The Missouri Reader Vol. 37, Issue 1 | Page 44

IF YOU CAN WRITE A LESSON PLAN, YOU
CAN WRITE AN ARTICLE
Beth Hurst and Deanne Camp

ave you ever been told by a fellow
teacher that you should write an article about your
teaching ideas, but you haven‘t known where to
start? One way to begin and to break any mental
blocks about writing is to ―[relate] the unfamiliar to
what is already known‖ (Smith, 1975, p. 1). If
writing is new to you, connect it to something you
know and do well – writing lesson plans. If you can
write a lesson plan, then you can write that article!
Our intent is not to reduce writing to a
formula, but to provide a formula to help reduce
the fear of writing. So many people think they can‘t
write. In his book On Writing Well, Zinsser (1994)
stated, ―It‘s not necessary to be a ‗write‘ to write
well‖ (p.167). He encouraged would-be writers by
saying that ―writing is thinking on paper‖ and that
―if you can talk to someone about the things you
know and care about, you can write‖ (p. vii).
By giving students formulas such as biopoems
or diamontes, we show them they can write
poetry; in the same way, by comparing writing an
article to the steps in a lesson plan, we want to
show you that you can write about your teaching
ideas. Many variations of the elements in an
effective lesson plan exist (Betts, 1946;
Cunningham, Moore, Cunningham, & Moore,
1995; Hunter, 1984). We have chosen the
following seven components to discuss: (a)
objectives, (b) building background, (c) setting
purpose, (d) introducing vocabulary, (e)
instructional procedure, (f) independent practice,
and (g) closure. These same steps can be used to
produce a well-written article.

Objectives. Every lesson has objectives to be
taught. Teachers often begin a lesson by stating the
objectives so students will know what they should
be able to learn and what benefit learning the
material will offer them.
An article has an objective as well. For
example, the objective of this article is to provide

steps for writing in an effort to make it seem less
daunting for reluctant writers. One way to begin
writing the article you‘ve dreamed of is to narrow
your focus. Once you‘ve established a main idea,
write it in a strong thesis sentence. Wyrick wrote in
her book Steps to Writing Well (1979) that ―a thesis
statement, prepared before you begin your first rough
draft, is perhaps your single most useful organizational
tool‖ (p.20). The sentence not only lets your readers
know your intent, but it will guide your writing as
well. Your objective, or thesis sentence, expounded
upon will become the opening paragraph or
paragraphs for your manuscript.

Beth Hurst is Professor in the
Reading, Foundations, and
Technology Department at Missouri
State University.
Deanne Camp is Professor and
Director of the Graduate Literacy
Program at Missouri State
University.
Building background. Reutzel and Cooter
(1992) defined building background as providing ―the
necessary knowledge to facilitate comprehension‖
(p.74). Stevens (1982) found in her research that
building background on a particular topic enhances
comprehension.
Is there any background knowledge that you
readers need to understand before they can relate to
your article? For example, if you are writing about
©The Missouri Reader, 37 (1) p.44