Writing Lesson Plans

As a good educator, you are usually asked to write lesson plans, with the help of which you can effectively improve your teaching skills. So how should a lesson plan be written appropriately? The following is my collection of 10 writing lesson plans, just for reference, I hope it can help you.

Writing lesson plan Part 1

1, recognize the field character grid, to prepare for the future correctly written characters. Initially know what is the stroke, what is the stroke order.

2, master the correct writing posture, develop correct writing habits.

3. Cultivate interest in writing and stimulate the desire to write.

(a) check and review

1, randomly read the vocabulary cards.

2, name and read "Writing is useful"

Teachers praise appropriately.

(2) Recognize the field character grid

Do you want to learn to write? Today we will first recognize the field character grid. Show the field character grid, who knows it? Do you know the names of its parts?

First, let the students say, complement each other, the wrong place the teacher and then the camera point, correct.

Teachers briefly introduce why it is important to practice writing in Tianzigraph.

(C) learning to write posture

Recognizing the field character grid, let's learn the correct posture of writing. Look at the picture in the book and learn it.

Who can do it to show everyone?

Teachers briefly talk about the Three Ones.

Trace the correct posture, and remind the writing posture.

(4) Classroom Summary

Tell us why it is important to write with correct posture.

Ask students to evaluate who you admire most in this lesson and why. Praise the students who did well.

Writing Lesson Plan Part 2

Teaching Objectives:

1. To stimulate students' interest in writing.

2. Read the sentences familiarly and recognize the seven characters by listening to the method of reading; initially know what the strokes and stroke order are.

3. Learning Methods and Habits: learn to listen to read literacy with the method of finger reading.

Teaching Focus:

Read the words and recognize 7 vocabulary words.

Teaching Difficulties:

Initial knowledge about strokes.

Teaching process:

I. Introduction

1. Observe the pictures in the book: who says what is drawn on the picture? (The teacher is giving a language lesson and the pupils are listening to the lecture.)

How are the children listening? (Serious, attentive, etc., to inspire students to say different words, while the training of saying complete sentences.)

2. Want to know what they are learning? Dingding is also there in the class, see, he told you what they are learning. The six words in the book are shown.

Second, learn new lessons:

1. Who can help Tintin tell you what they are learning? Who would like to lead the reading?

2. Originally, they are learning to write, learning strokes, learning stroke order!

(1) The five basic strokes of a Chinese character, name them. （

(2) The teacher writes, and the students follow.

(3) Summary: Chinese characters are made up of strokes in a certain order, writing from left to right, from top to bottom, don't forget yo!"

3. Ding Ding as a small teacher taught you the strokes and stroke order, who also want to be a small teacher to teach you to read these? Named with reading, students read along.

4. You learn really seriously, can read on their own? Open the book page 8, pointing to read, see whose pointing posture is the most beautiful. (Students read)

5. table read each other:

(1) check each other pointing posture;

(2) do not know the words to help each other.

(Cultivate the sense of cooperation and the habit of finger-reading, penetrate another method of literacy - ask others for advice.)

6. Read together as a class. You are really amazing, in such a short time to read so well, showing that you can all be like Ding Ding and the children in the picture as serious study.

7. pick word game: students on the blackboard to pick a word they know or like, read out loud and take everyone to read again, and then invite children to do the game.

8. Games:

(1) Pairs of touch: the children put the word card while reading, and then one of them said a word, another child to find the word, two of the same word to form a pair.

(2) find friends: on the blackboard vertically arranged: "use, write," two words, let the students from the rest of the vocabulary to find them a friend, that is, to form words.

Third, summary

Children, we will soon learn to write, the teacher hopes that every student can write the word especially beautiful, I hope you can have a rewarding experience every lesson.

Fourth, the hall clear test:

open the train to read the vocabulary:

pen leather book write words with heart

Attachment: board design

learn to write

pencils, erasers, field books

write with heart very seriously

pen leather book write words with heart

writing Lesson Plan Part 3

Time 1:

(a) Look at the picture to reveal the topic.

1. Observe Figure 1 and say the meaning of the picture. Camera board.

2, Introduction to Huai Su.

3. Read the question.

(2) The first reading guide.

1, teacher training.

2, the students read the text twice freely, the requirement to read the words accurately, read through the sentences, mark the natural paragraph number.

3. Check the pronunciation of vocabulary. Pay attention to read the accurate level warble, before and after the nasal sound, three pinyin and so on.

4. How many natural paragraphs are there in the text***?

5. Read the text in natural segments by name, correct the pronunciation, and guide the pause between sentences.

(C) intensive reading training.

