thursday writers workshop
june 4, 2015
1. Do Now:
a. You will present one chapter of your research-based informational book to small groups of your classmates using your PowerPoint presentation.
b. Review the Speakers and Listeners Checklists to prepare for the presentations.
2. Go to the computer lab
Writing Challenge:
I will present one chapter of my research-based informational book to my classmates by using the speakers checklist during 100% of the presentation.
a. You will present one chapter of your research-based informational book to small groups of your classmates using your PowerPoint presentation.
b. Review the Speakers and Listeners Checklists to prepare for the presentations.
2. Go to the computer lab
Writing Challenge:
I will present one chapter of my research-based informational book to my classmates by using the speakers checklist during 100% of the presentation.
Wednesday writers workshop
june 3, 2015
1. Do Now:
a. You will have today's writers workshop to finalize your chapter/s.
b. Make sure you have your notebook and writers folder.
2. Go to the computer lab
Writing Challenge:
I will put the final touches on my research-based informational book.
3. Indepenent Work
4. Writing Conferences to discuss grades and final growth
a. You will have today's writers workshop to finalize your chapter/s.
b. Make sure you have your notebook and writers folder.
2. Go to the computer lab
Writing Challenge:
I will put the final touches on my research-based informational book.
3. Indepenent Work
4. Writing Conferences to discuss grades and final growth
friday writers workshop
may 29, 2015
1. Do Now:
a. Prepare to go to the computer lab by having everything you need to develop your chapters in PowerPoint ready to go.
2. Mini-Lesson: Spelling
-There/ Their/ They're
- A or An?
Writing Challenge:
I will develop one or more chapters of my book in Powerpoint by revising my text as I type, and by using text-features with a purpose.
-Conferences on text-features
-Conferences on grammar
a. Prepare to go to the computer lab by having everything you need to develop your chapters in PowerPoint ready to go.
2. Mini-Lesson: Spelling
-There/ Their/ They're
- A or An?
Writing Challenge:
I will develop one or more chapters of my book in Powerpoint by revising my text as I type, and by using text-features with a purpose.
-Conferences on text-features
-Conferences on grammar
thursday writers workshop
may 28, 2015
1. Do Now:
a. Think-pair-share:
What text-features do you plan to use in your informational book?
What is the purpose of using the text features you have selected?
I chose to use a sidebar in Chapter 1 because I'm going to show the percentage of animals who are abandoned each year, and I want that information to stand out to my reader.
Writing Challenge:
I will develop one or more chapters of my book in Powerpoint by revising my text as I type, and by using text-features with a purpose.
2. Mini-Lesson: Developing my Chapters in PowerPoint
a. Review the writing challenge
b. Go over the essential functions of PowerPoint
c. Active-Engagement
3. Writing Challenge
-Conferences on text-features
a. Think-pair-share:
What text-features do you plan to use in your informational book?
What is the purpose of using the text features you have selected?
I chose to use a sidebar in Chapter 1 because I'm going to show the percentage of animals who are abandoned each year, and I want that information to stand out to my reader.
Writing Challenge:
I will develop one or more chapters of my book in Powerpoint by revising my text as I type, and by using text-features with a purpose.
2. Mini-Lesson: Developing my Chapters in PowerPoint
a. Review the writing challenge
b. Go over the essential functions of PowerPoint
c. Active-Engagement
3. Writing Challenge
-Conferences on text-features
wednesday writers workshop
may 27, 2015
1. Do Now:
a. Think-pair-share:
What non-fiction text-features are you familiar with? What are their purposes?
Example:
I am familiar with the side-bar. The side-bar is used to...
Writing Challenge:
Part 1: I will analyze text-features in non-fiction texts to figure out which types of features I would like to include in my chapters and why.
Part 2: I will decide on a text-features to use in each one of my chapters, and I will explain why I purposefully chose that text-feature.
2. Mini-Lesson: Using Text-Features to Strengthen my Writing
a. Read the Writing Challenge
b. Text-Features Search
c. Active-Engagement
3. Text-Feature Decision Time
-Conferences on text-features
a. Think-pair-share:
What non-fiction text-features are you familiar with? What are their purposes?
Example:
I am familiar with the side-bar. The side-bar is used to...
Writing Challenge:
Part 1: I will analyze text-features in non-fiction texts to figure out which types of features I would like to include in my chapters and why.
Part 2: I will decide on a text-features to use in each one of my chapters, and I will explain why I purposefully chose that text-feature.
2. Mini-Lesson: Using Text-Features to Strengthen my Writing
a. Read the Writing Challenge
b. Text-Features Search
c. Active-Engagement
3. Text-Feature Decision Time
-Conferences on text-features
thursday writers workshop
may 21, 2015
1. Do Now:
a. Think-pair-share:
How do you make sure you're not writing run-on sentences?
How do you make sure you're not writing sentence fragments?
Writing Challenge: I will use punctuation marks and avoid redundancy to craft clear, correct, and complex sentences for my chapters, that are not sentence fragments, which are parts of sentences, or run-ons, like this challenge is a run-on sentence.
2. Mini-Lesson: Lifting the Level of Sentence Complexity (without writing run-on sentences and sentence fragments)
a. Read the Writing Challenge
b. Sort fragments and complete sentences
c. Connect with the Brainpop Video
3. Research Book Writing Time
-Conferences on organizing Table of Contents
-Conferences on writing clear, correct and complex sentences
a. Think-pair-share:
How do you make sure you're not writing run-on sentences?
How do you make sure you're not writing sentence fragments?
Writing Challenge: I will use punctuation marks and avoid redundancy to craft clear, correct, and complex sentences for my chapters, that are not sentence fragments, which are parts of sentences, or run-ons, like this challenge is a run-on sentence.
2. Mini-Lesson: Lifting the Level of Sentence Complexity (without writing run-on sentences and sentence fragments)
a. Read the Writing Challenge
b. Sort fragments and complete sentences
c. Connect with the Brainpop Video
3. Research Book Writing Time
-Conferences on organizing Table of Contents
-Conferences on writing clear, correct and complex sentences
friday writers workshop
may 22, 2015
1. Do Now:
a. Write the following sentence from the model 6th grade informational book in your writer's notebook.
b.Then, highlight the punctuation marks you see.
c. Finally, using the punctuation marks as a guide, read the sentence aloud.
Sentence: Bulldogs have special names for their colors, like brindle (mixed colors and stripes), fawn (a kind of light brown), and piebald (black and white spots).
Writing Challenge: I will use punctuation marks and avoid redundancy to craft clear, correct, and complex sentences for my chapters.
2. Mini-Lesson: Lifting the Level of Sentence Complexity
a. Read the Writing Challenge
b. Look at our example sentence in the Do Now
c. Connect with the Brainpop Video
3. Research Book Writing Time
-Conferences on organizing Table of Contents
-Conferences on writing clear, correct and complex sentences
a. Write the following sentence from the model 6th grade informational book in your writer's notebook.
b.Then, highlight the punctuation marks you see.
c. Finally, using the punctuation marks as a guide, read the sentence aloud.
Sentence: Bulldogs have special names for their colors, like brindle (mixed colors and stripes), fawn (a kind of light brown), and piebald (black and white spots).
Writing Challenge: I will use punctuation marks and avoid redundancy to craft clear, correct, and complex sentences for my chapters.
2. Mini-Lesson: Lifting the Level of Sentence Complexity
a. Read the Writing Challenge
b. Look at our example sentence in the Do Now
c. Connect with the Brainpop Video
3. Research Book Writing Time
-Conferences on organizing Table of Contents
-Conferences on writing clear, correct and complex sentences
wednesday writers workshop
may 20, 2015
1. Do Now:
a. Open your notebook to the tips page you created on Monday.
b. Tell your writing partner the different ways you write to construct solid bricks of information
Writing Challenge: I will elaborate with details that bring the text to life by including examples, statistics, anecdotes, facts, and background information.
2. Mini-Lesson: Writing with Detail
a. Read the Writing Challenge
b. Watch the creative process of writing with detail
c. Add to our tips page
3. Research Book Writing Time
-Conferences on organizing Table of Contents
a. Open your notebook to the tips page you created on Monday.
b. Tell your writing partner the different ways you write to construct solid bricks of information
Writing Challenge: I will elaborate with details that bring the text to life by including examples, statistics, anecdotes, facts, and background information.
2. Mini-Lesson: Writing with Detail
a. Read the Writing Challenge
b. Watch the creative process of writing with detail
c. Add to our tips page
3. Research Book Writing Time
-Conferences on organizing Table of Contents
Monday Writers workshop
may 18, 2015
|
1. Do Now:
a. Recall the chapters you decided on on Friday. b. Tell your writing partner how you plan to organize your research book. c. Tell your writing partner the names of each one of your chapters. Writing Challenge: I will construct text not with airy words, but with solid bricks of information: with facts, anecdotes, and numbers. I will cement bricks of information together with ideas and transitions. 2. Mini-Lesson: Constructing Texts with Solid Bricks of Information a. Read the Writing Challenge b. Analyze a model c. Create a tips page for writing solid bricks of information 3. Go to the computer lab 4. Research Book Writing Time -Conferences on organizing Table of Contents |
friday writers workshop
may 15, 2015
|
1. Do Now:
a. Think-pair-share your knowledge of the following organizational structures: i. Problem/ Solution ii. Chronology iii. List/ Boxes and Bullets iv. Classification v. Definition vi. Trail of Research Writing Challenge: I will create my table of contents by figuring out the best and most logical structure for my research book. 2. Mini-Lesson: Envisioning Structures to Plan my Informational Book a. Discuss different types of organizational structures. b. Model taking a look at all the research and thinking about the most fitting organizational structure. c. Model use of the Google form to envision structure and plan the chapters of the informational book. 3. Go to the computer lab 4. Click here to begin planning the structure and chapters of your book. 5. If done early, begin drafting a chapter of your book. |
thursday writers workshop
may 14, 2015
1. Do Now:
a. Take out your article on plagiarism.
b. Be ready to explain three ways that researcher can avoid plagiarism.
Writing Challenge: I will conduct research for the informational book I will write by reading/ watching and paraphrasing information from trusted websites.
2. Mini-Lesson: Conducting (Honest) Research Online (continued)
a. Reflect on the experience of paraphrasing yesterday
b. Model honest research
c. Active-engagement
4. Go to the computer lab
5. First, click here to download your research form
6. Next, click here to access the trusted websites to use to conduct your research
7. Begin reading/ watching and filling out the research form
a. Mid-workshop Interruption: Noticing Sub-Topics
8. Partner Share
a. Take out your article on plagiarism.
b. Be ready to explain three ways that researcher can avoid plagiarism.
Writing Challenge: I will conduct research for the informational book I will write by reading/ watching and paraphrasing information from trusted websites.
2. Mini-Lesson: Conducting (Honest) Research Online (continued)
a. Reflect on the experience of paraphrasing yesterday
b. Model honest research
c. Active-engagement
4. Go to the computer lab
5. First, click here to download your research form
6. Next, click here to access the trusted websites to use to conduct your research
7. Begin reading/ watching and filling out the research form
a. Mid-workshop Interruption: Noticing Sub-Topics
8. Partner Share
Wednesday Writers Workshop
May 13, 2015
1. Do Now:
a. Please read the article on plagiarism.
b. While you read, annotate the article and think about the answers to the following questions:
i. What is plagiarism?
ii. Why is plagiarism a bad thing?
iii. What can I do to avoid plagiarism?
Writing Challenge: I will conduct research for the informational book I will write by reading/ watching and paraphrasing information from trusted websites.
2. Mini-Lesson: Conducting (Honest) Research Online
a. Review the writing challenge
b. Discuss plagiarism versus paraphrasing
c. Demonstrate step-by-step how to use the research tools provided to accomplish the writing challenge
d. Active-Engagement: Review the steps for accomplishing the writing challenge
4. Go to the computer lab
5. First, click here to download your research form
6. Next, click here to access the trusted websites to use to conduct your research
7. Begin reading/ watching and filling out the research form
a. Mid-workshop Interruption: Noticing Sub-Topics
8. Save/print research form
9. Partner share
a. Please read the article on plagiarism.
b. While you read, annotate the article and think about the answers to the following questions:
i. What is plagiarism?
ii. Why is plagiarism a bad thing?
iii. What can I do to avoid plagiarism?
Writing Challenge: I will conduct research for the informational book I will write by reading/ watching and paraphrasing information from trusted websites.
2. Mini-Lesson: Conducting (Honest) Research Online
a. Review the writing challenge
b. Discuss plagiarism versus paraphrasing
c. Demonstrate step-by-step how to use the research tools provided to accomplish the writing challenge
d. Active-Engagement: Review the steps for accomplishing the writing challenge
4. Go to the computer lab
5. First, click here to download your research form
6. Next, click here to access the trusted websites to use to conduct your research
7. Begin reading/ watching and filling out the research form
a. Mid-workshop Interruption: Noticing Sub-Topics
8. Save/print research form
9. Partner share
monday writers workshop
may 11, 2015
1. Do Now:
a. On your entrance slip, explain what it means to annotate a text.
b. Describe the purpose of annotating texts.
2. Quick Write
3. Mini-Lesson: Close-Reading and Annotating Articles (Continued)
a. Model annotating
b. Practice annotating one paragraph together
4. Close-reading and annotating time individually or in research-pairs
Mid-workshop Interruption: Noticing Sub-Topics
a. On your entrance slip, explain what it means to annotate a text.
b. Describe the purpose of annotating texts.
2. Quick Write
3. Mini-Lesson: Close-Reading and Annotating Articles (Continued)
a. Model annotating
b. Practice annotating one paragraph together
4. Close-reading and annotating time individually or in research-pairs
Mid-workshop Interruption: Noticing Sub-Topics
thursday writers workshop
may 7, 2015
wednesday writers workshop
may 6, 2015
1. Do Now:
a. Read the text from the Manifest Justice exhibit to the left.
b. Open your writer's notebook to the next blank page.
c. What are some injustices that you want to confront in today's world? Make a list, draw a picture, or describe the injustice(s) that is/are on your mind the most.
Writing Challenge: I will practice persuing information and focusing in on topics to create a trail of research.
3. Mini-Lesson: Pursuing Information and Focusing in on Topics
a. Create trail of research together
b. Divide into interest-groups based on the following topics
girls' access to education
child labor
saving the environment
bullying
pet abandonment and adoption
c. Create trails of research in interest-groups
4. Independent Thinking Time: Create a KWL chart to begin brainstorming what you know and want to know about the topic you are researching
a. Read the text from the Manifest Justice exhibit to the left.
b. Open your writer's notebook to the next blank page.
c. What are some injustices that you want to confront in today's world? Make a list, draw a picture, or describe the injustice(s) that is/are on your mind the most.
