writers workshop
june 10, 2016
Do Now:
a. Read Muhammad Ali's quote to the left.
b. Think-pair-share:
How do you think this quote applies to your life?
2. Mini-Lesson: Book Presentations!
Writers Workshop Challenge:
I will present my part of the our book using my key points and the Speaker's Checklist.
3. Book Presentations
4. Final Writers' Celebration and Goodbyes!
writers workshop
june 9, 2016
Do Now:
a. Read Muhammad Ali's quote to the left.
b. Think-pair-share:
How do you think this quote applies to your life?
2. Mini-Lesson: Book Presentations!
Writers Workshop Challenge:
I will present my part of the our book using my key points and the Speaker's Checklist.
3. Book Presentations
a. Read Muhammad Ali's quote to the left.
b. Think-pair-share:
How do you think this quote applies to your life?
2. Mini-Lesson: Book Presentations!
Writers Workshop Challenge:
I will present my part of the our book using my key points and the Speaker's Checklist.
3. Book Presentations
writers workshop
june 8, 2016
Do Now:
a. Read Muhammad Ali's quote to the left.
b. Think-pair-share:
How do you think this quote applies to your life?
2. Mini-Lesson: Putting the Final Touches
Writers Workshop Challenge:
I will put the finishing touches on our book to be ready to present tomorrow!
3. Go to the computer lab
4. Independent writing time
a. Read Muhammad Ali's quote to the left.
b. Think-pair-share:
How do you think this quote applies to your life?
2. Mini-Lesson: Putting the Final Touches
Writers Workshop Challenge:
I will put the finishing touches on our book to be ready to present tomorrow!
3. Go to the computer lab
4. Independent writing time
writers workshop
june 6, 2016
Do Now:
a. Read Muhammad Ali's quote to the left.
b. Think-pair-share:
How do you think this quote applies to your life?
2. Mini-Lesson: Finishing my Writing
Writers Workshop Challenge:
I will finish writing my chapter(s) of our book in an interesting and organized way.
3. Go to the computer lab
4. Independent writing time
a. Read Muhammad Ali's quote to the left.
b. Think-pair-share:
How do you think this quote applies to your life?
2. Mini-Lesson: Finishing my Writing
Writers Workshop Challenge:
I will finish writing my chapter(s) of our book in an interesting and organized way.
3. Go to the computer lab
4. Independent writing time
writers workshop
june 3, 2016
Do Now:
a. Think-pair-share:
Who is your number one role model?
What have you learned from that person?
2. Mini-Lesson: Creating a "____ Has Taught Me..." Video
Writers Workshop Challenge:
I will create a "_____ Has Taught Me...." Video to demonstrate my understanding of the theme of the biography I read.
3. Ms. Shawn Models
4. Writing speech in groups
5. Practice presenting in front of a partner; give feedback
6. Continue writing and revising your individual chapters.
7. Publish your video
writers workshop
june 2, 2016
Do Now:
a. Think-pair-share:
i. What is a hashtag?
ii. How do you use hashtags on Instagram?
iii. If you don't use Instagram, discuss what you know or want to know about Anne Frank.
2. Mini-Lesson: Brainstorming Hashtags to Deepen My Thinking
Writers Workshop Challenge:
I will brainstorm hashtags and/or create a "_____ has taught me..." video to demonstrate my deep thinking on my person of focus.
3. Anne Frank Brainpop Video
4. Whole group brainstorm of hashtags
5. Directions for the Hashtags Chapter
i. Find an image of your focus person that is interesting/ controversial.
ii. Brainstorm a list of hashtags that capture what you see in the picture, and your interpretation of the person's legacy
iii. Assign one person to publish your hashtag chapter.
6. Continue writing and revising your individual chapters.
writers workshop
june 1, 2016
Do Now:
a. Think-pair-share:
i. What makes informative writing interesting?
ii. What is a legacy?
2. Mini-Lesson: Making Informative Writing Interesting
Writers Workshop Challenge:
I will discover what makes informative writing interesting by studying a model.
3. Click here to study the model.
4. Independent Writing Time
5. Mid-Workshop Interruption: Be creative with chapters for your book!(One idea: Create a Hashtag Page to capture the characteristics of the person you are focusing on)
a. Think-pair-share:
i. What makes informative writing interesting?
ii. What is a legacy?
2. Mini-Lesson: Making Informative Writing Interesting
Writers Workshop Challenge:
I will discover what makes informative writing interesting by studying a model.
3. Click here to study the model.
4. Independent Writing Time
5. Mid-Workshop Interruption: Be creative with chapters for your book!(One idea: Create a Hashtag Page to capture the characteristics of the person you are focusing on)
writers workshop
may 27, 2016
Do Now:
a. Think to yourself:
Which chapter are you responsible for writing?