1, study the first natural paragraph.

(1) Name and read.

(2) What does it mean to be studious?

(3) Why do you say that Huai Su is a studious child?

(4) Read aloud and recite the first natural paragraph.

2. Study the vocabulary.

(1) Show the vocabulary.

(2) Learn the words by yourself.

(3) Guide the writing.

① Teachers write.

② Students trace red.

①Students practice writing in the Workbook.

Lesson 2:

(1) Review.

Memorize the first natural paragraph.

(b) Continue the intensive reading training.

1. Study the second natural paragraph.

(1) Name the second natural paragraph.

(2) What is the attitude of Huai Su writing? What else can be said?

(3) Where can you see that Huaisu writes very seriously?

(1) There are three steps in writing.

(2) It is always a word.

(4) Read aloud and recite the second natural paragraph.

2. Study the third natural paragraph.

(1) Read the third natural paragraph by name.

(2) Where do you see that Huaisu writes not only seriously, but also hard?

Write and write.

(3) Read aloud and memorize the third paragraph.

3. Study the fourth natural paragraph.

(1) Read the fourth natural paragraph together.

(2) What does famous mean?

(3) Why did Huai Su become a famous calligrapher?

(3) Summarize the text.

1. Read aloud and recite the text.

2. Learn the vocabulary.

(1) Show the vocabulary: first.

(2) Learn the words by yourself.

3. Guide the writing.

(1) Teach the teacher to write.

(2) Students trace red.

(4) Extracurricular activities.

Everyone is ready to participate in the Little Waisu in Growing Writing Competition.

Writing lesson plan Part 4

The third lesson of the upper and lower structure of the word teaching objectives

1, master the correct way to hold the pen and sitting posture, sixth grade writing lesson plan 2.

2, stimulate the interest in learning brush calligraphy.

3, cultivate good writing habits teaching content: on the "point" "shine" and other words. Teaching key points and difficulties: the correct way to hold the pen and sitting posture. Teaching aids: pen.

Teaching process:

I: Teacher's board book subject.

Second, show the small blackboard "point" "shine"

1, read the post to observe the characteristics? What are the morphological features? "Point" "shine"

2, let the students read. Cite words similar to the above.

3: Guiding students to write:

1, practicing empty book

2, observation and comparison, empty book to master the characteristics of such words and then to the teacher to ask the teacher to write the problems encountered in the lesson plan "sixth grade writing lesson plan 2".

3, practicing the posting.

4, visiting counseling students to practice (double posture, pen method)

4: Teaching Evaluation

1, guidance for self-evaluation.

2, check and evaluate student writing, guidance to correct bad writing. The fourth lesson of the left and right symmetrical structure of the word teaching objectives 1, master the correct way to hold the pen and sitting posture. 2, stimulate the interest in learning brush calligraphy.

3, cultivate good writing habits teaching content: the teaching of the word "berth" "outside" and so on. Teaching key points, difficult points: the correct way to hold the pen and sitting posture. Teaching aids: pen.

Teaching process:

I: Teacher's board book subject.

Second: show the small blackboard "Park" "outside"

1, read the post to observe the characteristics? What are the morphological features? "Park" "Outside"

2. Have the students read it. Cite words similar to the above.

3: Guide students to write:

1, practicing empty book

2, observation and comparison, empty book to master the characteristics of such words and then to the teacher to write the problems encountered.

3, practice posting.

4, visiting counseling students to practice (double posture, pen method)

Fourth: Teaching Evaluation

1, guidance for self-evaluation.

2, check and evaluate students' writing, guidance to correct bad writing.

Writing lesson plan Part 5

Introduction Input:

Who writes the best characters in our class? Will he or she please come and tell us about his or her experience?

Teaching Objectives:

1, learn the nine words in this lesson, read the pronunciation of the words, recognize the shape of the words.

2, can skillfully read aloud the text, can recite the text.

3. Learn to be as active as Huai Su and write the characters well.

Lesson 1

Teaching process:

I. Look at the picture to reveal the topic

Introduction: Huaisu is a famous calligrapher of China's Tang Dynasty, who is good at writing cursive script, and has a cursive script of Forty-two Chapters of Scripture and Thousand Character Man. and the Thousand Character Essay have been passed down to the world. His characters are flowing freely and have a great influence on the descendants. How did he become a genius? We will know after learning the text.

Produce the topic: Huaisu writing

Second, the first reading guide

1, the teacher reads, the students will not understand the place to play "?"

2, the students read the text freely once, the requirement to read the word sound, read through the sentence, mark the natural paragraph number.