Writing Challenge: I will practice persuing information and focusing in on topics to create a trail of research.
3. Mini-Lesson: Pursuing Information and Focusing in on Topics
a. Create trail of research together
b. Divide into interest-groups based on the following topics
girls' access to education
child labor
saving the environment
bullying
pet abandonment and adoption
c. Create trails of research in interest-groups
4. Independent Thinking Time: Create a KWL chart to begin brainstorming what you know and want to know about the topic you are researching
Monday Writers Workshop
May 4, 2015
1. Do Now:
a. Reread your quickwrite from two weeks ago on what makes Malala an activist.
Writing Challenge: I will deepen my learning about Malala and youth activism by connecting what I've learned and organizing the information into subtopics.
3. Mini-Lesson: Organizing Ideas into Subtopics and Avoiding Repetition
a. In teams, sort the post-its to eliminate repetition
b. Share-out common ideas and outliers
c. Reflect on process of sorting notes into subtopics and eliminating repetition
d. Exit Slip: What have you learned about researching a topic well?
4. If time: Watch Malala's Speech and follow along with the text
college fair day
april 28, 2015
Breakfast in the Classroom + Peruse College Websites
1. Do Now:
a. Think-pair-share everything you learned about colleges from last Friday's lesson.
Tip: If you forget what you learned, think about how shopping for a college is similar to shopping for a new pair of shoes.
2. To prepare for the College Fair, create our graphic organizer with the following essential questions:
a. What kind of grades do you need to have to get into your college?
b. Does your college offer scholarships, and what kind?
c. What kind of skills do I need to be successful at your college?
d. What are some of the most popular majors your college offers?
3. Mock-interviews to prepare for the College Fair
1. Do Now:
a. Think-pair-share everything you learned about colleges from last Friday's lesson.
Tip: If you forget what you learned, think about how shopping for a college is similar to shopping for a new pair of shoes.
2. To prepare for the College Fair, create our graphic organizer with the following essential questions:
a. What kind of grades do you need to have to get into your college?
b. Does your college offer scholarships, and what kind?
c. What kind of skills do I need to be successful at your college?
d. What are some of the most popular majors your college offers?
3. Mock-interviews to prepare for the College Fair
writers workshop
april 24, 2015
Listen to "Bomb the World" by Spearhead
1. Do Now: If you were Malala, what line of this song would be the most important line? How does this song connect to Malala's ambition to inspire governments to commit money to schools instead of war?
Writing Challenge: Using everything I know about writing good essays, I will write a flash draft explaining what youth activism is, and how Malala Yousafzai is an example of youth activism.
2. Flash-Draft:
Think of the topic of youth activism that we have been studying. In forty-five minutes, write an informational (or all-about) text that teaches others interesting and important information and ideas about youth activism. If you want to find and use information from your notes to help you with your writing, you may. In your flash-draft make sure to write an introduction, elaborate with a variety of information, organize your writing, use transition words, and write a conclusion.
3. Read-aloud your flash-draft to your writing partner
Period 3:
1. Do Now:
Think-pair-share: When you go to the shoe-store, how do you decide what kind of shoes to buy?
2. Introduction to Tuesday's College Fair
Essential Question:
When you think of a applying to college, what characteristics are you looking for in a college?
3. K-W-L Chart on College
4. In research teams, select your top three questions
5. Mock-interviews to prepare for the College Fair
Essential Question:
When you think of a applying to college, what characteristics are you looking for in a college?
3. K-W-L Chart on College
4. In research teams, select your top three questions
5. Mock-interviews to prepare for the College Fair
writers workshop
april 23, 2015
Period 1:
Breakfast + Listen to "Freedom" by Jurassic Five
1. Do Now:
Think-pair-share: If you were Malala, what do you think would be the most important line of this song? Why?
How does this song connect to activism?
Writing Challenge: I will deepen my learning about Malala and youth activism by connecting what I've learned and organizing the information into subtopics.
2. Entrance Slip: What is youth activism?
3. Mini-Lesson: Organizing My Notes
a. What's a subtopic?
b. How can subtopics be used to organize notes?
c. Poster-creating activity organizing notes into subtopics:
What happened to Malala
What makes Malala special
What is Malala fighting for
4. Note organization time
Go to Art Classes
Period 3- Do Math Class
Breakfast + Listen to "Freedom" by Jurassic Five
1. Do Now:
Think-pair-share: If you were Malala, what do you think would be the most important line of this song? Why?
How does this song connect to activism?
Writing Challenge: I will deepen my learning about Malala and youth activism by connecting what I've learned and organizing the information into subtopics.
2. Entrance Slip: What is youth activism?
3. Mini-Lesson: Organizing My Notes
a. What's a subtopic?
b. How can subtopics be used to organize notes?
c. Poster-creating activity organizing notes into subtopics:
What happened to Malala
What makes Malala special
What is Malala fighting for
4. Note organization time
Go to Art Classes
Period 3- Do Math Class
writers workshop
april 22, 2015
Period 1:
Breakfast + Pass out notebooks/ folders + Watch Shiza Shahid's Ted Talk
1. Do Now: Think-pair-share:
In your opinion, is Shiza Shahid an activist?
Use evidence from the video to prove your opinion.
Writing Challenge: I will build connections between my research on Malala and youth activism by continuing to take notes on what I know, what I want to learn, and what I learn through close-reading.
2. Mini-Lesson: Gathering Information through Close-Reading (continued)
a. Review the essential question
b. Focus in on the job of the Quality Control Questioner
c. Assign roles
4: Summarizer
3: Evidence Finder
2: Quality Control Questioner
1: Word Investigator
d. Close-read Malala's speech in research teams
3. Go to art/music/drama
Period 3:
1. Do Now:
Think-pair-share:
Do you think a speech is a trustworthy sources of information?
Why or why not?
Writing Challenge: I will deepen my learning about Malala and youth activism by connecting what I've learned and organizing the information into subtopics.
2. Watch Malala's Speech and follow along with the text
3. Mini-Lesson: Organizing My Notes
a. What's a subtopic?
b. How can subtopics be used to organize notes?
c. Organize notes into three topics:
What happened to Malala
What Malala is Fighting For
What Makes Malala Special
4. Note organization time
Breakfast + Pass out notebooks/ folders + Watch Shiza Shahid's Ted Talk
1. Do Now: Think-pair-share:
In your opinion, is Shiza Shahid an activist?
Use evidence from the video to prove your opinion.
Writing Challenge: I will build connections between my research on Malala and youth activism by continuing to take notes on what I know, what I want to learn, and what I learn through close-reading.
2. Mini-Lesson: Gathering Information through Close-Reading (continued)
a. Review the essential question
b. Focus in on the job of the Quality Control Questioner
c. Assign roles
4: Summarizer
3: Evidence Finder
2: Quality Control Questioner
1: Word Investigator
d. Close-read Malala's speech in research teams
3. Go to art/music/drama
Period 3:
1. Do Now:
Think-pair-share:
Do you think a speech is a trustworthy sources of information?
Why or why not?
Writing Challenge: I will deepen my learning about Malala and youth activism by connecting what I've learned and organizing the information into subtopics.
2. Watch Malala's Speech and follow along with the text
3. Mini-Lesson: Organizing My Notes
a. What's a subtopic?
b. How can subtopics be used to organize notes?
c. Organize notes into three topics:
What happened to Malala
What Malala is Fighting For
What Makes Malala Special
4. Note organization time
writers workshop
April 21, 2015
Period 1:
Breakfast + Video on Activism
1. Do Now:
On your entrance slip, write your own definition of activism.
2. Move into Research Teams
Writing Challenge: I will build connections between my research on Malala and youth activism by continuing to take notes on what I know, what I want to learn, and what I learn through close-reading.
2. Mini-Lesson: Gathering Information through Close-Reading
a. Review the essential question
b. Model close-reading in research teams
c. Assign roles
d. Read articles in groups
Breakfast + Video on Activism
1. Do Now:
On your entrance slip, write your own definition of activism.
2. Move into Research Teams
Writing Challenge: I will build connections between my research on Malala and youth activism by continuing to take notes on what I know, what I want to learn, and what I learn through close-reading.
2. Mini-Lesson: Gathering Information through Close-Reading
a. Review the essential question
b. Model close-reading in research teams
c. Assign roles
d. Read articles in groups
writers workshop (Double-block)
april 20, 2015
Period 1:
1. Do Now:
a. Read through the post-assessment you wrote on Friday.
Reflection Time
a. Take out your writers notebook.
b. Answer the following reflection questions in complete sentences.
i. What did you like about learning to write a response to literature essay?
ii. What was challenging about learning to write a repsonse to literature essay?
iii. How did you grow as a writer during this unit?
iv. If you could go back and change something about this unit, what would you change?
2. Read through post-assessment
3. Writing Celebration!
3. Go to art
Period 3:
1. Do Now:
a. Think-pair-share:
What does it mean to research?
What experience have you had with research?
2. Create the coverpage for Research-Based Informational Essay Unit
Writing Challenge: I will become engaged with the topic of youth activism by acting as a journalist does, and by taking notes on what I know, want to know, and what I learn about Malala Yousafzai.
3. Mini-Lesson: Becoming Engaged with a Topic
a. How to act like a journalist and take notes + responsd to information
b. Access prior knowledge about activism
c. Set up KWL chart on Youth Activism and Malala
d. Watch video and take notes
e. Discuss tips for note-taking
f. Watch a second video
g. Take notes again, applying the tips
1. Do Now:
a. Read through the post-assessment you wrote on Friday.
Reflection Time
a. Take out your writers notebook.
b. Answer the following reflection questions in complete sentences.
i. What did you like about learning to write a response to literature essay?
ii. What was challenging about learning to write a repsonse to literature essay?
iii. How did you grow as a writer during this unit?
iv. If you could go back and change something about this unit, what would you change?
2. Read through post-assessment
3. Writing Celebration!
3. Go to art
Period 3:
1. Do Now:
a. Think-pair-share:
What does it mean to research?
What experience have you had with research?
2. Create the coverpage for Research-Based Informational Essay Unit
Writing Challenge: I will become engaged with the topic of youth activism by acting as a journalist does, and by taking notes on what I know, want to know, and what I learn about Malala Yousafzai.
3. Mini-Lesson: Becoming Engaged with a Topic
a. How to act like a journalist and take notes + responsd to information
b. Access prior knowledge about activism
c. Set up KWL chart on Youth Activism and Malala
d. Watch video and take notes
e. Discuss tips for note-taking
f. Watch a second video
g. Take notes again, applying the tips
writers workshop
april 17, 2015
1. Do Now:
a. Take out your Student Prompt and your annotated copies of The Other Side and Boar Out There.
b. Read through your annotations to recall what you noticed as you read the texts yesterday.
2. Complete the Response to Literature Post-Assessment Part 2
a. Take out your Student Prompt and your annotated copies of The Other Side and Boar Out There.
b. Read through your annotations to recall what you noticed as you read the texts yesterday.
2. Complete the Response to Literature Post-Assessment Part 2
writers workshop
april 16, 2015
1. Do Now:
a. Read through the model response to literature essay we wrote together yesterday.
2. Response to Literature Post-Assessment Part 1
a. Read through the model response to literature essay we wrote together yesterday.
2. Response to Literature Post-Assessment Part 1
writers workshop
april 15, 2015
1. Do Now:
a. Think-pair-share: What responsibilities does a writer have when reading through a piece of literature he or she will be writing an essay about?
2. Turn in Response to Literature projects
3. Practice post-assessment Part 2
a. Think-pair-share: What responsibilities does a writer have when reading through a piece of literature he or she will be writing an essay about?
2. Turn in Response to Literature projects
3. Practice post-assessment Part 2
writers workshop
april 13, 2015
1. Do Now:
a. Read through the Listener's and Speaker's Checklists to prepare to finish the Response to Literature Presentations
2. Finish presentations
3. Practice post-assessment Part 1
a. Pass out materials
b. Close-read and annotate the prompt
c. Annotate the texts to prepare to write the response to literature essay
a. Read through the Listener's and Speaker's Checklists to prepare to finish the Response to Literature Presentations
2. Finish presentations
3. Practice post-assessment Part 1
a. Pass out materials
b. Close-read and annotate the prompt
c. Annotate the texts to prepare to write the response to literature essay
writers workshop
april 10, 2015
1. Do Now:
a. Read through the Peer-Assessment Rubric on Craft and Punctuation that you will be using to assess your classmates in groups.
2. Class Business: Complete the second half of the school satisfaction survey
3. Mini-Lesson: Peer-Assessing for Punctuation and Craft
4. Presentations in Groups
a. Read through the Peer-Assessment Rubric on Craft and Punctuation that you will be using to assess your classmates in groups.
2. Class Business: Complete the second half of the school satisfaction survey
3. Mini-Lesson: Peer-Assessing for Punctuation and Craft
4. Presentations in Groups
writers workshop
april 9, 2015
1. Do Now:
a. Think-pair-share: What is a survey? Why are survey's important?
2. Class Business: Complete the first half of the school satisfaction survey
3. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer
Step 5: Self-edit for capitalization, usage of words, punctuation and spelling
Step 6: Read your essay aloud into the Quicktime Audio Recorderer to practice presenting your essay to your classmates.
Step 7: Read your essay aloud for a second time to improve your clarity, pronounciation, volume and use of expression.
Step 8: Create your cover page.
Step 9 (NEW): Click here to read some sixth graders Response to Lit essays.
a. Think-pair-share: What is a survey? Why are survey's important?
2. Class Business: Complete the first half of the school satisfaction survey
3. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer
Step 5: Self-edit for capitalization, usage of words, punctuation and spelling
Step 6: Read your essay aloud into the Quicktime Audio Recorderer to practice presenting your essay to your classmates.
Step 7: Read your essay aloud for a second time to improve your clarity, pronounciation, volume and use of expression.
Step 8: Create your cover page.
Step 9 (NEW): Click here to read some sixth graders Response to Lit essays.
writers workshop
april 8, 2015
1. Do Now:
a. Think-pair-share: What are your writer's responsibilities when you publish a piece of your writing?
