SOM1 WGU D295 Task 2 Passed
A. Identify the topic from a lesson within a unit of study:
1. The topic of the lesson is improving narrative writing through revision. The concepts and
skills being taught in this lesson are that revision is a key part of the writing process. Revising
enhances your narratives. Students will revise their rough drafts by incorporating sensory
details, improving word choice, and restructuring sentences so their narratives flow better.
Students will use teacher and peer feedback to revise their narratives.
B. Explain how the essential concept, skill, or task from part A will be demonstrated
in your e-learning activity by doing the following:
1. For this lesson the three strategies I will use are gradual release, think-aloud/think-
along strategy, and collaborative revising.
a. I will start by using direct teaching to teach the students about the importance of revisions
during the writing process. I will discuss strategies such as adding sensory details, word choice,
and revising weak sentences. I will use the Think-Aloud/Think-Along strategy by modeling the
revision process using a mentor text paragraph. As I work through revising the paragraph, I will
think aloud to model the process and the decisions I make when revising the paragraph. For
example, if the paragraph is about taking a walk with my dog. The sentence I’m focusing on is
“I took my dog for a walk.” I will say out loud, “this sentence is weak, so I am going to revise it
by adding more details.” “When did I walk my dog? Was it sunny? What did it smell like? How
did I feel? How did my dog feel about the walk?” I will revise the sentence to say “Sunday
afternoon, I took my dog, Dutches, for a walk after the rain. Dutches was happy to get out of the
house, but I dreaded the puddles and mess she would get into outside.” I will explain to the
students that sometimes when revising sentences, they can turn into more than one sentence. I
will reiterate the importance of adding details into their stories.
2. Explain how you will use digital tools to demonstrate the essential concept, skill, or
task from part A in an online or hybrid learning environment.
This lesson will be taught in an e-learning environment. The digital tools that will be used for
this lesson are Google Meets, Google Forms, and Loom. The teacher and students will first meet
on a google meet so the teacher can direct teach how to revise their writing. Students will then
use Google Docs to share their drafts with each other and they will leave comments to make
suggestions and how they can revise their drafts to enhance their writing. The teacher will create
a Google Form that is a digital checklist for revisions. The teacher will use Loom to create a
prerecorded video of them using the think aloud strategy revising a different paragraph. Students
can use this if they need a refresher on how to revise thinking of different parts, such as the
setting, sensory details, enhancing their sentences, and word choice.
3. Explain how the strategy described in part B1 will allow learners to practice and
receive feedback as they learn the essential concept, skill, or task.
The first part of the lesson will be the “I do” portion of the gradual release model where
the teacher is modeling how to do revise sentences in a paragraph by using the think aloud
strategy. This will allow students to see how to revise their narrative writings by an expert (the
teacher) and what the thought process looks like when revising. The teacher will be able to
answer any questions students may have during this part of the lesson.
The second part of this lesson is the “We do” portion of the gradual release model where
the students are working with a partner to revise sentences in breakout rooms. The students will
be placed with partners for Collaborative Revising. The students will practice the skill of
revising setences/paragraphs with peer support. Students that really understand the concept of
®™
A. Identify the topic from a lesson within a unit of study:
1. The topic of the lesson is improving narrative writing through revision. The concepts and
skills being taught in this lesson are that revision is a key part of the writing process. Revising
enhances your narratives. Students will revise their rough drafts by incorporating sensory
details, improving word choice, and restructuring sentences so their narratives flow better.
Students will use teacher and peer feedback to revise their narratives.
B. Explain how the essential concept, skill, or task from part A will be demonstrated
in your e-learning activity by doing the following:
1. For this lesson the three strategies I will use are gradual release, think-aloud/think-
along strategy, and collaborative revising.
a. I will start by using direct teaching to teach the students about the importance of revisions
during the writing process. I will discuss strategies such as adding sensory details, word choice,
and revising weak sentences. I will use the Think-Aloud/Think-Along strategy by modeling the
revision process using a mentor text paragraph. As I work through revising the paragraph, I will
think aloud to model the process and the decisions I make when revising the paragraph. For
example, if the paragraph is about taking a walk with my dog. The sentence I’m focusing on is
“I took my dog for a walk.” I will say out loud, “this sentence is weak, so I am going to revise it
by adding more details.” “When did I walk my dog? Was it sunny? What did it smell like? How
did I feel? How did my dog feel about the walk?” I will revise the sentence to say “Sunday
afternoon, I took my dog, Dutches, for a walk after the rain. Dutches was happy to get out of the
house, but I dreaded the puddles and mess she would get into outside.” I will explain to the
students that sometimes when revising sentences, they can turn into more than one sentence. I
will reiterate the importance of adding details into their stories.
2. Explain how you will use digital tools to demonstrate the essential concept, skill, or
task from part A in an online or hybrid learning environment.
This lesson will be taught in an e-learning environment. The digital tools that will be used for
this lesson are Google Meets, Google Forms, and Loom. The teacher and students will first meet
on a google meet so the teacher can direct teach how to revise their writing. Students will then
use Google Docs to share their drafts with each other and they will leave comments to make
suggestions and how they can revise their drafts to enhance their writing. The teacher will create
a Google Form that is a digital checklist for revisions. The teacher will use Loom to create a
prerecorded video of them using the think aloud strategy revising a different paragraph. Students
can use this if they need a refresher on how to revise thinking of different parts, such as the
setting, sensory details, enhancing their sentences, and word choice.
3. Explain how the strategy described in part B1 will allow learners to practice and
receive feedback as they learn the essential concept, skill, or task.
The first part of the lesson will be the “I do” portion of the gradual release model where
the teacher is modeling how to do revise sentences in a paragraph by using the think aloud
strategy. This will allow students to see how to revise their narrative writings by an expert (the
teacher) and what the thought process looks like when revising. The teacher will be able to
answer any questions students may have during this part of the lesson.
The second part of this lesson is the “We do” portion of the gradual release model where
the students are working with a partner to revise sentences in breakout rooms. The students will
be placed with partners for Collaborative Revising. The students will practice the skill of
revising setences/paragraphs with peer support. Students that really understand the concept of
®™
