Coherence in Writing Lesson Plan

Instructor: Sharon Linde
Teach your students how to make their writing more coherent with this lesson plan. Students will watch a video lesson, do guided and independent writing activities, and take a quiz.

Learning Objectives

After this lesson, students will be able to:

  • explain what it means to have coherent writing
  • define parallel structure
  • describe transitional devices
  • explain how point-of-view is important to coherent writing


1 - 1.5 hours

Curriculum Standards

  • CCSS.ELA-Literacy.W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  • CCSS.ELA-Literacy.W.9-10.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.


Key Vocabulary

  • Coherence
  • Parallel structure
  • Transitional devices
  • Point of view

Warm-Up and Preparation

  • Share the sample piece with students and ask them to read silently.
  • After reading, ask students:
    • What did you think of this piece of writing?
  • Allow students to share their ideas with a partner, then discuss as a whole class.
    • How did it feel to read the piece? Choppy? Difficult?
  • Now tell students to go back and underline the parts that feel choppy or difficult to read. Ask:
    • What can we do to make this piece more enjoyable?
  • Share answers as a whole class, then set aside for later.

Direct Instruction

  • Start the video lesson Coherence in Writing: Definition & Examples and pause at 0:45.
  • Define 'coherence' and ask students to share experiences with how they struggle to make their own writing coherent.
  • Restart the video lesson and pause at the following times:
    • 1:30
    • 2:50
    • 5:57
  • After watching each section, have students work with a partner in their sample text to add in elements as explained in the lesson. For example, what transitional words can they use to make paragraphs more coherent?
  • Share answers after each section and ask:
    • How do these changes make the reading different?
  • Instruct students to work with their partners to rewrite the piece using their new coherence strategies.
  • Now have groups re-read their work and discuss how the changes they made impacted the piece.
  • Play the remainder of the lesson and take the quiz together. Reteach and review as necessary.

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