2. Class Business: Schedule for this week, post-assessment, etc.
3. Mini-Lesson: Completing my Response to Literature Essay Project
4. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer
Step 5: Self-edit for capitalization, usage of words, punctuation and spelling
Step 6: Read your essay aloud into the Quicktime Audio Recorderer to practice presenting your essay to your classmates.
Step 7: Read your essay aloud for a second time to improve your clarity, pronounciation, volume and use of expression.
Step 8: Create your cover page.
a. Think-pair-share: What are your writer's responsibilities when you publish a piece of your writing?
2. Class Business: Schedule for this week, post-assessment, etc.
3. Mini-Lesson: Completing my Response to Literature Essay Project
4. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer
Step 5: Self-edit for capitalization, usage of words, punctuation and spelling
Step 6: Read your essay aloud into the Quicktime Audio Recorderer to practice presenting your essay to your classmates.
Step 7: Read your essay aloud for a second time to improve your clarity, pronounciation, volume and use of expression.
Step 8: Create your cover page.
writers workshop
march 27, 2015
1. Do Now:
a. Think about the work you have accomplished as a writer this unit.
b. What still confuses you about writing Response to Literature Essays?
c. Write your questions into your Writer's Notebooks.
2. Class Business
3. Mini-Lesson: Completing my Response to Literature Essay Project
4. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer*
Step 5: With approval of a teacher, print your draft.
*Computers reserved for students who were on task yesterday the entire class period. All other students will rewrite their drafts on paper
5. Class Share
a. Think about the work you have accomplished as a writer this unit.
b. What still confuses you about writing Response to Literature Essays?
c. Write your questions into your Writer's Notebooks.
2. Class Business
3. Mini-Lesson: Completing my Response to Literature Essay Project
4. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer*
Step 5: With approval of a teacher, print your draft.
*Computers reserved for students who were on task yesterday the entire class period. All other students will rewrite their drafts on paper
5. Class Share
writers workshop
march 26, 2015
1. Do Now:
Think-pair-share answers to the following questions:
Why use a dash as a writer?
Why use a comma as a writer?
Why use quotation marks as a writer?
Why use a colon as a writer?
Why use a semi-colon as a writer?
2. Class Business
3. Mini-Lesson: Mas Self-Assessment + Revision
4. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer*
*Computers reserved for students who were on task yesterday the entire class period. All other students will rewrite their drafts on paper
5. Class Share
Think-pair-share answers to the following questions:
Why use a dash as a writer?
Why use a comma as a writer?
Why use quotation marks as a writer?
Why use a colon as a writer?
Why use a semi-colon as a writer?
2. Class Business
3. Mini-Lesson: Mas Self-Assessment + Revision
4. Independent Writing time in the computer lab
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and punctuation
Step 3: Complete the Revision Checklist
Step 4: Type your revised draft in MLA format on the computer*
*Computers reserved for students who were on task yesterday the entire class period. All other students will rewrite their drafts on paper
5. Class Share
writers workshop
march 25, 2015
1. Do Now:
Think-pair-share:
a.What does it mean to revise your writing?
b. How is revision different from editing?
2. Class Business
3. Mini-Lesson: Self-Assessment + Revision
4. Independent Writing Time
Self-Assessment
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and use of punctuation
5. Class Share
Think-pair-share:
a.What does it mean to revise your writing?
b. How is revision different from editing?
2. Class Business
3. Mini-Lesson: Self-Assessment + Revision
4. Independent Writing Time
Self-Assessment
Step 1: Finish writing your draft
Step 2: Revise your draft to improve the craft and use of punctuation
5. Class Share
writers wokshop
march 23, 2015
1. Do Now:
a. Read the following line aloud to your partner, paying close attention to the punctuation.
And anbody Grace told about what she had done--she told it to explain why she was late leaving high school--had said something like you must have been crazy.
2. Mini-Lesson: "The Dash" Continued!
3. Prepare for Open House
a. Read the following line aloud to your partner, paying close attention to the punctuation.
And anbody Grace told about what she had done--she told it to explain why she was late leaving high school--had said something like you must have been crazy.
2. Mini-Lesson: "The Dash" Continued!
3. Prepare for Open House
writers workshop
march 20, 2015
1. Do Now:
a. Write an answer to each of the following questions on the index card provided.
1. Why is punctuation and sentence structure important to your writing?
2. Why is craft important to your writing?
2. Mini-Lesson: Discussing the Importance of Punctuation, Sentence Structure and Craft
-Review entrance slips and discuss misconceptions
-Whole-class discussion
-Teacher modeling
3. Independent Writing and Reflection Time
-Small-group instruction on use of punctuation
-Small-group instruction on craft
4. Partner Share
a. Write an answer to each of the following questions on the index card provided.
1. Why is punctuation and sentence structure important to your writing?
2. Why is craft important to your writing?
2. Mini-Lesson: Discussing the Importance of Punctuation, Sentence Structure and Craft
-Review entrance slips and discuss misconceptions
-Whole-class discussion
-Teacher modeling
3. Independent Writing and Reflection Time
-Small-group instruction on use of punctuation
-Small-group instruction on craft
4. Partner Share
writers workshop
march 19, 2015
Re1. Do Now:
a. Closely investigate the picture to the left.
b. What is being represented?
c. What are three words to describe the creator of these objects, based on what you see in the picture?
2. Mini-Lesson: Developing my Craft
-Review Craft Rubric
-Notes: What is a writer's craft?
-Analyze a model
3. Independent Writing and Reflection Time
-Small-group instruction on use of punctuation
-Small-group instruction on craft
4. Partner Share
a. Closely investigate the picture to the left.
b. What is being represented?
c. What are three words to describe the creator of these objects, based on what you see in the picture?
2. Mini-Lesson: Developing my Craft
-Review Craft Rubric
-Notes: What is a writer's craft?
-Analyze a model
3. Independent Writing and Reflection Time
-Small-group instruction on use of punctuation
-Small-group instruction on craft
4. Partner Share
writers workshop
march 18, 2015
1. Do Now:
a. Create a three-column chart in your writers notebook.
b. Label the left column:
"Punctuation Marks"
c. Label the middle column: "Purpose"
d. Label the right column: "Example"
e. Start filling out your three-column chart by describing the purpose of as many punctuation marks as you know.
2. Mini-Lesson: Punctuating With a Purpose
-Review Punctuation and Sentence Structure Rubric
-BrainPop: Punctuation & Notes
-Analyze a model with a punctuation dance
3. Independent Writing and Reflection Time
-Small-group instruction on use of punctuation
4. Exit Slip
a. Create a three-column chart in your writers notebook.
b. Label the left column:
"Punctuation Marks"
c. Label the middle column: "Purpose"
d. Label the right column: "Example"
e. Start filling out your three-column chart by describing the purpose of as many punctuation marks as you know.
2. Mini-Lesson: Punctuating With a Purpose
-Review Punctuation and Sentence Structure Rubric
-BrainPop: Punctuation & Notes
-Analyze a model with a punctuation dance
3. Independent Writing and Reflection Time
-Small-group instruction on use of punctuation
4. Exit Slip
writers workshop
march 16, 2015
1. Do Now:
a. Look at the feedback on your "Testing my Thesis" work form.
b. What do you need to do to revise your thinking about your thesis?
c. What do you need to do to revise your thinking about your support?
2. Mini-Lesson: Testing My Thesis (continued)
3. Independent Writing and Reflection Time
-Small-group instruction on thesis statements and support
-Small-group instruction on comparing and contrasting the theme in one story with another
4. Exit Slip
a. Look at the feedback on your "Testing my Thesis" work form.
b. What do you need to do to revise your thinking about your thesis?
c. What do you need to do to revise your thinking about your support?
2. Mini-Lesson: Testing My Thesis (continued)
3. Independent Writing and Reflection Time
-Small-group instruction on thesis statements and support
-Small-group instruction on comparing and contrasting the theme in one story with another
4. Exit Slip
writers workshop
march 12, 2015
1. Do Now:
a. Think-pair-share:
What is your thesis?
How will you support your thesis?
By talking about the start of the story and the end of the story?
One character, then another?
Or one reason, then another?
2. Mini-Lesson: Testing My Thesis (continued)
Essential Questions For Testing My Thesis:
Does my thesis relate to both the first and the second halves of the text?
How would I support this?
a. At start of story, then at end of story.
b. One character, then another
c. One reason, then another
3. Independent Writing and Reflection Time
Menu (choose one of the follow):
-With new learning in mind, revise with scissors, glue and paper
-With new learning in mind, read and annotate a new story that you may want to write about
-With new learning in mind, draft again
4. Exit Slip
a. Think-pair-share:
What is your thesis?
How will you support your thesis?
By talking about the start of the story and the end of the story?
One character, then another?
Or one reason, then another?
2. Mini-Lesson: Testing My Thesis (continued)
Essential Questions For Testing My Thesis:
Does my thesis relate to both the first and the second halves of the text?
How would I support this?
a. At start of story, then at end of story.
b. One character, then another
c. One reason, then another
3. Independent Writing and Reflection Time
Menu (choose one of the follow):
-With new learning in mind, revise with scissors, glue and paper
-With new learning in mind, read and annotate a new story that you may want to write about
-With new learning in mind, draft again
4. Exit Slip
writers workshop
march 11, 2015
1. Do Now:
a. Read through the parent letter to inform yourself of what's going on at the Studio School this month.
2. Mini-Lesson: Testing My Thesis
Essential Questions For Testing My Thesis:
Does my thesis relate to both the first and the second halves of the text?
How would I support this?
a. At start of story, then at end of story.
b. One character, then another
c. One reason, then another
3. Independent Writing and Reflection Time
Menu (choose one of the follow):
-With new learning in mind, revise with scissors, glue and paper
-With new learning in mind, read and annotate a new story that you may want to write about
-With new learning in mind, draft again
4. Partner Share
a. Read through the parent letter to inform yourself of what's going on at the Studio School this month.
2. Mini-Lesson: Testing My Thesis
Essential Questions For Testing My Thesis:
Does my thesis relate to both the first and the second halves of the text?
How would I support this?
a. At start of story, then at end of story.
b. One character, then another
c. One reason, then another
3. Independent Writing and Reflection Time
Menu (choose one of the follow):
-With new learning in mind, revise with scissors, glue and paper
-With new learning in mind, read and annotate a new story that you may want to write about
-With new learning in mind, draft again
4. Partner Share
writers workshop
march 9, 2015
1. Do Now:
a. Think-pair-share: What makes a really good essay?
3. Mini-Lesson: Reading Aloud to Reflect and Revise
4. First-read aloud, with a focus on annotating parts of a good essay
5. Second-read aloud, to focus on clarity of ideas
6. Independent Writing and Reflection Time
Menu (choose one of the follow):
-With new learning in mind, revise with scissors, glue and paper
-With new learning in mind, read and annotate a new story that you may want to write about
-With new learning in mind, draft again
a. Think-pair-share: What makes a really good essay?
3. Mini-Lesson: Reading Aloud to Reflect and Revise
4. First-read aloud, with a focus on annotating parts of a good essay
5. Second-read aloud, to focus on clarity of ideas
6. Independent Writing and Reflection Time
Menu (choose one of the follow):
-With new learning in mind, revise with scissors, glue and paper
-With new learning in mind, read and annotate a new story that you may want to write about
-With new learning in mind, draft again
writers workshop
march 6, 2015
1. Do Now:
a. First, look closely at your theme and the Say, Mean, Matter work you completed this week.
b. Next, look at the model essay written by Jill on "Eleven".
c. Make a list of things you need to do to write a literary essay.
2. Class Business
3. Flash draft
a. First, look closely at your theme and the Say, Mean, Matter work you completed this week.
b. Next, look at the model essay written by Jill on "Eleven".
c. Make a list of things you need to do to write a literary essay.
2. Class Business
3. Flash draft
writers workshop
march 5, 2015
1. Do Now:
Prepare to take notes on the video comparing theme to subject/topic.
2. Class Business: Tomorrow you will write an in-class flash draft of your response to literature.
3. Mini-Lesson: How Do I Discover the Theme?
4. Partner interviews on theme
a. What do you think is the theme?
b. What evidence or proof do you have that supports your thoughts about the theme?
Extension:
i. Do we think the theme is the same or different?
ii. What experiences have we had that make our theme different?
5. Independent Writing and Reflection Time
Prepare to take notes on the video comparing theme to subject/topic.
2. Class Business: Tomorrow you will write an in-class flash draft of your response to literature.
3. Mini-Lesson: How Do I Discover the Theme?
4. Partner interviews on theme
a. What do you think is the theme?
b. What evidence or proof do you have that supports your thoughts about the theme?
Extension:
i. Do we think the theme is the same or different?
ii. What experiences have we had that make our theme different?
5. Independent Writing and Reflection Time
writers workshop
march 4, 2015
1. Do Now:
Decide which of the following is a theme, and which of the following is a topic.
a. Struggling in the wilderness to find freedom from your past.
b. Struggle is an important part of life, and it makes us stronger.
2. Class Business
3. Mini-Lesson: How Does This Story Intersect With My Life?
4. Independent Writing and Reflection Time
Decide which of the following is a theme, and which of the following is a topic.
a. Struggling in the wilderness to find freedom from your past.
b. Struggle is an important part of life, and it makes us stronger.
2. Class Business
3. Mini-Lesson: How Does This Story Intersect With My Life?
4. Independent Writing and Reflection Time
Writers workshop
March 3, 2015
|
1. Do Now:
a. Take out your writer's notebook. b. Go back to the cover-page we created for the "Response to Literature" Unit and read through all of the notes and writing you have done so far. 2. Class Business 3. Mini-Lesson: Close-Reading a Model Literary Essay (continued) 4. End-of-Week Reflection and Self-Assessment -Small-group conferences 5. Independent Literary Analysis Time |
writers workshop
february 26, 2015
1. Do Now:
a. Think-pair-share:
Who is the main character in the short story you are currently reading?
What have you learned from this character so far?
2. Class Business
3. Mini-Lesson: Finding the Central Scene (to Figure Out The Theme!) (Continued)
Guiding Questions: What is a scene?
What are you looking for when you find the central scene?
What is a theme?
How is the theme revealed in the central scene?
The central scene shows...
4. Writing Challenge/s:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
I will find the central scene of the story and ask myself: What does this scene tell me about the theme of the story? What is this story really about?
5. Partner Share:
The central scene of ________ is when _________________________________.
I think this scene is the central scene because_______________________________.
I think this scene shows that the story is really about________________________
because_____________________________________________________________.
a. Think-pair-share:
Who is the main character in the short story you are currently reading?
