This is the pedagogical justification of a 100-minute lesson plan for the writing class targeted at the intermediate level students. It gives detailed explanation of the theoretical guidelines underlying the designing of the lesson plan. It analyzes how the process genre approach(Badger & White, 2000) is applied and how the process of drafting, peer-conferencing, redrafting,peer-editing, writing final draft and publishing is manifested in each step; it also shows how the“principles of teaching writing”(Peter Teo, 2005) is used in designing each step, which include be skill-specific, motivate interest, activate schema, promote collaboration, integrate other skills and provide modeling. Besides these, it puts forward other points that teachers need to pay attention to when carrying out this lesson plan. The lesson plan itself is attached in Appendix A together with the pictures used attached as Appendix B, C and D. The focus of this lesson plan is on the teaching of the organization of stories, which is one of the series of lesson plans focusing on the teaching of organization. The technique used here is picture sequencing. The major resources are six jumbled pictures. By putting these jumbled pictures into an appropriate order, students will be able to understand the organization of stories; by writing out the story, students will be able to understand how to make a story coherent by using transitional words and phrases. The whole lesson plan consists of five steps: lead-in, pair work, explanation, presentation, and assignment. This is the pedagogical justification of a 100-minute lesson plan for the writing class targeted at the intermediate level students. It gives a detailed explanation of the theoretical guidelines underlying the designing of the lesson plan. It analyzes how the the process genre approach (Badger & White , 2000) is applied and how the process of drafting, peer-conferencing, redrafting, peer-editing, writing final draft and publishing is manifested in each step; it also shows how the “principles of teaching writing” (Peter Teo, 2005) is used in designing each step, which include be skill-specific, motivate interest, activate schema, promote collaboration, integrate other skills and provide modeling. this lesson plan. The lesson plan itself is attached in Appendix A together with the pictures attached attached as Appendix B, C and D. The focus of this lesson plan is on the teaching of the organization of stories, which is one of the series of lesson plans focusing on the teaching of organization. The technique used here is picture sequencing. The major resources are six jumbled pictures. By putting these jumbled pictures into an appropriate order, students will be able to understand the organization of stories; by writing out the story, students will be able to understand how to make a story coherent by using transitional words and phrases. The whole lesson plan consists of five steps: lead-in, pair work, explanation, presentation, and assignment.