3. Check the pronunciation of vocabulary.

生字：gǔhéjìnxiānyàngrì

古时和好上进先看这样日子

chánghòushū

长长以后书法家

指名讀，指点学生从平、翘舌音，前、后鼻音，三拼音等方面区分加点字读音的异同。

4. How many natural paragraphs is the text divided into?

5. Read aloud the natural paragraphs in small groups, correct the pronunciation, and guide the pause between sentences.

Third, learn vocabulary

1, show all the vocabulary, read to yourself, and correct each other at the table.

2, name and read, correct the sound, group words.

3, how to remember the word?

4. Teach the teacher to write.

5. Students trace red.

After teaching:

Students can write carefully.

The Second Lesson Time

Teaching Process:

I. Show the brush character (sixth-grade students) and introduce the text:

Is this brush character well written? Do you know how long it took him to write so beautifully? Here we come to study the text "Huaisu writing", board book: Huaisu writing. See how he practiced writing?

Second, the first reading of the text, read the word sound.

1, read the text aloud freely.

2. Check the preview:

(1) The small blackboard shows the vocabulary, draw individual students to read.

(2) The group leader checks the parents' signatures.

3. Read the text carefully and realize the meaning of the text.

(1) Study the first natural paragraph.

① Draw a student to read the text aloud.

② The teacher asked: What kind of child is Huai Su? Are we the same?

(2) Study the second and third natural paragraphs.

① Read the second and third natural paragraphs freely.

② Teacher asked: How did Huaisu learn to write?

(3) Read the fourth paragraph together and then the teacher will summarize.

(4) Read the text emotionally and savor the meaning of the lesson.

Third, learn vocabulary, write carefully. (Classroom practice)

1, the teacher first in the field grid model writing, and guide the character structure, and the correct stroke order.

2. Students write, and the teacher walks around the classroom to guide them.

4. Extension outside the classroom.

After class, think about how to write beautifully, and write one to the teacher for evaluation.

Teaching Notes:

The writing this time than before have made great progress, a lot of serious.

Writing lesson plan Part 6

Teaching Objectives

1. To correctly understand the meaning of calligraphy.

2. To recognize the characteristics of Chinese characters and the art of writing.

3. Learn to appreciate the art of Chinese calligraphy.

Teaching hours : One hour.

Teaching aids: multimedia classroom video equipment, computers, VCD CD-ROMs introducing calligraphy.

The Teaching Process

I. Tell us about Chinese characters and Chinese calligraphy.

Calligraphy is an ancient traditional art in China with a long history and broad and profound, which reflects the thousands of years of civilization of the Chinese nation from one side, and unites the endless wisdom of the Chinese people, and it is not only an important part of the national culture of China, but also a valuable treasure of the world culture.

1. What is calligraphy.

Calligraphy is the art of writing, that is, the art of modeling lines with Chinese characters and using brushes and all kinds of hard brushes as the tools of expression.

A Calligraphy is constantly evolving, such as Big Seal Script, Small Seal Script, Clerical Script, Zhang Cao, Regular Script, Cursive Script, Running Script, etc. Each time, B Calligraphy is changed, B Calligraphy is also changed. For each change of calligraphic style, B The art of Chinese character calligraphy is generally formed by three factors:

One, the ideographic nature of Chinese characters.

Secondly, the writing tool of Chinese characters, the brush, which has a lot to do with the fact that Chinese character writing can become a wonderful art.

Thirdly, the infiltration of Chinese cultural ideas.

Second, appreciate a variety of calligraphy

1. show the first hit calligraphy regular script works 2. show the modern calligraphy brush works

3. famous monument to appreciate

① Yan Zhenqing "Qinli monument" Characteristics::: the brushwork is thick, majestic

② Liu Gongquan "Xuan secret tower monument" Characteristics:: strong, copper, iron and steel.

③ Wang Xizhi "Lanting Preface" Characteristics: strokes of the dragon and snake, rounded and smooth

Three Summary

The good or bad of the calligraphy work lies in the practitioner's skill, as long as serious and persistent practice, the attainment of calligraphy will be flourishing

Writing Lesson Plan Part 7

I. Teaching Objectives

Knowledge Objectives: To recognize the characteristics of the form of the horizontal hooks, vertical hooks, horizontal hooks, curved hooks, oblique hooks and other five hooks and the importance of writing.

Ability Objective: To understand how to write hooks, to be able to correctly write vertical hooks, horizontal hooks, horizontal hooks, curved hooks, oblique hooks, and to use them in the initial practice of example characters.