What have you learned from this character so far?
2. Class Business
3. Mini-Lesson: Finding the Central Scene (to Figure Out The Theme!) (Continued)
Guiding Questions: What is a scene?
What are you looking for when you find the central scene?
What is a theme?
How is the theme revealed in the central scene?
The central scene shows...
4. Writing Challenge/s:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
I will find the central scene of the story and ask myself: What does this scene tell me about the theme of the story? What is this story really about?
5. Partner Share:
The central scene of ________ is when _________________________________.
I think this scene is the central scene because_______________________________.
I think this scene shows that the story is really about________________________
because_____________________________________________________________.
writers workshop
february 25, 2015
1. Do Now:
a. Take your writers folder and your pencil to the library.
b. Read the title of the mini lesson to get an idea for what we will be learning about today.
2. Class Business
3. Mini-Lesson: Finding the Central Scene (to Figure Out The Theme!)
4. Writing Challenge/s:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
I will find the central scene of the story and ask myself: What does this scene tell me about the theme of the story? What is this story really about?
5. Partner Share:
The central scene of ________ is when _________________________________.
I think this scene is the central scene because_______________________________.
I think this scene shows that the story is really about________________________
because_____________________________________________________________.
a. Take your writers folder and your pencil to the library.
b. Read the title of the mini lesson to get an idea for what we will be learning about today.
2. Class Business
3. Mini-Lesson: Finding the Central Scene (to Figure Out The Theme!)
4. Writing Challenge/s:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
I will find the central scene of the story and ask myself: What does this scene tell me about the theme of the story? What is this story really about?
5. Partner Share:
The central scene of ________ is when _________________________________.
I think this scene is the central scene because_______________________________.
I think this scene shows that the story is really about________________________
because_____________________________________________________________.
writers workshop
february 23, 2015
1. Do Now
a. Think-pair-share the following questions with your reading partner:
i. What do you like about responding to literature?
ii. What is your biggest challenge when writing?
iii. What is one way you think you've improved in writing so far this year?
2. Review grades from personal essay and listen to Nathan's personal essay.
3. Mini-Lesson: Developing Provocative Ideas by Asking: "What is this story really about?" (continued)
--> The Why? Kids grow strong based on the number of people in their lives they can learn from. Characters in books can teach us just like people can.
--> The How? Study the way the text as written and develop a possible idea about the story's central meaning.
--> The What? Close-reading and annotating
--> The What? Interpreting the text
4. Writing Challenge:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
5. Partner Share:
I think this story is really about_______. I think this because_______________________________.
I think the theme of this story is_______. I think this because ______________________________.
I think the __________ reveals what this story is really about because_______________________.
a. Think-pair-share the following questions with your reading partner:
i. What do you like about responding to literature?
ii. What is your biggest challenge when writing?
iii. What is one way you think you've improved in writing so far this year?
2. Review grades from personal essay and listen to Nathan's personal essay.
3. Mini-Lesson: Developing Provocative Ideas by Asking: "What is this story really about?" (continued)
--> The Why? Kids grow strong based on the number of people in their lives they can learn from. Characters in books can teach us just like people can.
--> The How? Study the way the text as written and develop a possible idea about the story's central meaning.
--> The What? Close-reading and annotating
--> The What? Interpreting the text
4. Writing Challenge:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
5. Partner Share:
I think this story is really about_______. I think this because_______________________________.
I think the theme of this story is_______. I think this because ______________________________.
I think the __________ reveals what this story is really about because_______________________.
writers workshop
february 20, 2015
1. Do Now
a. Think-pair-share the following questions with your reading partner:
i. What is the story you read yesterday about?
ii. Who is the main character of the story you read yesterday?
iii. How does that main character change throughout the story?
2. Mini-Lesson: Developing Provocative Ideas by Asking: "What is this story really about?"
--> The Why? Kids grow strong based on the number of people in their lives they can learn from. Characters in books can teach us just like people can.
--> The How? Study the way the text as written and develop a possible idea about the story's central meaning.
--> The What? Close-reading and annotating
--> The What? Interpreting the text
3. Writing Challenge:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
4. Partner Share: Share the traits, motivations, struggles and changes of the character you observed while reading today.
I think this story is really about_______. I think this because_______________________________.
I think the theme of this story is_______. I think this because ______________________________.
I think the __________ reveals what this story is really about because_______________________.
a. Think-pair-share the following questions with your reading partner:
i. What is the story you read yesterday about?
ii. Who is the main character of the story you read yesterday?
iii. How does that main character change throughout the story?
2. Mini-Lesson: Developing Provocative Ideas by Asking: "What is this story really about?"
--> The Why? Kids grow strong based on the number of people in their lives they can learn from. Characters in books can teach us just like people can.
--> The How? Study the way the text as written and develop a possible idea about the story's central meaning.
--> The What? Close-reading and annotating
--> The What? Interpreting the text
3. Writing Challenge:
I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
I will develop provocative ideas about the story I'm reading by using one or more of the "Interpretation Prompts".
4. Partner Share: Share the traits, motivations, struggles and changes of the character you observed while reading today.
I think this story is really about_______. I think this because_______________________________.
I think the theme of this story is_______. I think this because ______________________________.
I think the __________ reveals what this story is really about because_______________________.
Writers workshop
february 19, 2015
1. Do Now
a. Copy the mini-lesson title into your notebook.
b. Then, copy down the following key beneath the title.
T= Traits
M = Motivations
S= Struggles
C = Changes
2. Mini-Lesson: Studying Characters' Traits, Motivations, Struggles, and Changes
--> Close-reading the text
--> Making observations
--> Selecting evidence
--> Pushing our thinking
3. Writing Challenge: I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
4. Partner Share: Share the traits, motivations, struggles and changes of the character you observed while reading today.
Traits: Some traits of____ are that he/she is__________, _________, and___.
Motivations: I noticed that ____ is motivated by_____.
Struggles:__________struggles with_________.
Changes: _____ changes when _________________. She/ He changes from_____ to _____________.
a. Copy the mini-lesson title into your notebook.
b. Then, copy down the following key beneath the title.
T= Traits
M = Motivations
S= Struggles
C = Changes
2. Mini-Lesson: Studying Characters' Traits, Motivations, Struggles, and Changes
--> Close-reading the text
--> Making observations
--> Selecting evidence
--> Pushing our thinking
3. Writing Challenge: I will identify the traits, motivations, struggles and changes of the character in the short-story I read today.
4. Partner Share: Share the traits, motivations, struggles and changes of the character you observed while reading today.
Traits: Some traits of____ are that he/she is__________, _________, and___.
Motivations: I noticed that ____ is motivated by_____.
Struggles:__________struggles with_________.
Changes: _____ changes when _________________. She/ He changes from_____ to _____________.
writers workshop
february 18, 2015
1. Do Now
a. Read through your "Say, Mean, Matter" work from yesterday and the day before.
2. Mini-Lesson: What is the THEME of the story? Character Edition
Writing Challenge: I will use four or more of the prompts to push my thinking about the theme of the story.
3. Finish End-of-Week Self-Assessment/ Write!
4. Partner Share
a. Read through your "Say, Mean, Matter" work from yesterday and the day before.
2. Mini-Lesson: What is the THEME of the story? Character Edition
Writing Challenge: I will use four or more of the prompts to push my thinking about the theme of the story.
3. Finish End-of-Week Self-Assessment/ Write!
4. Partner Share
writers workshop
february 13, 2015
1. Do Now
a. Read through your "Say, Mean, Matter" work from yesterday and the day before.
2. End-of-Week Self-Assessment
a. Read through your "Say, Mean, Matter" work from yesterday and the day before.
2. End-of-Week Self-Assessment
writers workshop
february 12, 2015
1. Do Now
a. What happens to Calvin in the cartoon? How does he change? What does he learn?
2. Mini-Lesson: What Character's Learn = Theme
3. Writing Challenge: I will figure out the theme of my story by:
a. Say: tracing what happens in the plot of a story
b. Mean: figuring out how the character changes over the course of the story
c. Matter: figuring out what the character finally discovers
4. Partner Share
a. What happens to Calvin in the cartoon? How does he change? What does he learn?
2. Mini-Lesson: What Character's Learn = Theme
3. Writing Challenge: I will figure out the theme of my story by:
a. Say: tracing what happens in the plot of a story
b. Mean: figuring out how the character changes over the course of the story
c. Matter: figuring out what the character finally discovers
4. Partner Share
writers workshop
february 11, 2015
1. Do Now
a. Think-pair-share: Read the following excerpt from "Shells", then interview your partner with each of the following questions:
"They leaned their heads over the tank and found him. The crab, finished with the old home that no longer fit, was coming out of his shell."
Question 1: What is the setting of this story?
Question 2: Who are the characters of this story?
Question 3: What is a symbol in this story?
Question 4: What is the theme of this story?
2. Mini-Lesson: Investigating Characters in Literature (Continued)
3. Response to Literature Writing Time
4. Partner Share
a. Think-pair-share: Read the following excerpt from "Shells", then interview your partner with each of the following questions:
"They leaned their heads over the tank and found him. The crab, finished with the old home that no longer fit, was coming out of his shell."
Question 1: What is the setting of this story?
Question 2: Who are the characters of this story?
Question 3: What is a symbol in this story?
Question 4: What is the theme of this story?
2. Mini-Lesson: Investigating Characters in Literature (Continued)
3. Response to Literature Writing Time
4. Partner Share
writers workshop
february 10, 2015
1. Do Now
a. Think-pair-share: Read the following excerpt from "Shells", then interview your partner with each of the following questions:
"They leaned their heads over the tank and found him. The crab, finished with the old home that no longer fit, was coming out of his shell."
Question 1: What is the setting of this story?
Question 2: Who are the characters of this story?
Question 3: What is a symbol in this story?
Question 4: What is the theme of this story?
2. Mini-Lesson: Investigating Characters in Literature (Continued)
3. Response to Literature Writing Time
4. Partner Share
a. Think-pair-share: Read the following excerpt from "Shells", then interview your partner with each of the following questions:
"They leaned their heads over the tank and found him. The crab, finished with the old home that no longer fit, was coming out of his shell."
Question 1: What is the setting of this story?
Question 2: Who are the characters of this story?
Question 3: What is a symbol in this story?
Question 4: What is the theme of this story?
2. Mini-Lesson: Investigating Characters in Literature (Continued)
3. Response to Literature Writing Time
4. Partner Share
writers workshop
february 9, 2015
1. Do Now
a. Using the 'Say, Mean, Matter' rubric and your self-assessment, look up at each grade you got on each part of your 'Say, Mean, Matter'.
2. Ask questions/ review 'Say, Mean, Matter' grades
3. Mini-Lesson: Investigating Characters in Literature
4. Response to Literature Writing Time
5. Partner Share
a. Using the 'Say, Mean, Matter' rubric and your self-assessment, look up at each grade you got on each part of your 'Say, Mean, Matter'.
2. Ask questions/ review 'Say, Mean, Matter' grades
3. Mini-Lesson: Investigating Characters in Literature
4. Response to Literature Writing Time
5. Partner Share
writers workshop
february 6 2015
1. Do Now
a. Read through your Say, Mean, Matter from yesterday.
b. Figure out if you were focusing on the character's problems, character's motivations, setting, conflict, etc.?
c. When both you and your writing partner are ready, share which part of literature you decided to focus on.
2. End-of-Week Self-Assessment
a. Read through your Say, Mean, Matter from yesterday.
b. Figure out if you were focusing on the character's problems, character's motivations, setting, conflict, etc.?
c. When both you and your writing partner are ready, share which part of literature you decided to focus on.
2. End-of-Week Self-Assessment
writers workshop
february 5, 2015
1. Do Now
a. Think-pair-share: i. What is a thesis statement? ii. What are the parts of a story that you usually notice 2. Mini-Lesson: Zooming in on the Meaningful Details Agenda: -Define thesis statement -Create a spider-map to brainstorm what is noticed when reading a story -Analyze the ruby -Creating a thesis statement on one part of the story 3. Response to Literature Writing Time 4. Partner Share |
writers workshop
february 4, 2015
1. Do Now
a. Think-pair-share: What is textual evidence?
2. Mini-Lesson: Close-Reading= Mining for Gold
-Define textual evidence
-Search for and analyze textual evidence using the "Say, Mean, Matter" structure
-Share out textual evidenceClose- read "Shells" by Cynthia Rylant
3. Response to Literature Writing Time
4. Partner Share
a. Think-pair-share: What is textual evidence?
2. Mini-Lesson: Close-Reading= Mining for Gold
-Define textual evidence
-Search for and analyze textual evidence using the "Say, Mean, Matter" structure
-Share out textual evidenceClose- read "Shells" by Cynthia Rylant
3. Response to Literature Writing Time
4. Partner Share
writers workshop
february 4, 2015
1. Do Now
a. Think-pair-share: What is textual evidence? 2. Mini-Lesson: Close-Reading= Mining for Gold -Define textual evidnece -Search for and analyze textual evidence using the "Say, Mean, Matter" structure -Share out textual evidenceClose- read "Shells" by Cynthia Rylant 3. Response to Literature Writing Time 4. Partner Share |
Writers workshop
february 2, 2015
1. Do Now
a. Take everything out of your writer's folder.
b. Look through your papers and decide how you will organize the papers.
c. Be prepared to share your organizational strategy.
2. Organization time.
3. Create cover page for the new unit: "Response to Literature" and discuss students' prior knowledge and the goals of the unit.
a. Check out some examples of response to literature essays.
4. Reading Challenge: I will close-read "Shells" by Cynthia Rylant to find the piece of textual evidence that I connect with the most.
5. Discuss the term "textual evidence"
6. Close- read "Shells" by Cynthia Rylant
a. Take everything out of your writer's folder.
b. Look through your papers and decide how you will organize the papers.
c. Be prepared to share your organizational strategy.
2. Organization time.
3. Create cover page for the new unit: "Response to Literature" and discuss students' prior knowledge and the goals of the unit.
a. Check out some examples of response to literature essays.
4. Reading Challenge: I will close-read "Shells" by Cynthia Rylant to find the piece of textual evidence that I connect with the most.
5. Discuss the term "textual evidence"
6. Close- read "Shells" by Cynthia Rylant
writers workshop
january 30, 2015
1. Do Now
a. In your writers notebook, write your thoughts in complete sentences on the following sentence stems.
i. My favorite part of the Personal Essay Unit was...
ii. If I could write my personal essay again, I would change...
iii. The most important thing I learned from this unit was...
