ALEX Lesson Plan


My Bad Day

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  This lesson provided by:  
Author:Judith Smith
System: Cullman County
School: Cullman Child Development Center
  General Lesson Information  
Lesson Plan ID: 16471


My Bad Day


During this writing lesson students go step by step through the writing process to create a story about a bad day. Students use graphic organizers and Internet resources to help improve their writing skills.

 Associated Standards and Objectives 
Content Standard(s):
TC2 (3-5)
1. Use input and output devices of technology systems.
Examples: input—recording devices, keyboards, touchscreens
  • Demonstrating ergonomics relative to technology systems
  • Demonstrating correct keyboarding techniques
  • Demonstrating safe removal of storage media
  • TC2 (3-5)
    2. Use various technology applications, including word processing and multimedia software.
  • Using navigational features commonly found in technology applications
  • Identifying digital file types
  • TC2 (3-5)
    6. Describe social and ethical behaviors related to technology use.
    Examples: social—developing positive attitudes for using technology collaboratively
    ethical—citing sources of text and digital content, avoiding plagiarism, avoiding manipulation of others' work without permission
  • Describing the global nature of the Internet
  • Following local acceptable-use policies regarding technology
  • Identifying intrusive applications, including worms, viruses, spyware, and pop-up advertisements
  • TC2 (3-5)
    9. Use technology tools to organize, interpret, and display data.
    Examples: spreadsheets, databases, electronic graphing tools
    ELA2015 (3)
    24. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.3.3]
    a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.3.3a]
    b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W.3.3b]
    c. Use temporal words and phrases to signal event order. [W.3.3c]
    d. Provide a sense of closure. [W.3.3d]
    ELA2015 (3)
    26. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-3.) [W.3.5]

    Local/National Standards:


    Primary Learning Objective(s):

    Students will use the writing process to create an original writing sample. Students will write a fictional story reflecting personal experiences.

    Additional Learning Objective(s):

     Preparation Information 

    Total Duration:

    91 to 120 Minutes

    Materials and Resources:

    Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst

    Technology Resources Needed:

    AlphaSmarts (or other similar handheld computer), computers with Internet access, LCD projector, presentation software


    Students should have basic keyboarding skills.

    1.)I. Prewriting
    a) Discuss what it is like to have a bad day. Relate to the class a bad day through the eyes of a teacher.
    b) Brainstorm together, using the web below, specific details that make up a bad day.
    c) Read aloud to the class Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst.
    d) Give students their own web to use at their desks, for ideas about their own bad day.
    (Brainstorming Web)
    This graphic organizer should be used to brainstorm ideas for student writing.

    2.)II. Drafting
    a) Have students work independently using ideas from their brainstorming web or other ideas, to construct a "sloppy copy" on the AlphaSmart of their most horrible day. Explain to students that the "sloppy copy" will be used to get their ideas on paper, not as the final copy.
    b) Walk around the room conferencing with individual students.
    Some of the questions that may be asked are:
    Was this the worst day you ever had?
    Can you think of anything you left out?
    How did you feel that day?
    Can you think of any words you can use that might describe this day better?
    (The teacher may have these cues downloaded into the AlphaSmarts.)
    c) Download and print the stories.

    3.)III. Revising
    a) Ask students to reread their rough draft. Explain that the revising process gives the opportunity to decide what they need to add to their story and what they should take out.
    b) Have students get into groups of two or three to read their drafts and get feedback from their peers. Explain to students that they should not to be critical of each other's work. The purpose of getting into groups is to help each other with their writing.
    c) Let students rearrange, add to or delete material from their rough draft to help clarify and refine their writing.
    d) Assist students with describing their worst day with a mini-lesson on adjectives. Introduce the mini-lesson with the question "What is an adjective?"
    Give examples of adjectives and ask students to give some also. The teacher will give examples such as terrible, horrible, awful, etc...
    To provide guided practice, the teacher will ask for volunteers to use an adjective in a sentence.
    Also visit the site below as a class to learn more about adjectives.
    To apply this knowledge, ask students to reread their papers to determine if they could use some adjectives to describe their day better.
    This website has information on adjectives.

    4.)IV. Editing
    Visit the site below and review the editing process.
    This site has a presentation about the editing process.

    5.)V. Publishing
    Have students edit their final copy.
    Students will then turn their stories into slideshows by downloading text to each slide or copying and pasting the text to the slide.

    6.)VI. Presentations
    Allow students to present their stories/slideshows to the class.

    **Some files will display in a new window. Others will prompt you to download.

    Assessment Strategies

    The teacher will use the attached rubric to evaluate students' writing.





    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior
    Be sure to check the student's IEP for specific accommodations.