Introduction:

Any well written paper requires careful planning, yet before the body of the paper can be written, it is important to fully understand the arguments that will be made. Prewriting strategies help generate new ideas or help us better understand the ideas we already have. This lesson will introduce students to methods of prewriting to help them brainstorm for a paper about The Hunger Games by Suzanne Collins, yet this lesson could also work with any other text.
 

This lesson works best after the class has almost finished the book This way, the themes students will write about will already be familiar. Educators will also need to know how to use Microsoft Word and Cmap (concept map program). Although The Hunger Games is used in this lesson, the lesson plan can be adapted for any text.
 

Group Size: Any
 

Learning Objectives:
 

1. After having read The Hunger Games, students will generate ideas for an essay by either creating art, discussing ideas with peers, or free writing.

2. After prewriting activities, students will organize ideas for a first draft with either a concept map or an outline format.
 

Guiding Question:
 

How can ideas be created, articulated, and organized in order to prepare for a paper draft?
 

Materials:
 

Whiteboard

markers

class set of The Hunger Games

handouts that are examples of free form writing, art, outlines, and concept maps

class set of computers with access to Word and Cmap
 

Procedures:
 

first 10 to 15 minutes:

Class will begin in a whole group setting. The teacher will review The Hunger Games by reviewing plot, major themes discussed, and characters. The concept of prewriting is then introduced as a first step in writing about literature. Prewriting is defined here are the methods used to generate ideas for the purpose of writing. The teacher will explain how each person will feel comfortable with a different method of prewriting, and that three specific methods are free form writing, discussion, and art. Each method's ability to generate ideas are explained. The handouts that include free form writing and art are explained as examples of how these methods generate ideas and can be .

Next, the teacher will explain how ideas can be organized to form a plan for a draft. The teacher will explain what a concept map is and what an outline is, referring to the example handouts for clarification. The teacher will introduce the terms claim, an argument formed from opinion, and evidence, the material that supports/proves the claim.

Rest of class:

After the process of prewriting is explained, the teacher will explain the day's activities. Each student will choose a topic from the novel to write about, and each student will receive a computer to use. They will then choose which method of generating ideas is most comfortable for them; either discussion, free form writing, or artwork. students will engage in these activities for the rest of the period. Those who choose paint must write notes that explain what ideas their art has lead to. The teacher will roam around the classroom, making sure students remain on task and discuss their ideas with them. Students should demonstrate that their work has lead to a main argument, three claims to support it, and three pieces of evidence to support their claims. Not all parts must be present, but significant progress must be made. After students show evidence of their thoughts, either notes from discussions, artwork with notes to explain it, or free form writing, they may choose to work on their homework, using either word for an outline or cmap for a concept map. All parts of the paper must be included in the outline.

Homework:

After class, students will use their notes from discussions with peers, art with notes, or writing to create either a concept map or and outline to use for writing their drafts. Students may choose which method is most comfortable for them.
 

Assessment:
 

Students will demonstrate prewriting skills by discussing the ideas they generate with the teacher during class.

Students will turn in their concept map or outline as evidence that the understand how to organize ideas for a draft.
 

Answer Key or Rubric:
 

concept map and outline rubric:

organization:

0- work shows no form of organization

1- ideas are arranged with some form or organizational pattern

2- ideas are organized logically and can be easily transfered to a draft

claims:

0- claims are not related to topic or do not make progress towards a paper

1- claims are related and somewhat based on reasoning, but the logic is incomplete

2- claims are related to topic and are well thought out

support:

0- support cannot prove claims

1- support is related to claims but does not completely prove claims

2- support proves claims thoroughly

generating ideas:

0- student did not demonstrate to teacher during class that they have generated ideas through chosen method

2- student did demonstrate to teacher during class that they generated ideas through chosen method

total score:_____
 

Benchmark or Standards:
 

LA.910.3.1-The students will use prewriting strategies to generate ideas and formulate a plan.

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