2. Post-Assessement
Post-Assessment Personal Essay Prompt
Think of a topic or issue that you know and care about, an issue around which you have strong feelings. Make sure the topic or issue is different from the one you have already written about. You will have 45 minutes to write an opinion or argument text in which you will write your opinion or claim and tell reasons why you feel that way. When you do this, draw on everything you know about essays, persuasive letters, and reviews. If you want to find and use information from a book or another outside source, you may bring it with you tomorrow. Please keep in mind that you’ll have 45 minutes to complete this, so you will need to plan, draft, revise, and edit in one sitting.
In your writing, make sure you:
· Write an introduction.
· State your opinion or claim/thesis.
· Give reasons and evidence.
· Organize your writing.
· Acknowledge counterclaims.
· Use transition words.
· Write a conclusion.
a. In your writers notebook, write your thoughts in complete sentences on the following sentence stems.
i. My favorite part of the Personal Essay Unit was...
ii. If I could write my personal essay again, I would change...
iii. The most important thing I learned from this unit was...
2. Post-Assessement
Post-Assessment Personal Essay Prompt
Think of a topic or issue that you know and care about, an issue around which you have strong feelings. Make sure the topic or issue is different from the one you have already written about. You will have 45 minutes to write an opinion or argument text in which you will write your opinion or claim and tell reasons why you feel that way. When you do this, draw on everything you know about essays, persuasive letters, and reviews. If you want to find and use information from a book or another outside source, you may bring it with you tomorrow. Please keep in mind that you’ll have 45 minutes to complete this, so you will need to plan, draft, revise, and edit in one sitting.
In your writing, make sure you:
· Write an introduction.
· State your opinion or claim/thesis.
· Give reasons and evidence.
· Organize your writing.
· Acknowledge counterclaims.
· Use transition words.
· Write a conclusion.
writers workshop
january 29, 2015
1. Do Now
a. Start reading through the Personal Essay Assessment prompt.
b. Circle any words you do not know, and try to figure out what they mean using Word Investigation Strategies.
2. Discuss prompt
3. Rehearsal + Presentation Time
a. Start reading through the Personal Essay Assessment prompt.
b. Circle any words you do not know, and try to figure out what they mean using Word Investigation Strategies.
2. Discuss prompt
3. Rehearsal + Presentation Time
writers workshop
january 28,2015
1. Do Now
a. Take everything out of your writing folder.
b. Put the following documents together in the correct order.
c. If you are missing any parts, skip them for now.
On Top: Cover Page
Final Draft
2nd Draft
1st Draft (on white and green worksheets)
d. When you have all documents put together in the correct order, show a teacher before hole punching.
2. Class Business: Reminds students of tomorrow's assessment
3. Mini-Lesson: Review presentation configuration
4. Rehearsal + Presentation Time
a. Take everything out of your writing folder.
b. Put the following documents together in the correct order.
c. If you are missing any parts, skip them for now.
On Top: Cover Page
Final Draft
2nd Draft
1st Draft (on white and green worksheets)
d. When you have all documents put together in the correct order, show a teacher before hole punching.
2. Class Business: Reminds students of tomorrow's assessment
3. Mini-Lesson: Review presentation configuration
4. Rehearsal + Presentation Time
writers workshop
january 26, 2015
1. Do Now
a. Go through the following mental checklist to figure out if you are on-track to present your personal essay:
* I have finished writing my five to six-paragraph essay.
* I have revised my essay using the checklist.
* I have had two or more peers edit my essay.
* I have read my essay aloud to make sure what I say matches what I wrote.
* I have reread my essay and fixed the mistakes and misconceptions I had.
* I have typed my essay in MLA format.
2. Class Business: Discuss this Friday's assessment.
3. Mini-Lesson: Creating Criteria for Personal Essay Presentations
The Girl Who Silenced The World.
4. Independent Writing and Rehearsal Time
5. Partner share
a. Go through the following mental checklist to figure out if you are on-track to present your personal essay:
* I have finished writing my five to six-paragraph essay.
* I have revised my essay using the checklist.
* I have had two or more peers edit my essay.
* I have read my essay aloud to make sure what I say matches what I wrote.
* I have reread my essay and fixed the mistakes and misconceptions I had.
* I have typed my essay in MLA format.
2. Class Business: Discuss this Friday's assessment.
3. Mini-Lesson: Creating Criteria for Personal Essay Presentations
The Girl Who Silenced The World.
4. Independent Writing and Rehearsal Time
5. Partner share
writers workshop
january 23, 2015
1. Do Now
a. Find the four self-assessments you have completed from the Personal Essay Unit
(Tip: They are purple, lime green, green and orange).
b. Go to the purple self-assessment from Nov. 14, 2014.
c. Find the section where it says "Directions: Write down one question you still have about writing personal essays?"
d. See if you can now answer that question, or if you have any new questions about writing personal essays.
2. Class Business: Discuss NEXT Friday's assessment and next week's presentations.
3. Mini-Lesson: Creating my Cover Page
4. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Type each paragraph in order onto a Word document
-- > Revise using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
--- > Peer-edit for C.U.P.S. following the instructions from the mini-lesson
--- > Read your essay aloud to yourself, and make revisions and edits as you go
--- > Record yourself reading your essay aloud using Quicktime, and listen to your
presentation. What can you do to improve? Then re-record, to listen to your improvements.
-- > Create your cover page with the following components: title, pictures, and heading
5. Partner share
a. Find the four self-assessments you have completed from the Personal Essay Unit
(Tip: They are purple, lime green, green and orange).
b. Go to the purple self-assessment from Nov. 14, 2014.
c. Find the section where it says "Directions: Write down one question you still have about writing personal essays?"
d. See if you can now answer that question, or if you have any new questions about writing personal essays.
2. Class Business: Discuss NEXT Friday's assessment and next week's presentations.
3. Mini-Lesson: Creating my Cover Page
4. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Type each paragraph in order onto a Word document
-- > Revise using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
--- > Peer-edit for C.U.P.S. following the instructions from the mini-lesson
--- > Read your essay aloud to yourself, and make revisions and edits as you go
--- > Record yourself reading your essay aloud using Quicktime, and listen to your
presentation. What can you do to improve? Then re-record, to listen to your improvements.
-- > Create your cover page with the following components: title, pictures, and heading
5. Partner share
writers workshop
january 22, 2015
1. Do Now
a. Write out the following sentences. Enter the correct there, they're or their in each.
i. I went to _____ party.
ii. ______ so cool.
iii. Over _____ I found my secret hiding spot.
2. Class Business: Discuss Friday's assessment and next week's presentations.
3. Mini-Lesson: Recording and Improving with the Speaker's Checklist
Speaker's Checklist
My voice is clear so all my words are understood
I correctly pronounce all my words.
My volume is appropriate.
My use of expression conveys meaning and emotion.
4. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Type each paragraph in order onto a Word document
-- > Revise using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
--- > Peer-edit for C.U.P.S. following the instructions from the mini-lesson
--- > Read your essay aloud to yourself, and make revisions and edits as you go
--- > Record yourself reading your essay aloud using Quicktime, and listen to your presentation. What can you do to improve? Then re-record, to listen to your improvements.
5. Partner share
a. Write out the following sentences. Enter the correct there, they're or their in each.
i. I went to _____ party.
ii. ______ so cool.
iii. Over _____ I found my secret hiding spot.
2. Class Business: Discuss Friday's assessment and next week's presentations.
3. Mini-Lesson: Recording and Improving with the Speaker's Checklist
Speaker's Checklist
My voice is clear so all my words are understood
I correctly pronounce all my words.
My volume is appropriate.
My use of expression conveys meaning and emotion.
4. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Type each paragraph in order onto a Word document
-- > Revise using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
--- > Peer-edit for C.U.P.S. following the instructions from the mini-lesson
--- > Read your essay aloud to yourself, and make revisions and edits as you go
--- > Record yourself reading your essay aloud using Quicktime, and listen to your presentation. What can you do to improve? Then re-record, to listen to your improvements.
5. Partner share
writers workshop
january 21, 2015
1. Do Now
a. Write down the following sentence in your writers notebook. Search for and edit the errors in capitalization, usage of words, punctuation, and spelling.
I belive they're are way's We can come together to create more piece.
2. Class Business: Discuss Friday's assessment and timeline for finishing this unit
3. Mini-Lesson: Editing for C.U.P.S.
4. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Type each paragraph in order onto a Word document
-- > Revise using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
--- > Peer-edit for C.U.P.S. following the instructions from the mini-lesson
5. Partner share
a. Write down the following sentence in your writers notebook. Search for and edit the errors in capitalization, usage of words, punctuation, and spelling.
I belive they're are way's We can come together to create more piece.
2. Class Business: Discuss Friday's assessment and timeline for finishing this unit
3. Mini-Lesson: Editing for C.U.P.S.
4. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Type each paragraph in order onto a Word document
-- > Revise using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
--- > Peer-edit for C.U.P.S. following the instructions from the mini-lesson
5. Partner share
writers workshop
january 14, 2015
1. Do Now
a. Take out the rubric that was given to you on Monday.
b. Read through the "Ending" part to see where you are at in writing your conclusion.
c. Underline and words you do not know.
2. Mini-Lesson: Revising to Improve the Connection and Organization of My Ideas (continued)
3. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Typing each paragraph in order onto a Word document
-- > Revising using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
4. Partner share
a. Take out the rubric that was given to you on Monday.
b. Read through the "Ending" part to see where you are at in writing your conclusion.
c. Underline and words you do not know.
2. Mini-Lesson: Revising to Improve the Connection and Organization of My Ideas (continued)
3. Independent drafting and revision time
--> Still work on finishing writing your intro, body or conclusion paragraphs
--> Typing each paragraph in order onto a Word document
-- > Revising using the Revision Checklist (lime green)
--- > Only with permission, print the second draft
4. Partner share
WRITERS WORKSHOP
JANUARY 15, 2015
1. Do Now
a. What are three things you notice about MLA format?
2. Mini-Lesson: Typing in MLA Format (Review)
a. Assign Tech Aides
3. Independent Writing Time
4. Partner share and feedback time
a. Read aloud one of your paragraphs to your writing partner.
b. Together, use the self checklist to see how you might revise your writing to make it even better.
5. Continue Independent Writing Time
a. What are three things you notice about MLA format?
2. Mini-Lesson: Typing in MLA Format (Review)
a. Assign Tech Aides
3. Independent Writing Time
4. Partner share and feedback time
a. Read aloud one of your paragraphs to your writing partner.
b. Together, use the self checklist to see how you might revise your writing to make it even better.
5. Continue Independent Writing Time
WRITERS WORKSHOP
JANUARY 16, 2015
1. Do Now
a. Take out your first or second draft (depending on what you have completed).
b. Read the draft aloud to yourself using the Speaker's Checklist.
2. Mini-Lesson: Editing for Punctuation and Complete Sentences
3. Self-assess
4. Divide into groups
Reteaching Group: Continue writing your first draft
Extension Group: Peer edit for C.U.P.S.
5. Writing and editing time
a. Take out your first or second draft (depending on what you have completed).
b. Read the draft aloud to yourself using the Speaker's Checklist.
2. Mini-Lesson: Editing for Punctuation and Complete Sentences
3. Self-assess
4. Divide into groups
Reteaching Group: Continue writing your first draft
Extension Group: Peer edit for C.U.P.S.
5. Writing and editing time
writers workshop
january 12, 2015
1. Do Now
a. Think-pair-share: If you could revise your Winter Break, what would you change about what you did and how it went? If you would not want to revise your Winter Break because it was perfect, explain why it was perfect to your partner.
2. Mini-Lesson: Revising to Improve the Connection and Organization of My Ideas
3. Self-assess using the checklist
4. Independent revision time
a. Think-pair-share: If you could revise your Winter Break, what would you change about what you did and how it went? If you would not want to revise your Winter Break because it was perfect, explain why it was perfect to your partner.
2. Mini-Lesson: Revising to Improve the Connection and Organization of My Ideas
3. Self-assess using the checklist
4. Independent revision time
writers workshop
december 19, 2014
1. Do Now
a. What personal essay stood out to you the most last night at the showcase?
b. What is one new thing you learned from the speeches?
2. Review the showcase
3. Self-Assessment of Writing
4. Happy Holidays!!!
a. What personal essay stood out to you the most last night at the showcase?
b. What is one new thing you learned from the speeches?
2. Review the showcase
3. Self-Assessment of Writing
4. Happy Holidays!!!
writers workshop
december 18, 2014
1. Do Now
a. From the list of words, decide which ones are the most powerful.
b. Explain your thinking to your writing partner.
-good
-essential
-alright
necessary
-absolutely
-sort of
-kind of
-passionate
2. Mini-Lesson: Selecting Powerful Diction to Spice Up My Writing
3. Independent Writing and Organizing Time (using the Priorities List)
Priorities List
First: Finish writing your intro, body, and conclusion paragraphs
Second: Open Microsoft Word
Third: Set up MLA Format by changing setting to double-space
Fourth: Start typing your heading, title, and all paragraphs
Fifth: Save what you have as "Personal Essay. First Initial. Last Name"
a. From the list of words, decide which ones are the most powerful.
b. Explain your thinking to your writing partner.
-good
-essential
-alright
necessary
-absolutely
-sort of
-kind of
-passionate
2. Mini-Lesson: Selecting Powerful Diction to Spice Up My Writing
3. Independent Writing and Organizing Time (using the Priorities List)
Priorities List
First: Finish writing your intro, body, and conclusion paragraphs
Second: Open Microsoft Word
Third: Set up MLA Format by changing setting to double-space
Fourth: Start typing your heading, title, and all paragraphs
Fifth: Save what you have as "Personal Essay. First Initial. Last Name"
writers workshop
december 17, 2014
1. Do Now
a. Take out the rubric section on Elaboration. Read the sixth grade level to yourself once again.
2. Mini-Lesson: Elaboration vs. Redundancy
3. Independent Writing and Organizing Time (using the Priorities List)
Priorities List
First: Finish writing your intro, body, and conclusion paragraphs
Second: Open Microsoft Word
Third: Set up MLA Format by changing setting to double-space
Fourth: Start typing your heading, title, and all paragraphs
Fifth: Save what you have as "Personal Essay. First Initial. Last Name"
a. Take out the rubric section on Elaboration. Read the sixth grade level to yourself once again.
