Writing+-+Outdoor+How-To+Writing+-+1-2


 * Lesson Plan Title:** Outdoor “How-to” Writing (Kim Wilson / Lori McGarry)


 * Grade(s) Suggested:** 1-2


 * Content Areas:** Writing

PA 1.4.3.B (Informational Writing) PA 1.5.3.A, 1.5.3.C, 1.5.3.E (Quality of Writing)
 * Standards Addressed:**

Students will demonstrate understanding of the "How-to" genre of writing as different from narrative. Students will demonstrate the ability to list and select appropriate topics for "how-to" writing. Students will demonstrate the emerging ability to write steps in a draft "how-to" piece, in appropriate order and with sufficient detail to instruct the reader.
 * General Objectives:**

4 class periods, 30 minutes each
 * Time Required:**

Whiteboard & dry-erase marker Copies of "how-to" paper from Lucy Calkins' resource Pencils Pen for editing Mini whiteboards & markers for outdoor peer-editing
 * Required Materials:**

Day 1: As a group, make a list of possible topics for "how-to" writing about activities in the Schoolyard. If students need assistance, suggest "How to Play Hopscotch" or "How to Do a Cartwheel" and then ask for student ideas. If the weather allows, take a walk outside to brainstorm what outdoor skills students have and what they could teach others in writing. Students select a topic that is appropriate for outdoor “peer-editing,” based on safety and complexity, and begin writing their drafts. Days 2-3: Students continue working on their Schoolyard drafts, including illustrations, and conference with a teacher for revising and editing. Day 4: Once all students have completed at least one draft of a Schoolyard "how-to," they are put into pairs for outdoor peer-editing. They should work as a team on one piece at a time, with the reader trying to follow the steps and asking the writer for clarification as needed. Readers should offer put-ups and suggestions, then switch places to have their own pieces reviewed. Gather students outside or return to the classroom to debrief.
 * Procedure:**

Congratulate students on their creativity in writing and their constructive feedback in peer-editing and remind them that kind and honest peer-editing is very helpful to writers.
 * Closure:**

** Review student lists of possible “how-to” topics to determine whether they are appropriate for instructional pieces or whether students list topics that are more appropriate for narrative or other types of writing. Review student drafts to determine whether steps are listed in appropriate order and with sufficient detail to allow the reader to successfully complete the task.
 * Assessment Based On Objectives: