Introduction: Fully engaging students in the writing process requires that they are motivated to write and challenged to increase the level of their writing skills. The writing process is also the most meaningful and authentic way to help students understand that spelling and handwriting can affect their ability to communicate effectively. In this assessment, you will integrate what you have learned about writing, spelling, and handwriting instruction with motivational strategies and tools to create a unit of instruction that will be both challenging and motivating to a specific students skills and abilities. Task: A. Design an original lesson for students in the first, second or third grade (using the attached Lesson plan format ) for each of the following two writing styles: Note: These two lessons should form an integrated unit of instruction. 1. A narrative writing lesson (stressing the telling of a story) a. Explain how you would use the six traits writing model as an assessment if these students were in your own classroom. b. Describe two items you would use in your classroom environment to encourage narrative writing. 2. An expository writing lesson (informing the reader of a topic that would include facts, such as book reports or research reports) a. Describe two items you would use in your classroom environment to encourage expository writing. B. Design an original activity (using the attached WGU Lesson Activity Format) where students learn an irregular spelling rule (e.g., child/children). C. Design an original read-and-describe activity (using the attached form) where students read one of their writing samples to a peer and then the peer describes the content of the writing to the class. Note: In both lesson plans and activities, students should be encouraged to look for correct punctuation, grammar, spelling, and capitalization of words. D. If you use sources, include all in-text citations and references in APA format.

Introduction: Fully engaging students in the writing process requires that they are motivated to write and challenged to increase the level of their writing skills. The writing process is also the most meaningful and authentic way to help students understand that spelling and handwriting can affect their ability to communicate effectively. In this assessment, you will integrate what you have learned about writing, spelling, and handwriting instruction with motivational strategies and tools to create a unit of instruction that will be both challenging and motivating to a specific students skills and abilities. Task: A. Design an original lesson for students in the first, second or third grade (using the attached Lesson plan format ) for each of the following two writing styles: Note: These two lessons should form an integrated unit of instruction. 1. A narrative writing lesson (stressing the telling of a story) a. Explain how you would use the six traits writing model as an assessment if these students were in your own classroom. b. Describe two items you would use in your classroom environment to encourage narrative writing. 2. An expository writing lesson (informing the reader of a topic that would include facts, such as book reports or research reports) a. Describe two items you would use in your classroom environment to encourage expository writing. B. Design an original activity (using the attached WGU Lesson Activity Format) where students learn an irregular spelling rule (e.g., child/children). C. Design an original read-and-describe activity (using the attached form) where students read one of their writing samples to a peer and then the peer describes the content of the writing to the class. Note: In both lesson plans and activities, students should be encouraged to look for correct punctuation, grammar, spelling, and capitalization of words. D. If you use sources, include all in-text citations and references in APA format.