Emotional objectives: continue to cultivate students to read posters carefully and correct good writing habits. In the appreciation to further stimulate students to write good characters of keen interest.

Second, the teaching of the key points

1, the focus: the initial mastery of the five different hooks in the writing of the essentials, and in the corresponding examples of character practice to use.

2, "lying hook, oblique hook" writing.

Third, the teaching process

(a) show work, stimulate interest

show some of the students of the school's work (demonstration - show the original)

(b) reveal the subject of the understanding of the hook

Teacher: this lesson we are here to learn the eighth lesson - the hook. This lesson we will learn the eighth lesson - hook writing. (Board subject)

1, recognize the types of hooks

Tell us, what hooks do you know?

Teacher: There are many kinds of hooks. This lesson we come together to learn five of the common hook painting writing. Let us first recognize them. (show one by one) - vertical hooks, horizontal hooks, horizontal hooks, lying hooks, curved hooks, oblique hooks.

2. Recognize the forms of the five hook strokes

Teacher: Please look carefully at the forms of these strokes, what can you find?

(C) to understand the essentials of writing, learning to write hooks

1, independent inquiry, recognize the essentials of writing hooks

Teacher: how to write these hooks, what to pay attention to when writing? The table can first discuss, and then try to write in the field according to the essentials of writing.

2, the organization commented, understand the hooks of the writing essentials

(1) Teacher: who wants to show you just write first?

(2) students show - organizational review - timely incentives

(according to the student report, the teacher timely comments, the camera board)

3, the students questioned, breakthrough

Teacher : Just now students in the self-study, which hooks feel more difficult to write?

Focus on: horizontal hooks, vertical hooks of writing

(using teachers and students *** with the exploration of horizontal hooks, vertical hooks of writing - students practice writing - the organization of the comments)

4, summary of hooks of writing

Show "vertical hooks, horizontal hooks, horizontal hooks, horizontal hooks, change hooks, oblique hooks" the strokes.

Teacher summary: when writing hooks, must be in the hook at a slight pause and then out of the hook.

(D) practice writing example characters

1, show examples of words: small, teeth, hand, inch, can, in

(after reading) Teacher: each word with what hooks? Then guide the students to carefully observe the position of each hook painting in different words,

tooth: vertical folding should be slightly longer than the vertical above, the apostrophe can not be too long.

Hand: the vertical hook can be slightly bent to the right, and the second horizontal is slightly longer.

2, students free posting practice writing

3, the group cooperation comment (comment: hook painting is not written beautifully, whether the other strokes are properly arranged, whether the word is written more beautiful.)

4, show, comment on students practicing writing.

(E) summarize:

When writing hooks, all must pause at the hook and then hook.

(F) Appreciation of famous posters.

(VII) Motivate students to set up ambition and practice writing diligently.

Teaching key points: Good writing posture, the method of holding the pen to develop.

The teaching process:

I. Stimulating the introduction

Students, this year you are in the second grade, this is your first writing class, who knows how to be considered the correct writing posture, penholding method.

Second, the demonstration

1, please raise your hand to the students on the stage demonstration

Assessment: who did the most correct?

In what ways?

2. Students work together on stage.

Evaluation: see who is the golden partner of the same seat.

Praise the golden partner.

Third, the class demonstrated

Writing posture: writing pencil words generally sit and write, the requirements of the head is straight, straight, arm open, two feet on the ground, eyes a foot away from the paper, chest from the inner edge of the table a fist away, thumbs away from the tip of the pen an inch away.

pen method: thumb, forefinger tip relative pinch the pen, the middle finger, a little under the side of the middle finger knuckle position against the pen, do not pinch too tight. The ring finger against the middle finger, the little finger close to the ring finger, the little finger and the outside of the wrist resting on the table as a writing support point, the pen oblique about 45 degrees or so.

Fourth, compare who has the most correct posture.

v.

Teaching Reflection:

Writing Lesson Plan Part 9

Activity Objectives

To develop the good habit of writing with the correct writing posture.

Know the correct way to hold the pen to write.

Activity Preparation

Experience Preparation: Write your name and seat number.

Lesson Preparation: background music; "correct writing posture" pictures; "writing posture mnemonic" live video; "pencil grip mnemonic" live video.

Materials: paper, pencil.

Activity process

Play the background music and ask children to draw on the paper freely to introduce the theme of the activity.

Follow the music and draw randomly, keep your posture still when the music stops.

Observe if your posture is correct.

Show the picture "Correct Writing Posture" to guide children to understand the key points of correct writing posture.