Find the notes you have taken on that topic in your readers or writers notebooks.
2. Mini-Lesson: Writing Long and Strong
Writers Workshop Challenge:
I will use what I have learned from my research to write long and strong on the topic of the chapter I am responsible for.
3. Independent Research and Writing Time
a. Think to yourself:
Which chapter are you responsible for writing?
Find the notes you have taken on that topic in your readers or writers notebooks.
2. Mini-Lesson: Writing Long and Strong
Writers Workshop Challenge:
I will use what I have learned from my research to write long and strong on the topic of the chapter I am responsible for.
3. Independent Research and Writing Time
writers workshop
may 26, 2016
Do Now:
a. Think to yourself: Which chapter of your book are you determined to write?
2. Mini-Lesson: Planning Out Our Books
Writers Workshop Challenge:
I will plan which chapter I am responsible for writing in collaboration with my classmates.
I will do research for the specific chapter of the book I am responsible for writing.
3. Independent Research and Writing Time
a. Think to yourself: Which chapter of your book are you determined to write?
2. Mini-Lesson: Planning Out Our Books
Writers Workshop Challenge:
I will plan which chapter I am responsible for writing in collaboration with my classmates.
I will do research for the specific chapter of the book I am responsible for writing.
3. Independent Research and Writing Time
writers workshop
may 25, 2016
Do Now:
a. Think-pair-share the following question:
Why is Snapchat so popular?
If you don't use Snapchat, what do you wonder about Snapchat?
2. Mini-Lesson: Gathering Specific Information and Creating Meaning (Continued)
Writers Workshop Challenge:
I will do research with an eye toward collecting specific bits of information that I need for my writing.
3. Independent Research and Writing Time
a. Think-pair-share the following question:
Why is Snapchat so popular?
If you don't use Snapchat, what do you wonder about Snapchat?
2. Mini-Lesson: Gathering Specific Information and Creating Meaning (Continued)
Writers Workshop Challenge:
I will do research with an eye toward collecting specific bits of information that I need for my writing.
3. Independent Research and Writing Time
writers workshop
may 23, 2016
Do Now:
a. Think-pair-share the following important research questions:
How do you check to see if a website is trustworthy?
How do you avoid plagiarism?
2. Mini-Lesson: Gathering Specific Information and Creating Meaning
Writers Workshop Challenge:
I will do research with an eye toward collecting specific bits of information that I need for my writing.
3. Independent Research and Writing Time
a. Think-pair-share the following important research questions:
How do you check to see if a website is trustworthy?
How do you avoid plagiarism?
2. Mini-Lesson: Gathering Specific Information and Creating Meaning
Writers Workshop Challenge:
I will do research with an eye toward collecting specific bits of information that I need for my writing.
3. Independent Research and Writing Time
writers workshop
may 20, 2016
Do Now:
a. Please line up to get your Ipad.
b. Open this page and scroll down to Nadell's Chapter 3: Stats of Child Labor
c. Read the chapter to yourself.
2. Mini-Lesson: Organizing my Research
Writers Workshop Challenge:
I will organize my research into chunks.
I will teach my audience about a topic by hooking my reader in a creative way.
a. Please line up to get your Ipad.
b. Open this page and scroll down to Nadell's Chapter 3: Stats of Child Labor
c. Read the chapter to yourself.
2. Mini-Lesson: Organizing my Research
Writers Workshop Challenge:
I will organize my research into chunks.
I will teach my audience about a topic by hooking my reader in a creative way.
writers workshop
may 19, 2016
Do Now:
a. Think-pair-share: Based on what we discussed yesterday, what is different about informational writing and argument writing?
2. Mini-Lesson: Analyzing an Informational Book Model (continued)
Writers Workshop Challenge:
I will analyze a middle-schooler's informational book to identify what good writers of informative writing do.
Extension Challenge:
I will write an informational paragraph using the problem and solution text structure.
a. Think-pair-share: Based on what we discussed yesterday, what is different about informational writing and argument writing?
2. Mini-Lesson: Analyzing an Informational Book Model (continued)
Writers Workshop Challenge:
I will analyze a middle-schooler's informational book to identify what good writers of informative writing do.
Extension Challenge:
I will write an informational paragraph using the problem and solution text structure.
writers workshop
may 18, 2016
Do Now:
a. Think-pair-share: What is different about informational writing and argument writing?
2. Mini-Lesson: Analyzing an Informational Book Model
Writers Workshop Challenge:
I will analyze a middle-schooler's informational book to identify what good writers of informative writing do.
Extension Challenge:
I will begin to write the chapter(s) I am most excited to write by outlining complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
a. Think-pair-share: What is different about informational writing and argument writing?
2. Mini-Lesson: Analyzing an Informational Book Model
Writers Workshop Challenge:
I will analyze a middle-schooler's informational book to identify what good writers of informative writing do.