2. Mini-Lesson: Elaboration vs. Redundancy
3. Independent Writing and Organizing Time (using the Priorities List)
Priorities List
First: Finish writing your intro, body, and conclusion paragraphs
Second: Open Microsoft Word
Third: Set up MLA Format by changing setting to double-space
Fourth: Start typing your heading, title, and all paragraphs
Fifth: Save what you have as "Personal Essay. First Initial. Last Name"
Example of mla format
writers workshop
december 15, 2014
1. Do Now
a. Take all the paragraphs out that you have written so far.
b. Read each one aloud to yourself in the order.
2. Mini-Lesson: Composing my Second Draft
Priorities List
First: Finish writing your intro, body, and conclusion paragraphs
Second: Open Microsoft Word
Third: Set up MLA Format by changing setting to double-space
Fourth: Start typing your heading, title, and all paragraphs
Fifth: Save what you have as "Personal Essay. First Initial. Last Name"
3. Independent Writing and Organizing Time
a. Take all the paragraphs out that you have written so far.
b. Read each one aloud to yourself in the order.
2. Mini-Lesson: Composing my Second Draft
Priorities List
First: Finish writing your intro, body, and conclusion paragraphs
Second: Open Microsoft Word
Third: Set up MLA Format by changing setting to double-space
Fourth: Start typing your heading, title, and all paragraphs
Fifth: Save what you have as "Personal Essay. First Initial. Last Name"
3. Independent Writing and Organizing Time
writers workshop
december 12, 2014
writers workshop
december 11, 2014
1. Do Now
a. Brainstorm: How do you think you should introduce your essay in your introductory paragraph?
b. Explain your thoughts to your writing partner.
2. Mini-Lesson: Introducing my Awesome Essay
3. Independent Writing and Organizing Time
a. Brainstorm: How do you think you should introduce your essay in your introductory paragraph?
b. Explain your thoughts to your writing partner.
2. Mini-Lesson: Introducing my Awesome Essay
3. Independent Writing and Organizing Time
writers workshop
december 9, 2014
1. Do Now:
a. First, take out your Transitions sheet. Read through all of the transitions carefully.
b. Next, read through each of the following sentences carefully.
c. Decide which transitions should be use to connect the two sentences together.
When I was in elementary school, my classmates came from many different cultures. _______________, my classmates were Japanese, Mexican, Filipino, Black, and Chinese. _________ my classmates were many different cultures, we still all got along._____________, I learned their languages, foods, and customs, and this made me a more interesting person.
2. Mini-Lesson: Building my Connected Body Paragraphs (continued)
Small-group instruction on transitions
3. Independent Writing and Organizing Time
a. First, take out your Transitions sheet. Read through all of the transitions carefully.
b. Next, read through each of the following sentences carefully.
c. Decide which transitions should be use to connect the two sentences together.
When I was in elementary school, my classmates came from many different cultures. _______________, my classmates were Japanese, Mexican, Filipino, Black, and Chinese. _________ my classmates were many different cultures, we still all got along._____________, I learned their languages, foods, and customs, and this made me a more interesting person.
2. Mini-Lesson: Building my Connected Body Paragraphs (continued)
Small-group instruction on transitions
3. Independent Writing and Organizing Time
writers workshop
december 8, 2014
1. Do Now:
Think-pair-share:
When convincing someone to believe in your thesis, do you think you should start with the most important reason first, or save it for last?
Explain your thinking behind your answer.
2. Mini-Lesson: Building my Connected Body Paragraphs
3. Independent Writing and Organizing Time
Think-pair-share:
When convincing someone to believe in your thesis, do you think you should start with the most important reason first, or save it for last?
Explain your thinking behind your answer.
2. Mini-Lesson: Building my Connected Body Paragraphs
3. Independent Writing and Organizing Time
writers workshop
december 5, 2014
1. Do Now: Read the following piece of data.
21 out of 23 students believe that schools should be cultural diverse.
Think-pair-share: What steps did it take for me to collect this data?
TIP: Use the following transitions to guide your discussion.
First,
Then,
After that,
Next,
Finally,
2. Mini-Lesson: Collecting Survey Data to Support my Thesis
3. Self-Assessment
4. Write survey question and collect survey data
5. Writers' Conferences
6. Self-Assessment
21 out of 23 students believe that schools should be cultural diverse.
Think-pair-share: What steps did it take for me to collect this data?
TIP: Use the following transitions to guide your discussion.
First,
Then,
After that,
Next,
Finally,
2. Mini-Lesson: Collecting Survey Data to Support my Thesis
3. Self-Assessment
4. Write survey question and collect survey data
5. Writers' Conferences
6. Self-Assessment
writers workshop
december 4, 2014
1. Do Now: Read through the following two quotations. Decide which quotation you feel is more trustworthy.
"I believe that kids should be able to skate if they want. This reminds me of my friend Scott who was depressed because his parents started getting a divorce. When he started skating, he got so in to it, that he stopped feeling depressed, and started feeling really motivated."
"I believe that kids should be able to skate if they want because skating is cool. I think skating is cool because you get to ride a board. Skaters are usually cooler people, like my friend Adrian. He's cool."
2. Mini-Lesson: Collecting Evidence Baesd Opinions from Interviews
3. Self-Assessment
4. Write interview questions and conduct interviews
5. Writers' Conferences
6. Self-Assessment
"I believe that kids should be able to skate if they want. This reminds me of my friend Scott who was depressed because his parents started getting a divorce. When he started skating, he got so in to it, that he stopped feeling depressed, and started feeling really motivated."
"I believe that kids should be able to skate if they want because skating is cool. I think skating is cool because you get to ride a board. Skaters are usually cooler people, like my friend Adrian. He's cool."
2. Mini-Lesson: Collecting Evidence Baesd Opinions from Interviews
3. Self-Assessment
4. Write interview questions and conduct interviews
5. Writers' Conferences
6. Self-Assessment
writers workshop
december 3, 2014
1. Do Now:
a. The given rubric shows how you will be graded on the "Elaboration" in your personal essay.
b. Elaboration means how you arrange the parts and details in your writing.
c. Please read through each part of the rubric at your desks, highlighting any words you don't know.
a. The given rubric shows how you will be graded on the "Elaboration" in your personal essay.
b. Elaboration means how you arrange the parts and details in your writing.
c. Please read through each part of the rubric at your desks, highlighting any words you don't know.
2. Hand back self assessments and address questions
3. Mini-Lesson: Collecting Personal Stories to Address the Counter-Claim
Sentence Starters to Start Stories that Address the Counter-Claim
- Some people think... However, I remember a time when....
-Some adults feel.... They have not considered the fact that.... For example ....
4. Writers Conferences (to address Red Flags)
5. Independent Thinking and Writing Time
6. Partner Share
3. Mini-Lesson: Collecting Personal Stories to Address the Counter-Claim
Sentence Starters to Start Stories that Address the Counter-Claim
- Some people think... However, I remember a time when....
-Some adults feel.... They have not considered the fact that.... For example ....
4. Writers Conferences (to address Red Flags)
5. Independent Thinking and Writing Time
6. Partner Share
writers workshop
december 1, 2014
cultural diversity:
|
1. Do Now:
a. Think back through your Thanksgiving Break, going through each part one day at a time. b. Did anything happen to you that connected with your personal essay thesis statement? c. Share any ideas or stories with your writing partner. 2. Mini-Lesson: Developing my Reasons by Collecting Stories (Continued) 3. Independent Thinking and Writing Time |
writers workshop
november 21, 2014
1. Do Now:
a. Wait for your writers notebooks to be passed out.
b. Then, begin working on your weekly self-assessment.
2. Writers Workshop Self-Assessment
3. Get into groups of four. Assign the following roles in your group
a. Essay Reader- This person will read each paragraph of the "Persuasive Essay Sample Paper".
b. Tips Reader- This person will read each of the tips on the "Persuasive Essay Sample Paper".
c. Recorder- This person will write down all of the counterclaims their group comes up with.
d. Presenter- This person will present all of the counterclaims their group comes up with to the class.
4. Read the "Persuasive Essay Sample Paper" in groups.
5. As a team, think of as many counterclaims as you can to the claims in this essay.
6. Share out counterclaims.
7. Exit Slip: Turn in your self-assessment as your exit slip.
a. Wait for your writers notebooks to be passed out.
b. Then, begin working on your weekly self-assessment.
2. Writers Workshop Self-Assessment
3. Get into groups of four. Assign the following roles in your group
a. Essay Reader- This person will read each paragraph of the "Persuasive Essay Sample Paper".
b. Tips Reader- This person will read each of the tips on the "Persuasive Essay Sample Paper".
c. Recorder- This person will write down all of the counterclaims their group comes up with.
d. Presenter- This person will present all of the counterclaims their group comes up with to the class.
4. Read the "Persuasive Essay Sample Paper" in groups.
5. As a team, think of as many counterclaims as you can to the claims in this essay.
6. Share out counterclaims.
7. Exit Slip: Turn in your self-assessment as your exit slip.
writers workshop
november 20, 2014
1. Do Now
First: Read the following thesis statement:
Boys are better than girls because they are smarter, more athletic, and less dramatic.
Second: Think of an opinion that is the opposite of one or more parts of this thesis statement.
Tip: Use the following sentence starters to help strengthen your counterclaims.
Actually, boys are not smarter than girls because...
It's a fact that...
I disagree that_____ because....
You are wrong to assume that ____ because....
The truth of the matter is.....
2. Mini-Lesson: Debating the Counterclaim to Strengthen Our Reasons
3. Create essential agreements for debate.
4. Fishbowl Debate
5. Independent Thinking and Writing Time
First: Read the following thesis statement:
Boys are better than girls because they are smarter, more athletic, and less dramatic.
Second: Think of an opinion that is the opposite of one or more parts of this thesis statement.
Tip: Use the following sentence starters to help strengthen your counterclaims.
Actually, boys are not smarter than girls because...
It's a fact that...
I disagree that_____ because....
You are wrong to assume that ____ because....
The truth of the matter is.....
2. Mini-Lesson: Debating the Counterclaim to Strengthen Our Reasons
3. Create essential agreements for debate.
4. Fishbowl Debate
5. Independent Thinking and Writing Time
writers workshop
november 19, 2014
1. Do Now:
Directions: Read through Grade 6 level writing. Come up with a question or statement you have about getting to this level of writing.
Grade 6 Organization:
The writer organized his argument into sections: he arranged reasons and evidence purposefully, leading readers from one claim or reason to another. The order of the sections and the internal structure of each section made sense.
Grade 6 Elaboration:
The writer include and arranged a variety of evidence such as facts, quotations, examples, and definitions. The writer used trusted sources and information from experts and gave the sources credit. The writer worked to explain how the reasons and evidence she gave supported her claim(s) and strengthened her argument. To do this the writer referred to earlier parts of her text, summarized background information, raised questions, or highlighted possible implications.
2. Mini-Lesson: Developing my Reasons by Collecting Stories
4. Set up reasons folders
5. Independent Thinking and Writing Time
Directions: Read through Grade 6 level writing. Come up with a question or statement you have about getting to this level of writing.
Grade 6 Organization:
The writer organized his argument into sections: he arranged reasons and evidence purposefully, leading readers from one claim or reason to another. The order of the sections and the internal structure of each section made sense.
Grade 6 Elaboration:
The writer include and arranged a variety of evidence such as facts, quotations, examples, and definitions. The writer used trusted sources and information from experts and gave the sources credit. The writer worked to explain how the reasons and evidence she gave supported her claim(s) and strengthened her argument. To do this the writer referred to earlier parts of her text, summarized background information, raised questions, or highlighted possible implications.
2. Mini-Lesson: Developing my Reasons by Collecting Stories
4. Set up reasons folders
5. Independent Thinking and Writing Time
writers workshop
november 16,
1. Do Now:
Think and discuss with your partner:
a. What does it take to get from the first picture, to the second picture?
b. How might cooking be like writing?
Think and discuss with your partner:
a. What does it take to get from the first picture, to the second picture?
b. How might cooking be like writing?
2. Return self-assessments and discuss comments. Then, students set up their reasons folders.
3. Mini-Lesson: Developing my Reasons by Collecting Stories
4. Independent Thinking and Writing Time
writers workshop
november 14, 2014
1. Do Now:
a. Quiz your partner on the meaning of the following key terms:
fact, opinion, thesis, reason
2. Mini-Lesson: Crafting my Thesis with Boxes and Bullets
3. Self-Assessment
4. "I'm Done!" Now What?" List
a. Quiz your partner on the meaning of the following key terms:
fact, opinion, thesis, reason
2. Mini-Lesson: Crafting my Thesis with Boxes and Bullets
3. Self-Assessment
4. "I'm Done!" Now What?" List
writers workshop
november 13, 2014
1. Do Now:
a. Read the following two sentences. Decide which one is an opinion and which one is a fact. Explain your reasoning to your partner.
Sentence 1: Some people like dogs very much because they are friendly.
Sentence 2: Dogs are the best animals to have because they are intelligent, loving, and capable.
2. Defining the terms and reviewing the rubric.
3. Mini-Lesson: Crafting my Thesis with Boxes and Bullets
4. Independent Thinking and Writing Time
a. Read the following two sentences. Decide which one is an opinion and which one is a fact. Explain your reasoning to your partner.
Sentence 1: Some people like dogs very much because they are friendly.
Sentence 2: Dogs are the best animals to have because they are intelligent, loving, and capable.
2. Defining the terms and reviewing the rubric.
3. Mini-Lesson: Crafting my Thesis with Boxes and Bullets
4. Independent Thinking and Writing Time
writers workshop
november 12, 2014
1. Do Now:
a. Read the following two sentences. Decide which one is a thesis statement, and which one is a reason.
Sentence 1: There are many reasons why dogs are thought to be a human's best friend.
Sentence 2: Dogs are great pets for humans because they provide friendship.
2. Defining the term thesis and reviewing the rubric.
3. Mini-Lesson: Finding and Crafting Thesis Statements (continued)
a. Look at thesis statements in mentor texts
b. Identify the structure of various thesis statements
c. Create the Thesis Statement Checklist
d. Second time teacher modeling for crafting a thesis statement
4. Independent Writing Time
a. Read the following two sentences. Decide which one is a thesis statement, and which one is a reason.
Sentence 1: There are many reasons why dogs are thought to be a human's best friend.
Sentence 2: Dogs are great pets for humans because they provide friendship.