Today, a child is going to show us how to write with correct posture.

Does he sit crookedly or with his back straight?

Is his book crooked or straight?

Are his eyes close to the book or at a distance?

Is his chest against the table or at some distance?

Summary: When you write, you should straighten your back and waist, set your book upright, and keep your eyes and body at a distance from the table. If you write and draw with the wrong posture, it will affect our eyesight and health over time, so we should always pay attention to our writing posture.

Play the video "Writing posture mnemonic" and ask children to adjust their writing posture according to the mnemonic.

We already know what the correct writing posture is, and a teacher has made it into a mnemonic for the children to remember it better, let's listen to it.

Please follow the video and adjust the distance of one inch, one foot and one fist.

Play the video "Pen Grip Mnemonic" and ask children to adjust their pen grip according to the mnemonic.

In addition to the correct writing posture, we also need to master the correct pencil grip, follow the video to learn.

Do you hold the pen correctly? Check with your partner.

Ask the children to write their names with correct writing posture and pencil grip.

Please write your name with a correct pencil grip.

Summary: Children will learn a lot of new knowledge after entering elementary school, and will know a lot of words. Correct writing posture and pencil grip not only help us to keep our bodies healthy, but also help to improve the efficiency and beauty of our writing. Children should practice more and develop good habits of writing correctly.

Writing Lesson Plan Part 10

Teaching Objectives:

1, with the help of pinyin independent literacy, recognize the words in this lesson, correctly and neatly write the words required to be written.

2, can correctly, fluently and emotionally read aloud the text, to experience the beautiful heart of the old man.

3. Understand the meaning of key words and phrases, and be able to use key words to make sentences orally.

Teaching Key Points:

1, recognize the vocabulary of this lesson, can write the required words.

2. On the basis of reading aloud, appreciate the beautiful heart of the old man.

Teaching Preparation:

Teachers: this lesson's vocabulary cards, read aloud tape.

Students: make apple graphic vocabulary cards.

Teaching hours: two lessons.

Teaching Design:

The First Lesson Time

Teaching Process:

I. Teachers write the subject and reveal the topic directly

1.

2, students read the subject with the help of pinyin

3, show the "apple", "fruit" card, name and read.

4. Read the topic by name.

5, read the subject.

6, the teacher set the suspense: children, the old man and the apple tree what will happen between the story? Today we come together to read the text "the old man and the apple tree".

Second, self-study words

1, show the requirements, students read the text, learn vocabulary.

2. Check the recognition of the vocabulary.

3. Teach the vocabulary words that students can't spell by themselves.

3. Read the text familiarly and perceive the understanding.

1. Teachers play the audio recording of the text to read aloud, and students listen carefully.

2. Play it again, and the students read it softly.

3. Students try to read the text.

4. Students read it to each other.

5, point to the name to read, other comments.

6. Read it together.

4. Read the text again to understand the content.

1, named feedback: the text tells what story between the old man and the apple tree? (As far as possible to require students to say in their own words)

2, the teacher showed the picture of the old man: children, look, what kind of old man is this? (Students look at the picture and say a word)

3, the teacher: you all have their own grandparents, and now they are older, what do they usually do?

4. Teacher: Yes, grandparents passed away, they have worked hard all their lives, they should rest, but the old man in this text is not young, but what is he doing? (show the picture of the old man planting trees)

5, name feedback.

6. Looking at the picture, do you have anything to ask? (Students questioned according to the content of the picture)

7, the teacher guide: yes, this old grandfather is so old, what is he planting trees? How did people ask him?

8. Name the feedback, the teacher shows the sentences in the text.

"What are you planting so many apple trees for? It will be a long, long time before these trees bear apples, and I'm afraid you won't be able to eat their apples!"

9. Understand the above words.

(1) show "着", guide the correct reading, distinguish the polyphonic word "着".

(2) Read the sentence together.

(3) Name the meaning of "a long time" and "I'm afraid".

(4) Why do people think the old grandfather shouldn't plant trees? (Students combine the contents of the sentences in their own words.)

(5) Guide to read the sentences aloud with feeling.

10, read the text, to understand the reasons why the old man planted trees.

(1) Name and read the last natural paragraph of the text, other students think: How did the old grandfather answer?

(2) Name the feedback.

(3) Read it collectively.

(4) Say in your own words: why did the old grandfather plant the apple tree?

(5) Teacher summary, everyone read the last paragraph of the text together.

V. Read the text familiarly, the overall perception

1, students read the text freely.

2. Guide students to read the text aloud with feeling.

3. Read the text aloud in roles.