Go to TaskStream Standards Manager under Programs & Resources. Then go to Browse Standards (Standards Wizard). Select your state. Select standard(s). Lesson Goals: (A statement describing the overall purpose of the lesson; what the students are expected to know or  do at the end of the lesson) Lesson Objective(s): (Your objective(s) should align with the knowledge and skills taught as well as with the assessment chosen for this task.  All learning objectives must include a Specific Behavior, Condition, and Measurable Criteria) MATERIALS AND RESOURCES Instructional Materials: Materials needed for the lesson (e.g., textbook, construction paper, scissors, PowerPoint, guided note templates) Resources: Supplementary information and/or places where you found information for the lesson INSTRUCTIONAL PLAN Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each): 1. Identification of Student Prerequisite Skills Needed for Lesson: (e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed) 1. Presentation of New Information or Modeling: (e.g., term definitions, concepts, processes and/or approaches) 1. Guided Practice: (e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students) 1. Independent Student Practice: (e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students) 1. Culminating or Closing Procedure/Activity/Event: (e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students) Pedagogical Strategy (or Strategies): (e.g., direct instruction, cooperative learning groups, partner work) Differentiated Instruction: Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners. Student Assessment/Rubrics: Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.). The 5 Stages of the Writing Process In today’s world, good writing is essential especially for both employers and employees. It is therefore vital for students to be well-prepared as far as authentic writing is concerned so as to be competitive as they enter the job market. Writing is a skill. Th ...

1. LESSON PLAN
Name:
Task Objective Number:
GENERAL INFORMATION
Lesson Title & Subject(s):
Topic or Unit of Study:
Grade/Level:
Instructional Setting:
(e.g., group size, learning context, location [classroom, field
trip to zoo, etc.], seating arrangement, bulletin board displays)
STANDARDS AND OBJECTIVES
Your State Core Curriculum/Student Achievement Standard(s):
To view standards: Go to TaskStream Standards Manager under
Programs & Resources. Then go to Browse Standards (Standards
Wizard). Select your state. Select standard(s).
Lesson Goals:
(A statement describing the overall purpose of the lesson; what
the students are expected to know or do at the end of the
lesson)
Lesson Objective(s):
(Your objective(s) should align with the knowledge and skills
taught as well as with the assessment chosen for this task. All
learning objectives must include a Specific Behavior,
Condition, and Measurable Criteria)
MATERIALS AND RESOURCES

2. Instructional Materials:
Materials needed for the lesson (e.g., textbook, construction
paper, scissors, PowerPoint, guided note templates)
Resources:
Supplementary information and/or places where you found
information for the lesson
INSTRUCTIONAL PLAN
Sequence of Instructional Procedures/Activities/Events (provide
description and indicate approximate time for each):
1. Identification of Student Prerequisite Skills Needed for
Lesson:
(e.g., anticipatory set, schema, purpose of lesson for students,
connections to previous learning, definitions of terms reviewed)
1. Presentation of New Information or Modeling:
(e.g., term definitions, concepts, processes and/or approaches)
1. Guided Practice:
(e.g., teacher directed, scaffolding, check for student
understanding – including any questions to ask or anticipate
from students)
1. Independent Student Practice:
(e.g., teacher monitored, check for student understanding –
including any questions to ask or anticipate from students)
1. Culminating or Closing Procedure/Activity/Event:
(e.g., review terms, concepts, and/or learning process; establish
connections to the next lesson; check for student understanding
– including any questions to ask or anticipate from students)

3. Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner
work)
Differentiated Instruction:
Describe accommodations for such groups as English Language
Learners, hearing impaired, learning disabled, physically
disabled, and/or gifted/accelerated learners.
Student Assessment/Rubrics:
Describe how you will know if students have met the
objective(s) for this lesson (include pre- and post-assessment
plans—formal and/or informal, summative and/or formative,
etc.).
The 5 Stages of the Writing Process
In today’s world, good writing is essential especially for both
employers and employees. It is therefore vital for students to be
well-prepared as far as authentic writing is concerned so as to
be competitive as they enter the job market. Writing is a skill.
The early the skill is nurtured and developed, the more
advanced it will become in the future. Writing is a process
which is characterized by five major stages. The stages are
outline below.
1. Pre-writing
This is the planning stage. As a student, you should start by
picking a topic and then figure out what to write about it.
Making an outline will make the subsequent stages to be easier.
Ideas can be generated through:
i. Use of a journal
ii. Brainstorming
iii. Review of notes, assignments and discussions
iv. Group participation
2. Drafting