Extension Challenge:
I will begin to write the chapter(s) I am most excited to write by outlining complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
writers workshop
may 16, 2016
Do Now:
a. Take a look at the feedback I left on your End of Week Reflection.
b. If I wrote you a question, please respond to the question and then return the paper to me.
2. Mini-Lesson: Outlining Paragraphs
3. Ticket to get Ipad: Revised Table of Contents
Writers Workshop Challenge:
I will revise the chapters of my book by asking myself: How can I improve my chapter titles and the organization of my chapter titles?
Extension Challenge:
I will begin to write the chapter(s) I am most excited to write by outlining complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
a. Take a look at the feedback I left on your End of Week Reflection.
b. If I wrote you a question, please respond to the question and then return the paper to me.
2. Mini-Lesson: Outlining Paragraphs
3. Ticket to get Ipad: Revised Table of Contents
Writers Workshop Challenge:
I will revise the chapters of my book by asking myself: How can I improve my chapter titles and the organization of my chapter titles?
Extension Challenge:
I will begin to write the chapter(s) I am most excited to write by outlining complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
writers workshop
may 13, 2016
Do Now:
a. Look at the example Table of Contents on the left.
b. Read through the chapter titles.
c. Do you agree with the order they are in? Why or why not?
2. Mini-Lesson: Envisioning My Table of Contents
3. Ticket to get Ipad: Complete the first draft of your Table of Contents
Writers Workshop Challenge:
I will plan the chapters of my book by asking myself: What are some different possibilities for my chapter titles and the organization of my chapter titles?
Extension Challenge:
I will begin to write the chapter I am most excited to write by crafting complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
a. Look at the example Table of Contents on the left.
b. Read through the chapter titles.
c. Do you agree with the order they are in? Why or why not?
2. Mini-Lesson: Envisioning My Table of Contents
3. Ticket to get Ipad: Complete the first draft of your Table of Contents
Writers Workshop Challenge:
I will plan the chapters of my book by asking myself: What are some different possibilities for my chapter titles and the organization of my chapter titles?
Extension Challenge:
I will begin to write the chapter I am most excited to write by crafting complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
writers workshop
may 12, 2016
Do Now:
a. Think-pair-share: Which chapter of your book are you most excited to write?
2. Mini-Lesson: Envisioning My Table of Contents
3. Ticket to get Ipad: Complete the first draft of your Table of Contents
Writers Workshop Challenge:
I will plan the chapters of my book by asking myself: What are some different possibilities for my chapter titles and the organization of my chapter titles?
Extension Challenge:
I will begin to write the chapter I am most excited to write by crafting complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
a. Think-pair-share: Which chapter of your book are you most excited to write?
2. Mini-Lesson: Envisioning My Table of Contents
3. Ticket to get Ipad: Complete the first draft of your Table of Contents
Writers Workshop Challenge:
I will plan the chapters of my book by asking myself: What are some different possibilities for my chapter titles and the organization of my chapter titles?
Extension Challenge:
I will begin to write the chapter I am most excited to write by crafting complete paragraphs with topic sentences, evidence and examples from my research, and explanation.
writers workshop
may 11, 2016
Do Now:
a. Please have your readers and writers notebooks on your desk for Writers Workshop today.
b. Think to yourself: What is important to know when using an iPad?
2. Create the Ipad Check Out System
3. Mini-Lesson: The Trail of Research (Continued)
Writers Workshop Challenge:
I will follow my interests to create a trail of research by investigating trustworthy websites on the iPad.
a. Please have your readers and writers notebooks on your desk for Writers Workshop today.
b. Think to yourself: What is important to know when using an iPad?
2. Create the Ipad Check Out System
3. Mini-Lesson: The Trail of Research (Continued)
Writers Workshop Challenge:
I will follow my interests to create a trail of research by investigating trustworthy websites on the iPad.
muhammad ali |
|
cesar chavez |
|
malala yousafsi |
__writers workshop
may 9, 2016
Do Now:
a. Please have your readers and writers notebooks on your desk for Writers Workshop today.
b. Wait to receive your writers folder.
c. Think back to last Friday when you wrote your paragraph on Rosa Parks. What felt natural or easy when writing that paragraph? What was challenging?
2. Analyze Rosa Parks paragraphs to identify a writing misconception
3. Writing Growth Shout-Outs
3. Mini-Lesson: The Trail of Research
Writers Workshop Challenge:
I will organize my research into different topics, and begin to focus my research on topics I am interested in.
a. Please have your readers and writers notebooks on your desk for Writers Workshop today.
b. Wait to receive your writers folder.
c. Think back to last Friday when you wrote your paragraph on Rosa Parks. What felt natural or easy when writing that paragraph? What was challenging?
