Kendra Carrier

Mrs. Williams, Riverheads Elementary

April 10th, 1:30 pm

Mentor Text Writing Lesson Plan Assignment

PART ONE: THE LESSON

A. TITLE OF LESSON (Writing Focus): Writing with a Strong Lead

B. RELATED VIRGINIA STANDARDS OF LEARNING

2.4 The student will write in a variety of forms to include narrative, descriptive,
opinion, and expository.
a) Understand writing as a process.
b) Identify audience and purpose.
c) Use prewriting strategies to generate ideas before writing.

C. LEARNING OBJECTIVES

UNDERSTAND – The students will understand that writing with a strong lead is
important and how it will make their writing more interesting.

KNOW – The students will know what a strong lead is and how it helps them as
writers. They will know how Jacqueline Davies uses a strong lead in The
Lemonade War to help hook readers and keep them interested in reading. They
will know various strategies they can use in their writing to begin with a strong
lead.

DO – The students will use strong leads in a writing activity

D. ASSESSING LEARNING

I will assess student learning through observation during our discussion of the mentor
text and other strategies for writing a strong lead. During student conversations with
partners on the carpet, I will take notes on what they discuss to assess if they grasp why
strong leads are important and how they can use these in their own writing. I will also
take notes during my conferences with each student during practice time. I will observe
how they use each strategy and assess whether or not they use it appropriately. I will ask
them to share why they think a strong lead will make their writing better. I will collect
their practice sheets and I will use a rubric to help score their examples of strong leads
using each strategy. Attached is a rubric and an observation form.

PART TWO: LESSON PLAN PROCEDURE

A. CONTEXT OF THE LESSON

I will be teaching students how to begin their writing with a strong lead that will hook
readers using the mentor text The Lemonade War. This will be a whole group lesson
Kendra Carrier
Mrs. Williams, Riverheads Elementary
April 10th, 1:30 pm

during our class’s writing instruction time. The students were taught how to use a strong
lead in their writing during the first half of the year, so this lesson will be a review
including specific examples of different ways to hook readers. After this lesson, I hope
students will be able to write a strong lead for any piece of writing they have to complete.

I will read the opening paragraphs of The Lemonade War as an example of a strong lead
using sound words, or onomatopoeia, as a strategy. I will allow students to discuss with
partners why this is an effective strategy for writing a strong lead. I will ask two or three
students to share what they discussed with their partner. Then, I will ask if anyone knows
some other strategies for writing strong leads. After some ideas are shared, I will present
the anchor chart with the list strategies. Together, we will discuss why each strategy is
useful for writing strong leads. In addition, I will have students turn and talk with a
partner about how they might use these in their writing. I will give opportunities for a few
students to share. After students go back to their seats and write, I will give opportunities
for students to share the strong leads they came up with.

I got the idea for this lesson from my CT. She has noticed that her students struggle with
writing strong, interesting leads when they write. They have just finished reading The
Lemonade War as a school-wide reading program, so they are familiar with the story. I
noticed when flipping through the book that it begins with a strong lead, and would be a
good mentor text for this lesson. I modeled the sheet for practicing writing strong leads
after one from Cassandra Donoian on Teachers Pay Teachers.

B. MATERIALS NEEDED

• Anchor chart with strategies for writing strong leads

• Practice sheets for writing strong leads
• The Lemonade War by Jacqueline Davies

C. PROCEDURE

CONNECT Call students to the carpet. “Who remembers reading

Students learn why today’s
instruction is important to them
as writers and how the lesson
relates to their prior work (if
applicable). The teaching point is
stated.
Before
this book?” Hold it up for students to see. “Can anyone
tell me what this book is about?” Call on a few students
to share what they remember about the book. “Today
we are going to review a writing strategy that will take
your writing to the next level from the very first
sentence. Does anyone remember what it means to
write with a strong lead so that you hook your readers?”
Call on a few students to share ideas.

“Writing with a strong lead ensures that your readers will

be interesting in your story and make them want to keep
reading to find out what happens. Let’s see how
Jacqueline Davies uses a strong lead to hook readers in
Kendra Carrier
Mrs. Williams, Riverheads Elementary
April 10th, 1:30 pm

TEACH
The teacher shows the students
how writers accomplish the
teaching point in the mentor text
During
her book. I am going to read the first little bit, and then I
want you to turn and talk to a partner about what makes
her this a strong lead.”
Read pages 1 and 2, and the first 3 paragraphs on page
3. “Jacqueline Davies uses a specific strategy here to
hook her readers. The strategy she uses here is called
onomatopoeia. Raise your hand if you think you know
what onomatopoeia is.” Call on a few students to share
ideas. “Onomatopoeia is a sound word. These words
help us imagine exactly what the characters in the book
are hearing. Turn and talk to a partner about why you
think this is a good strategy for writing a strong lead.”
After a minute or two, call on a few students to share
what they discussed. “There are other strategies
besides using sound words. Can anyone think of some
other strategies for writing a strong lead?” Allow a few
students to share ideas, then flip over anchor chart with
onomatopoeia and question listed as strategies. “Here is
a chart for you to use as inspiration for your own writing.
It lists some common strategies you can use for writing
a strong lead. A second strategy is beginning your
writing with a question. Can anyone tell me why this
might be a good strategy for writing a strong lead?” Call
on a few students to share ideas. “Beginning your
writing with a question makes your readers pause and
think about how they might answer the question. It
keeps them interested because they want to keep
reading and see if the question is answered or see why
you asked the question in the first place. Turn and talk
to a partner about how you might use a question to
begin your writing.” Use student ideas to fill in examples
of strategy on chart.

