This lesson plan has the goal of teaching students about different types of writing prompts. The teacher will first explain what a prompt is and give examples of text-based and self-based prompts. Then, students will work in partners to analyze sample prompts and identify whether they are text-based or self-based. Finally, students will collect real-world and school prompts over the next few days to build a running list of examples.

8. A Sample Lesson Plan:
Prewriting
Lesson I.1
TOPIC: Prompts Are Everywhere: Text-Based and Self-Based
SCAFFOLDING LEVEL: Modeling/demonstration and guided participation
GOAL: Students will observe as the teacher demonstrates, and then students will participate in analyzing and collecting
a variety of self-based and text-based prompts.
MATERIALS:
• Projection device • PowerPoint slides for Understanding the Prompt
• Variety of self-based and text-based samples from state websites and living (real-world) prompts (see live links in the
CD’s Resources folder)
• File folder labeled “Collected Prompts” • Chart paper
• Markers
PROCEDURE:
Part 1: Explain what a prompt is and where prompts are found, offering a variety of school and living prompts. Invite
students to share some prompts they’ve heard or read.
Part 2: Use the PowerPoint slides for Understanding the Prompt to discuss the difference between a self-based and a
text-based prompt. Then, show students a variety of prompts and ask partners to decide which are text-based and
which are self-based. Share partner results in a whole-class discussion. (Be sure to also include both kinds of prompts
from your own state’s past assessments.)
CLOSURE:
Part 3: Ask students to collect prompts throughout the next few days—both living and school prompts—so the
class can develop a running list. Each student should add his or her example to the list during free time.