4. This stage is more about writing where the student puts what he
or she had thought in stage 1 into the paper. Organization of
information and addition of relevant facts is important at this
stage. Patience is needed at this stage and a writer should not
try to make the draft perfect since it will consume a lot of time.
3. Revising
This stage should not follow the draft stage immediately.
Instead, the writer should allow the written material to sit for a
while (it may be a few hours or a day). During revision, the
student should take on the role of a reader and not the writer by
distancing himself from the material, as if they did not write
them. This is the best way of ensuring that mistakes are noted
without bias. Any mistake should be noted down but not
corrected on the spot. That work is done in the next stage.
4. Editing
This is the fourth stage of writing. Its aim is to ensure that the
written document meets the standard format of English or any
other language being used. Grammar, sentence structure, word
choice spelling, punctuation and citation are some of the areas
that are looked at.
5. Publishing
This is the final stage of writing that is concerned with
communication. The written piece should be made available to
the public and any other special groups of people such as
teachers so as to access and read it.
Example of an Expository Paragraph
Life in college is very challenging to many students. First of
all, there is peer pressure which sways students into engaging in
risky behaviors which might end up compromising their
education and health. Secondly, finances are always hard to
come by since the students rely majorly on their parents and
guardians to support them at a time when their financial needs
as adults are growing. Finally, the pressure to perform well
often make students to be edgy since none of them want to fail.

5. Such constant worries can sometimes make a student to panic
and as a result fail in a text. Survival in college in very
difficult.
Lesson Task
During this lesson, students are to join groups of four people
and engage in a brainstorming exercise where group members
will select a single topic of their choice. The members should
then proceed to drafting where each member will write down
any supporting information and organize the facts logically. The
selected topic will be used further by each group members to
later write an expository paragraph that will be marked by the
class teacher.
Why select the Current Activity?
An expository paragraph gives out information regarding a
certain topic by laying down the facts. It comprises of the topic
sentence, supporting sentences and a concluding sentence. By
learning on how to write expository paragraphs, students will be
prompted into being able to make complete arguments that are
well-supported by evidence.
The topic sentence introduces the topic of discussion or a
proposition. This is vital since it opens up the minds of the
readers and can even attract interest especially if it is intuitive.
Students should therefore recognize that catchy and provocative
topic sentences are vital in stirring interest among the readers.
Supporting sentences will try to offer evidence on the assertion
made at the topic sentence. A concluding sentence ends the
paragraph by passing a judgment or simply reaffirming the
proposition in the topic sentence. This will help students in
being able to come up with good summaries for their essays
even in other subjects.
How the Current Activity addresses the Drafting Stage of
Writing
The current activity requires that students pass through the
drafting step after completing the pre-writing stage. This stage
require more research on the topic since facts have to be
validated by information from other sources. It therefore

6. improves the students’ research skills since they have to
develop their topics so as to have enough detail for the intended
purpose as well as the audience. In drafting, the writer is likely
to process more information the process of writing down
supporting evidence to the topic sentence. During this period,
new ideas are usually formed. Sometimes they can lead to a
change in the thesis of the paper. Allowing students to
participate in this task so as to pass through all the five stages
of writing will train them to be better writers in the future.
Actually, the drafting part of a research paper is the most
difficult one since it begs for a lot of patience on the part of the
writer. Topics often go from simple to complex as a writer
continues to add more evidence on the topic. The student who is
the writer should be aware that they have do not have to feel
that paper should be finished in one sitting.
Promoting Interest and Engagement in Writing
The current lesson plan is very compressive since it lays down
all the processes involved in effective writing. As a result, it is
likely to achieve its objective of enabling students to be good
writers through the process approach writing. Process approach
writing is a hands-on exercise whose prospects of cultivating a
culture of proactivity as far as good writing is concerned are
very promising. Students are always engaged thought the whole
exercise.
Many people love freedom of choice. So do students. The
ability to choose whatever one needs to write about is a
motivation enough to warrant great interest by the learners.
Students will mainly talk about those topics that they are
passionate about when given the opportunity to do that. Such
enthusiasm is very beneficial even to the general performance
of a student in a school setup. Time and again, lectures are
boring due to the fact that students are sited for long hours
without engaging in revitalizing activities. A process approach
writing model sees to it that every student is preoccupied with
the various activities in each step, thus eliminating chances of
boredom.