“In a few minutes, you are all going to practice writing

strong leads as if you were going to write a story about
a day at the zoo or a rainy day. Pick whichever topic you
think is the most interesting and you will be able to write
a short story about. Take a few minutes to think about
what you might write about and how you might write a
strong lead to begin telling about it.” Pause for students
to think. “Turn to a partner and share your ideas. Talk
about how you might use some of the strategies we just
went over.” Observe student conversations and offer
guidance if needed. “Does anyone have any questions
Kendra Carrier
Mrs. Williams, Riverheads Elementary
April 10th, 1:30 pm
ACTIVE ENGAGEMENT
After we teach something,
students are given a chance to
practice what has just been
taught with new writing or
revising a prior piece. (May
assess during this time)
After LINK
The teacher reiterates what has
just been taught and gives
students an opportunity to share
(May assess during this time)
about using strong leads to hook readers?” Answer any
last minute questions. “Okay, in a moment, you will all
go back to your seats. I will pass out a sheet of paper
for you to practice writing leads for your story about a
day at the zoo or a rainy day. This is an activity that I
want you to work on by yourself, so I shouldn’t hear
much talking.” Hold up sheet for them to see. “When
you get this sheet, think about the story you would like
to write about a day at the zoo or a rainy day. Then,
think about how you could write a strong lead using
each of the strategies we just discussed. There is space
for you to write the lead you come up with in the box
next to each strategy. Remember, you want to hook
your reader and make them want to read your story. Be
creative! Any questions?”
“Okay, let’s all go back to our seats and get started. I’m
looking forward to reading what you come up with to
hook your readers. Tomorrow, during writing time, Mrs.
Williams will give you the opportunity the lead strategy
you like best and finish writing the story you begin
today.”
As students work independently, I will circle the room
and conference with each student. I will take notes on
our conversations and what I observe.
When practice time is over, call students back to the
carpet. “Turn and talk to a partner about how you used
each strategy to write a strong lead for your story about
a day at the zoo or a rainy day.” Allow a few moments
for students to share with each other. “Does anyone
want to share with the group what they came up with?”
Call on a few students to share.
“Today we used the book The Lemonade War to help us
learn more about writing strong leads and that is
important to our writing. Think back on all we’ve talked
about. Can anyone tell my why it’s a good idea to use a
strong lead?” Students respond, hopefully with the
correct answers. “That’s right! We want readers to get
Kendra Carrier
Mrs. Williams, Riverheads Elementary
April 10th, 1:30 pm

hooked with the first few sentences so they keep

reading our story. If we didn’t begin our story with a
strong lead, they might get bored or have no reason to
continue reading. I hope you use the strategies we
learned today in your future writing so your readers will
be interested and keep reading!”

D. DIFFERENTIATION

Since the practice portion of this lesson will be done individually, I will need to walk
around and monitor the progress of each student. If I notice a student is struggling, I will
provide them with one-on-one support. I will review each strategy for writing a strong
lead if necessary. I will also help them brainstorm ideas for ways they could write each
lead based on the story they would like to write. For students who finish early, I will
challenge them to write an additional short story using the strategies we just learned.

E. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT?

Students may struggle with the discussion portion of the lesson in which I introduce the
strategies for writing leads. They may not understand how they can use each strategy in
their own writing. If this occurs, I work with the whole class to write leads on the practice
sheet. We will decide as a class on a story about a day at the zoo, and we will discuss as a
class how we could use each lead strategy.

If any behavioral issues arise, my CT will be present for the entire lesson to assist me
with anything that may get out of hand.
Kendra Carrier
Mrs. Williams, Riverheads Elementary
April 10th, 1:30 pm

PRACTICE SHEET

Name: ____________
Write a Strong Lead to Hook Your
Reader!
Circle One:
A Rainy Day OR A Day at The Zoo

Hook Strategy Your Turn!

Onomatopoeia

Question
Kendra Carrier
Mrs. Williams, Riverheads Elementary
April 10th, 1:30 pm

OBSERVATION FROM

STUDENT OBSERVATIONS AND EVIDENCE OF KNOWLEDGE

RUBRIC

LEAD STRATEGIES
Onomatopoeia Question
0/1 – Does not use lead 1/1 – Uses lead 0/1 – Does not use lead 1/1 – Uses lead
correctly correctly correctly correctly
STUDENT