2. Defining the term thesis and reviewing the rubric.
3. Mini-Lesson: Finding and Crafting Thesis Statements (continued)
a. Look at thesis statements in mentor texts
b. Identify the structure of various thesis statements
c. Create the Thesis Statement Checklist
d. Second time teacher modeling for crafting a thesis statement
4. Independent Writing Time
writers workshop
november 10, 2014
1. Do Now:
a. Once you get it back, take a look at your self-assessment.
b. Read any comments.
c. Come up with one question you have about writing personal essays.
2. Defining the term thesis and reviewing the rubric.
3. Mini-Lesson: Finding and Crafting Thesis Statements
4. Partner Share
a. Once you get it back, take a look at your self-assessment.
b. Read any comments.
c. Come up with one question you have about writing personal essays.
2. Defining the term thesis and reviewing the rubric.
3. Mini-Lesson: Finding and Crafting Thesis Statements
4. Partner Share
writers workshop
november 7, 2014
1. Do Now:
a. Read through the essay entries you wrote this week.
b. Choose one paragraph from your essay entries that you feel is your best writing.
2. Writers Workshop Self-Assessment
3. Mini-Lesson: Reading Aloud Using the Speakers Checklist
4. Partner Share
a. Read through the essay entries you wrote this week.
b. Choose one paragraph from your essay entries that you feel is your best writing.
2. Writers Workshop Self-Assessment
3. Mini-Lesson: Reading Aloud Using the Speakers Checklist
4. Partner Share
writers workshop
november 6, 2014
1. Do Now:
a. Read through the two students' essay entries found on your desk.
b. Decide which one you think is better.
c. Come up with as many reasons as you can why one is better than the other.
2. Mini-Lesson: Pushing Ourselves to Generate More
3. Independent Writing Time
4. Partner Share
a. Read through the two students' essay entries found on your desk.
b. Decide which one you think is better.
c. Come up with as many reasons as you can why one is better than the other.
2. Mini-Lesson: Pushing Ourselves to Generate More
3. Independent Writing Time
4. Partner Share
writers workshop
november 5, 2014
1. Do Now:
a. Write the following questions into your writers notebook under the title
"Questions Writers Ask of Earlier Entries"
-Why is this important to me?
-What is the important thing about this?
-Why am I remembering this? How does it connect to who I am or to important issues in my life?
-What other entries does this connect with?
-What does this show about me? About life? What does this make me realize?
-Why did I write this?
-What do I want readers to know about this?
-What surprises me about this?
2. Mini-Lesson: Generating Essay Writing from Narrative Writing
3. Independent Writing Time
4. Partner Share
a. Write the following questions into your writers notebook under the title
"Questions Writers Ask of Earlier Entries"
-Why is this important to me?
-What is the important thing about this?
-Why am I remembering this? How does it connect to who I am or to important issues in my life?
-What other entries does this connect with?
-What does this show about me? About life? What does this make me realize?
-Why did I write this?
-What do I want readers to know about this?
-What surprises me about this?
2. Mini-Lesson: Generating Essay Writing from Narrative Writing
3. Independent Writing Time
4. Partner Share
writers workshop
november 3, 2014
1. Do Now:
a. Review the "Writers Workshop Rights and Responsibilities" you brainstormed as a class on Friday.
b. Think to yourself if there are any rights and responsibilities that are missing from the list.
2. Mini-Lesson: Using Conversational Prompts to Spur Elaboration
a. What is elaboration?
b. Whole-class analysis of "The Art of Video Games" mentor text
c. Active-engagement of conversational prompts
3. Independent Writing Time
4. Partner Share
a. Review the "Writers Workshop Rights and Responsibilities" you brainstormed as a class on Friday.
b. Think to yourself if there are any rights and responsibilities that are missing from the list.
2. Mini-Lesson: Using Conversational Prompts to Spur Elaboration
a. What is elaboration?
b. Whole-class analysis of "The Art of Video Games" mentor text
c. Active-engagement of conversational prompts
3. Independent Writing Time
4. Partner Share
writers workshop
october 31, 2014
1. Do Now:
a. Take a blank index card.
b. Split it into two halves.
c. On the left side, list your pluses: some things you liked about Writers Workshop this week.
d. On the right side, list your deltas: some suggestions or questions you have to make Writers Workshop better next week.
2. Mini-Lesson: Evaluating Post-Assessment Data
3. Writing Partner Interview
a. What are one or two of your strengths in writing?
One of my strengths as a writer is...
b. What is one or two things you need to improve on as a writer?
One thing I need to improve on as a writer is...
c. What grade-level are you writing at?
At the start of the Personal Essay Unit, I am writing at a____ level.
d. What is one or more action steps you want to take to bring your writing to the next level?
One action step I want to take to bring my writing to the next level is...
4. Brainstorm "Writers Workshop Rights and Responsibilities"
a. Take a blank index card.
b. Split it into two halves.
c. On the left side, list your pluses: some things you liked about Writers Workshop this week.
d. On the right side, list your deltas: some suggestions or questions you have to make Writers Workshop better next week.
2. Mini-Lesson: Evaluating Post-Assessment Data
3. Writing Partner Interview
a. What are one or two of your strengths in writing?
One of my strengths as a writer is...
b. What is one or two things you need to improve on as a writer?
One thing I need to improve on as a writer is...
c. What grade-level are you writing at?
At the start of the Personal Essay Unit, I am writing at a____ level.
d. What is one or more action steps you want to take to bring your writing to the next level?
One action step I want to take to bring my writing to the next level is...
4. Brainstorm "Writers Workshop Rights and Responsibilities"
writers workshop
october 20, 2014
1. Do Now:
Discuss with your writing partner:
a. What do you observe in the photograph below?
b. If you were there too, what would you see, hear, smell, taste, and touch?
Discuss with your writing partner:
a. What do you observe in the photograph below?
b. If you were there too, what would you see, hear, smell, taste, and touch?
Photo Credit
2. Mini-Lesson: Asking "Why?" and "Why Not?" to Spark Ideas
a. Class Brainstorm
3. Independent Observing/ Thinking/ Writing Time
4. Partner Share
2. Mini-Lesson: Asking "Why?" and "Why Not?" to Spark Ideas
a. Class Brainstorm
3. Independent Observing/ Thinking/ Writing Time
4. Partner Share
writers workshop
october 29, 2014
1. Do Now:
Discuss with your writing partner:
a. What do you observe in the photograph below?
b. If you were there too, what would you see, hear, smell, taste, and touch?
Discuss with your writing partner:
a. What do you observe in the photograph below?
b. If you were there too, what would you see, hear, smell, taste, and touch?
2. Mini-Lesson: Growing Essay Ideas in Notebooks
Big Idea: Writers generate ideas by using a graphic organizer to support their observations and big ideas.
a. Practice observation through photo analysis
b. Practice thinking about big ideas by listen to Nas I Can
4. Independent Observing/ Thinking/ Writing Time
Example
Big Idea: Writers generate ideas by using a graphic organizer to support their observations and big ideas.
a. Practice observation through photo analysis
b. Practice thinking about big ideas by listen to Nas I Can
4. Independent Observing/ Thinking/ Writing Time
Example
writers workshop
october 28, 2014
1. Independent Menu: Choose from option a, b, c, d, e or f, depending on what you feel you most need to work on.
a. Take the typing test to determine how many words per minute you are typing
b. Complete a typing tutorial and focus on improving your typing skills one letter at a time.
c. Read an article of your choice at your reading level on Newsela (there is a limit to how many articles you can read)
d. Read an editorial from the L.A. Times (if you are a sixth grade reader)
e. Select an informational video on Brainpop and complete a quiz at 80% or higher
f. Select a sixth grade math topic to learn and review on IXL (there is a limit to how many activities you can complete)
a. Take the typing test to determine how many words per minute you are typing
b. Complete a typing tutorial and focus on improving your typing skills one letter at a time.
c. Read an article of your choice at your reading level on Newsela (there is a limit to how many articles you can read)
d. Read an editorial from the L.A. Times (if you are a sixth grade reader)
e. Select an informational video on Brainpop and complete a quiz at 80% or higher
f. Select a sixth grade math topic to learn and review on IXL (there is a limit to how many activities you can complete)
writers workshop
october 27, 2014
1. Do Now:
Brainstorm your ideas to the following questions:
a. What is an essayist?
b. How does an essayist come up with ideas?
2. Mini-Lesson: Collecting Ideas as Essayists
Big Idea: Writers come up with ideas for essays by noticing the world around them and pushing themselves to have big ideas about what they see.
3. Small-Group: Noticing ideas in billboards
4. Independent thinking/ writing time
Idea Starters:
a. I notice...
b. I am starting to think that...
c. I realize that...
Brainstorm your ideas to the following questions:
a. What is an essayist?
b. How does an essayist come up with ideas?
2. Mini-Lesson: Collecting Ideas as Essayists
Big Idea: Writers come up with ideas for essays by noticing the world around them and pushing themselves to have big ideas about what they see.
3. Small-Group: Noticing ideas in billboards
4. Independent thinking/ writing time
Idea Starters:
a. I notice...
b. I am starting to think that...
c. I realize that...
writers workshop
october 24, 2014
1. Do Now:
a. Answer the sample multiple choice question.
b. Think of strategies you use to answer this question correctly.
Sample Multiple Choice Question
What is not the color of an apple?
a. red
b. green
c. red and green
d. purple
2. Mini-Lesson: Showing What I Know Through Assessment
3. Go to computer lab
4. Click here to take the Personal Essay vs. Personal Narrative Assessment
5. When you finish, select from the following writer's menu:
a. Take the typing test
b. Complete a typing tutorial
c. Read an article of your choice at your reading level on Newsela
a. Answer the sample multiple choice question.
b. Think of strategies you use to answer this question correctly.
Sample Multiple Choice Question
What is not the color of an apple?
a. red
b. green
c. red and green
d. purple
2. Mini-Lesson: Showing What I Know Through Assessment
3. Go to computer lab
4. Click here to take the Personal Essay vs. Personal Narrative Assessment
5. When you finish, select from the following writer's menu:
a. Take the typing test
b. Complete a typing tutorial
c. Read an article of your choice at your reading level on Newsela
writers workshop
october 23, 2014
1. Do Now:
a. Brainstorm: What did you like about listening to students' personal narratives during the showcase? How do you think the experience of listening to students' personal essays will be different? Similar?
2. Personal Narrative vs. Personal Essay Share-Out
3. Active Engagement: Select and read aloud a different mentor text with your partner. Practice using the Speaker's List.
a. Small Group Instruction: Using a Venn Diagram to create and organize ideas
4. Finalize Venn-diagram with additional similarities and differences
a. Brainstorm: What did you like about listening to students' personal narratives during the showcase? How do you think the experience of listening to students' personal essays will be different? Similar?
2. Personal Narrative vs. Personal Essay Share-Out
3. Active Engagement: Select and read aloud a different mentor text with your partner. Practice using the Speaker's List.
a. Small Group Instruction: Using a Venn Diagram to create and organize ideas
4. Finalize Venn-diagram with additional similarities and differences
writers workshop
october 22, 2014
1. Do Now:
a. Brainstorm: What is an essay? How is a personal narrative different from a personal essay?
b. Discuss the differences with your writing partner.
2. Mini-Lesson: Personal Narrative vs. Personal Essay
a. Connection
b. Teaching Point: The purpose, structure, and language are different when writing a personal essay.
c. Teaching: The Girl Who Silenced The World
d. Active Engagement: Compare and contrast personal narratives to personal essays using a Venn diagram.
e. Share Out
a. Brainstorm: What is an essay? How is a personal narrative different from a personal essay?
b. Discuss the differences with your writing partner.
2. Mini-Lesson: Personal Narrative vs. Personal Essay
a. Connection
b. Teaching Point: The purpose, structure, and language are different when writing a personal essay.
c. Teaching: The Girl Who Silenced The World
d. Active Engagement: Compare and contrast personal narratives to personal essays using a Venn diagram.
e. Share Out
writers workshop
october 20, 2014
1. Do Now:
a. Brainstorm: If you were writing a letter to yourself in the future, what would you want to say?
2. Mini-Lesson: Dear Future Me
3. Independent Writing Time
a. Possible topics to address in your Dear Future Me letter include:
i. How you are currently doing academically, socially, and personally.
ii. What you are learning now that you want to remember forever.
iii. What you hope to accomplish by the end of the sixth grade.
a. Brainstorm: If you were writing a letter to yourself in the future, what would you want to say?
2. Mini-Lesson: Dear Future Me
3. Independent Writing Time
a. Possible topics to address in your Dear Future Me letter include:
i. How you are currently doing academically, socially, and personally.
ii. What you are learning now that you want to remember forever.
iii. What you hope to accomplish by the end of the sixth grade.
writers workshop
october 17, 2014
1. Do Now:
a. What is one thing you are proud of on your personal narrative?
b. What is one thing you know you could improve on in your writing?
3. Independent Computer Time Menu:
1st- Publish, edit and print final draft
2nd- Take the typing test
Options:
a. Complete a typing tutorial
b. Read an article on Newsela at your reading level
c. Be a peer computer tutor
a. What is one thing you are proud of on your personal narrative?
b. What is one thing you know you could improve on in your writing?
3. Independent Computer Time Menu:
1st- Publish, edit and print final draft
2nd- Take the typing test
Options:
a. Complete a typing tutorial
b. Read an article on Newsela at your reading level
c. Be a peer computer tutor
writers workshop
october 16, 2014
1. Do Now:
Brainstorm:
a. Have you ever been in an earthquake?
b. How have you and your family prepared for the "Big One"?
2. Mini-lesson: Typing Test + Publishing My Personal Narrative in MLA Format
3. Independent Computer Time Menu:
1st- Publish, edit and print final draft
2nd- Take the typing test
Options:
a. Complete a typing tutorial
b. Read an article on Newsela at your reading level
c. Be a peer computer tutor
Brainstorm:
a. Have you ever been in an earthquake?
b. How have you and your family prepared for the "Big One"?
2. Mini-lesson: Typing Test + Publishing My Personal Narrative in MLA Format
3. Independent Computer Time Menu:
1st- Publish, edit and print final draft
2nd- Take the typing test
Options:
a. Complete a typing tutorial
b. Read an article on Newsela at your reading level
c. Be a peer computer tutor
writers workshop
october 13 and 15, 2014
1. Do Now:
a. What is a heading?
b. Why does it help me prepare to be college-ready?
2. Mini-lesson: Typing Test + Publishing My Personal Narrative in MLA Format
3. Independent Computer Time Menu:
1st- Publish, edit and print final draft
2nd- Take the typing test
Options:
a. Complete a typing tutorial
b. Read an article on Newsela at your reading level
c. Be a peer computer tutor
a. What is a heading?
b. Why does it help me prepare to be college-ready?
2. Mini-lesson: Typing Test + Publishing My Personal Narrative in MLA Format
3. Independent Computer Time Menu:
1st- Publish, edit and print final draft
2nd- Take the typing test
Options:
a. Complete a typing tutorial
b. Read an article on Newsela at your reading level
c. Be a peer computer tutor
writers workshop
october 9, 2014
1. Do Now
Brainstorm:
a. What are some tips you can offer your classmates on feeling confident public speaking?
2. Mini-Lesson: Personal Narrative Final Assessment
3. Independent Writing Menu:
-Publish my final draft
-Create my cover page
-Practice presenting my personal narrative
Brainstorm:
a. What are some tips you can offer your classmates on feeling confident public speaking?
2. Mini-Lesson: Personal Narrative Final Assessment
3. Independent Writing Menu:
-Publish my final draft
-Create my cover page
-Practice presenting my personal narrative
writers workshop schedule
october 8, 2014
1. Do Now:
Brainstorm:
a. How do you feel about public speaking?
b. Talk with your writing partner.
2. Mini-Lesson: Publishing and Presenting My Personal Narrative
3. Independent Writing Menu:
-Publish my final draft
-Create my cover page
-Practice presenting my personal narrative
4. (If still needed) turn in my draft to my editor (Ms. Shawn!) for final edits
Brainstorm:
a. How do you feel about public speaking?
b. Talk with your writing partner.
2. Mini-Lesson: Publishing and Presenting My Personal Narrative
3. Independent Writing Menu:
-Publish my final draft
-Create my cover page
-Practice presenting my personal narrative
4. (If still needed) turn in my draft to my editor (Ms. Shawn!) for final edits
writers workshop schedule
october 7, 2014
1. Do Now:
a. How do you use commas in your writing?
b. Brainstorm your ideas with your writing partner.
2. Mini-Lesson: Self-Editing My Writing
3. Independent Writing Menu:
-Finish my draft
-Revise my word-choice using the Thesaurus
4. Turn in my draft to my editor (Ms. Shawn!) for final edits
a. How do you use commas in your writing?
b. Brainstorm your ideas with your writing partner.
2. Mini-Lesson: Self-Editing My Writing
3. Independent Writing Menu:
-Finish my draft
-Revise my word-choice using the Thesaurus
4. Turn in my draft to my editor (Ms. Shawn!) for final edits
writers workshop schedule
october 3, 2014
1. Do Now:
a. Think of one or more tips you could give your classmates to remind them to form their ideas into paragraphs while they write their personal narratives.
2. Mini-Lesson: Self-Editing My Writing
3. Independent Writing Menu:
1st: Finish your timeline to brainstorm each part of your story with the theme shining through each part.
2nd: Use your timeline to write your second draft. Your second draft should include:
a. a hooking lead
b. writing in carefully formed paragraphs
c. a powerful ending
Writer's Tips:
If you get stuck on any part during independent writing, remember to look back to our mentor texts for ideas.
a. Think of one or more tips you could give your classmates to remind them to form their ideas into paragraphs while they write their personal narratives.
2. Mini-Lesson: Self-Editing My Writing
3. Independent Writing Menu:
1st: Finish your timeline to brainstorm each part of your story with the theme shining through each part.
2nd: Use your timeline to write your second draft. Your second draft should include:
a. a hooking lead
b. writing in carefully formed paragraphs
c. a powerful ending
Writer's Tips:
If you get stuck on any part during independent writing, remember to look back to our mentor texts for ideas.
writers workshop schedule
october 2, 2014
1. Do Now:
a. Think of one or more tips you could give your classmates to remind them to form their ideas into paragraphs while they write their personal narratives.
2. Mini-Lesson: Forming My Ideas Into Paragraphs (continued)
3. Independent Writing Menu:
1st: Finish your timeline to brainstorm each part of your story with the theme shining through each part.
2nd: Use your timeline to write your second draft. Your second draft should include:
a. a hooking lead
b. writing in carefully formed paragraphs
c. a powerful ending
Writer's Tips:
If you get stuck on any part during independent writing, remember to look back to our mentor texts for ideas.
a. Think of one or more tips you could give your classmates to remind them to form their ideas into paragraphs while they write their personal narratives.
2. Mini-Lesson: Forming My Ideas Into Paragraphs (continued)
3. Independent Writing Menu:
1st: Finish your timeline to brainstorm each part of your story with the theme shining through each part.
2nd: Use your timeline to write your second draft. Your second draft should include:
a. a hooking lead
b. writing in carefully formed paragraphs
c. a powerful ending
Writer's Tips:
If you get stuck on any part during independent writing, remember to look back to our mentor texts for ideas.
writers workshop schedule
october 1, 2014
1. Do Now:
a. Take out the story "The Other Side" by Jaqueline Woodson
b. Start reading the story, paying close attention to how the author divides her ideas into paragraphs.
2. Mini-Lesson: Forming My Ideas Into Paragraphs
3. Independent Writing Menu:
1st: Finish your timeline to brainstorm each part of your story with the theme shining through each part.
2nd: Use your timeline to write your second draft. Your second draft should include:
a. a hooking lead
b. writing in carefully formed paragraphs
c. a powerful ending
Writer's Tips:
If you get stuck on any part during independent writing, remember to look back to our mentor texts for ideas.
a. Take out the story "The Other Side" by Jaqueline Woodson
b. Start reading the story, paying close attention to how the author divides her ideas into paragraphs.
2. Mini-Lesson: Forming My Ideas Into Paragraphs
3. Independent Writing Menu:
1st: Finish your timeline to brainstorm each part of your story with the theme shining through each part.
2nd: Use your timeline to write your second draft. Your second draft should include:
a. a hooking lead
b. writing in carefully formed paragraphs
c. a powerful ending
Writer's Tips:
If you get stuck on any part during independent writing, remember to look back to our mentor texts for ideas.
writers workshop schedule
september 29, 2014
1. Do Now:
a. Take out the story "Eleven" by Sandra Cisneros. b. Read through the story to yourself. c. Try to identify the theme as you read! 2. Mini-Lesson: Learning How to Make My Theme Shine from Sandra Cisneros 3. Create a timeline. 4. Write your second draft to include: a hooking lead, a shining theme, and a poweful ending. |
writers workshop schedule
september 26, 2014
1. Do Now: Read through the comments written on your "My Seed Story's Theme" entrance slip.
2. Mini-Lesson: Making My Theme Shine Throughout My Personal Narrative
3. Create a timeline.
4. Write your second draft to include: a hooking lead, a shining theme, and a powerful ending.
2. Mini-Lesson: Making My Theme Shine Throughout My Personal Narrative
3. Create a timeline.
4. Write your second draft to include: a hooking lead, a shining theme, and a powerful ending.
writers workshop schedule
september 24, 2014
1. Do Now:
a. Take out one of the mentor texts.
b. Highlight the ending of the story.
c. Label the parts of the ending that make it strong.
Tip: Use the "Qualities of Good Personal Narrative Writing" chart to help you remember what makes a strong ending.
2. Mini-Lesson: Revising Endings: Learning from Published Writing (continued)
3. Independent writing with a focus on revising your ending
4. Meet with writing partner to share your ending.
a. Take out one of the mentor texts.
b. Highlight the ending of the story.
c. Label the parts of the ending that make it strong.
Tip: Use the "Qualities of Good Personal Narrative Writing" chart to help you remember what makes a strong ending.
2. Mini-Lesson: Revising Endings: Learning from Published Writing (continued)
3. Independent writing with a focus on revising your ending
4. Meet with writing partner to share your ending.
writers workshop schedule
september 22, 2014
1. Do Now: Read through what you've completed of your first-draft so far.
2. Mini-Lesson: Revising Endings: Learning from Published Writing
3. Independent writing with a focus on revising your ending
4. Meet with writing partner to share your ending.
2. Mini-Lesson: Revising Endings: Learning from Published Writing
3. Independent writing with a focus on revising your ending
4. Meet with writing partner to share your ending.
writers workshop schedule
september 19, 2014
1. Do Now: Share what you have written of your first-draft with your writing partner.
2. Mini-Lesson: Writing a Lead at the 6th Grade Level
3. Independent writing of your first draft
4. Meet with writing partner to share your first draft
2. Mini-Lesson: Writing a Lead at the 6th Grade Level
3. Independent writing of your first draft
4. Meet with writing partner to share your first draft
writers workshop schedule
september 18, 2014
1. Do Now: Continue to read mentor texts.
2. Mini-Lesson: Using Writers' Strategies to Write
3. Independent Writing of your first draft
4. Meet with writing partner to share your first draft
2. Mini-Lesson: Using Writers' Strategies to Write
3. Independent Writing of your first draft
4. Meet with writing partner to share your first draft
writers workshop schedule
september 17, 2014
1. Do Now: Pre-read mentor text. You may write on the paper.
2. Mini-Lesson: Investigating the leads of great authors
3. Independent Writing
4. Meet with writing partner to share your lead
2. Mini-Lesson: Investigating the leads of great authors
3. Independent Writing
4. Meet with writing partner to share your lead
writers workshop schedule
september 15, 2014
writers workshop schedule
September 12, 2014
1. Do Now:
Read over your work from yesterday.
2. Mini-Lesson: Is My Narrative Really a Seed? (continued)
3. Independent Writing
4. Self-Assessment
Read over your work from yesterday.
2. Mini-Lesson: Is My Narrative Really a Seed? (continued)
3. Independent Writing
4. Self-Assessment
writers workshop schedule
september 11, 2014
1. Do Now:
With your partner, decide who feels like speaking first. If you can't decide, do rock-paper-scissor. Then, share the storyboard you created yesterday in Writers Workshop.
2. Mini-Lesson: Is My Narrative Really a Seed?
3. Independent Writing
4. Teaching Share
With your partner, decide who feels like speaking first. If you can't decide, do rock-paper-scissor. Then, share the storyboard you created yesterday in Writers Workshop.
2. Mini-Lesson: Is My Narrative Really a Seed?
3. Independent Writing
4. Teaching Share
writers workshop schedule
september 10, 2014
1. Do Now: Read through your past entries.
2. Mini-Lesson: Telling My Story Step-by-Step
3. Independent Writing
4. Teaching Share
2. Mini-Lesson: Telling My Story Step-by-Step
3. Independent Writing
4. Teaching Share
writers workshop schedule
september 8, 2014
1. Do Now: Read through your past entries.
2. Mini-Lesson: Choosing the Seed Story that Says the Most About My Life
3. Independent Writing
4. Teaching Share
2. Mini-Lesson: Choosing the Seed Story that Says the Most About My Life
3. Independent Writing
4. Teaching Share
writers workshop schedule
september 5, 2014
1. Do Now: Read through your past entries.
2. Mini-Lesson: Assessing Myself as a Writer
3. Complete the self-assessment
4. Independent Writing
2. Mini-Lesson: Assessing Myself as a Writer
3. Complete the self-assessment
4. Independent Writing
writers workshop schedule
september 4, 2014
1. Do Now: Read through your past entries.
2. Mini-Lesson: Telling Stories with Specific Details (Continued)
3. Independent Writing/ Writer's Conferences
4. Meet with your writing partner to share the part of your story where you included specific details.
2. Mini-Lesson: Telling Stories with Specific Details (Continued)
3. Independent Writing/ Writer's Conferences
4. Meet with your writing partner to share the part of your story where you included specific details.
writers workshop schedule
september 3, 2014
1. Do Now: Read through your past entries.
2. Mini-Lesson: Telling Stories with Specific Details
3. Independent Writing/ Writer's Conferences
4. Meet with your writing partner to share or tell about your seed story.
2. Mini-Lesson: Telling Stories with Specific Details
3. Independent Writing/ Writer's Conferences
4. Meet with your writing partner to share or tell about your seed story.
writers worshop schedule
august 28, 2014
writers worshop schedule
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1. Do Now:
Brainstorm: What has been your favorite part of An Absolutely True Diary of a Part-Time Indian so far? Why? 2. Mini-Lesson: Telling Seed Stories, Not Watermelons 3. Independent Writing/ Continue Reading Assessments 4. Meet with writer partner to share or tell about your seed story --------------------------------------------------------------------- 1. Do Now: a. Take out your writer's notebook. b. Read through your entries from last Friday. c. Decide if there are stories you want to continue writing, or new ones you want to begin writing. d. If you have your contribution to our 2014-2015 Time Capsule take it out. 2. Mini-Lesson: Where we are going with our Personal Narrative Unit. 3. Independent Writing 4. Meet with writing partner ________________________________________________________________ 1. Do Now: Take out your writer's notebook. Read through the ideas you have generated so far for your narratives. Decide if there is one you would like to share with the class.
2. Mini-Lesson: Writing abojut a Place, Object or Moment 3. Independent Writing 4. Meet with writing partner ___________________________________________________________________ 1. Do Now: Take out your writer's notebook. On your next blank section, write the following question:
What makes a good story? Begin talking with your table partner or writing your ideas on what makes a good story. 2. Mini-Lesson: Qualities of Good Narrative Writing 3. Independent Writing 4. Meet with writing partner -Discuss what qualities from the poster you tried to use in your writing. -Discuss if you wrote more or less today and why. _____________________________________________ 1. Do Now:
2. Mini-Lesson: Thinking of Firsts and Lasts 3. Independent Writing 4. Meet with writing partner 1. Do Now: Take out your writer's notebook. Turn and talk to your partner about what you have learned about Junior from An Absolutely True Diary of a Part-Time Indian.
2. Mini-Lesson: Starting the Writing Workshop 3. Independent Writing Time 4. Mid-Workshop Interruption: Writing More 1. Do Now: Complete your Reading and Writing Interviews. 2. Finish decorating your notebooks. 3. Write! 1. Do Now: Locate the "Writing Interviews" in your basket. Take one and thoughtfully complete it. 2. Finish setting up writer's notebook 2. Gather in the library to introduce the Personal Narrative Unit 3. Read Aloud: The Absolutely True-Diary of a Part-Time Indian 1. Introductions 2. Create personalized sticks & writer's notebook 3. Fill out your schedules 4. Campus orientation 5. Review break and lunch procedures 6. Read the syllabus 7. Review the discipline policies 8. Pre-Assessment 9. Introduce Writers Workshop 10. Writer letter of introduction |