2. Analyze Rosa Parks paragraphs to identify a writing misconception
3. Writing Growth Shout-Outs
3. Mini-Lesson: The Trail of Research
Writers Workshop Challenge:
I will organize my research into different topics, and begin to focus my research on topics I am interested in.
writers workshop
may 6, 2016
Do Now: Take out your DBQ documents from yesterday. Look over your analysis of each document to prepare to compare your ideas with your classmates.
2. Review all documents from the DBQ
3. Mini-Lesson: Crafting a Well-Organized Paragraph
Writers Workshop Challenge:
I will write an informational paragraph that explains why Rosa Parks sat in the white section of the bus using primary and secondary sources.
4. Go to the Computer Lab to write the second draft of your paragraph response to the DBQ.
Optional Extension:
Reading Challenge: I will keep an eye open for possible themes of the biography I am reading by paying attention putting the details into main ideas.
2. Review all documents from the DBQ
3. Mini-Lesson: Crafting a Well-Organized Paragraph
Writers Workshop Challenge:
I will write an informational paragraph that explains why Rosa Parks sat in the white section of the bus using primary and secondary sources.
4. Go to the Computer Lab to write the second draft of your paragraph response to the DBQ.
Optional Extension:
Reading Challenge: I will keep an eye open for possible themes of the biography I am reading by paying attention putting the details into main ideas.
writers workshop
may 5, 2016
Do Now: Look at the bus that Rosa Parks sat in that started the Montgomery Bus Boycott.
Think-pair-share with your partner:
Based on your investigation of the documents, do you think Rosa Parks meant to sit in the white section of the bus?
Writers Workshop Challenge:
I will write an informational paragraph that explains why Rosa Parks sat in the white section of the bus using primary and secondary sources.
Rosa Parks Interview
Think-pair-share with your partner:
Based on your investigation of the documents, do you think Rosa Parks meant to sit in the white section of the bus?
Writers Workshop Challenge:
I will write an informational paragraph that explains why Rosa Parks sat in the white section of the bus using primary and secondary sources.
Rosa Parks Interview
writers workshop
may 4, 2016
1. Do Now:
a. Give one, take one:
Name historical events that have happened in your life time.
Writers Workshop Challenge:
I will compare and contrast the current events of my life to the historical events that happened during the life of the subject of my biography.
a. Give one, take one:
Name historical events that have happened in your life time.
Writers Workshop Challenge:
I will compare and contrast the current events of my life to the historical events that happened during the life of the subject of my biography.
writers workshop
may 2, 2016
Reading Challenge: I will create a story map using evidence from the text to capture the world, including the culture, the time period, and the community where the subject of my biography lived or grew up.
writers workshop
april 22, 2016
1. Do Now:
a. Think-pair-share:
Have you changed your opinion about Maxwell's father Kane? Why or why not?
Writers Workshop Challenge:
I will analyze the way the author Rodman Philbrick writes the falling action and resolution of Freak the Mighty to show how Maxwell overcomes his struggle.
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson:
The Falling Action & Resolution
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What is Kevin's role in Maxwell's struggle?
In other words, what does Kevin do to help Maxwell?
How does Kevin change Maxwell's life?
a. Think-pair-share:
Have you changed your opinion about Maxwell's father Kane? Why or why not?
Writers Workshop Challenge:
I will analyze the way the author Rodman Philbrick writes the falling action and resolution of Freak the Mighty to show how Maxwell overcomes his struggle.
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson:
The Falling Action & Resolution
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What is Kevin's role in Maxwell's struggle?
In other words, what does Kevin do to help Maxwell?
How does Kevin change Maxwell's life?
writers workshop
april 21, 2016
1. Do Now:
a. Think-pair-share:
What is one struggle you have faced in your lifetime?
Can you think of one person that helped you through that struggle?
Who was he/she? What was his/her role in your struggle?
Writers Workshop Challenge:
I will note the role that Kevin plays in Maxwell's life. I will specifically ask: What role does Kevin play in Maxwell's struggle?
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson:
The Secondary Character's Role in Main Character's Struggles
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What is Kevin's role in Maxwell's struggle?
In other words, what does Kevin do to help Maxwell?
How does Kevin change Maxwell's life?
a. Think-pair-share:
What is one struggle you have faced in your lifetime?
Can you think of one person that helped you through that struggle?
Who was he/she? What was his/her role in your struggle?
Writers Workshop Challenge:
I will note the role that Kevin plays in Maxwell's life. I will specifically ask: What role does Kevin play in Maxwell's struggle?
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson:
The Secondary Character's Role in Main Character's Struggles
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What is Kevin's role in Maxwell's struggle?
In other words, what does Kevin do to help Maxwell?
How does Kevin change Maxwell's life?
writers workshop
april 20, 2016
1. Do Now:
a. Think-pair-share:
What makes Maxwell great?
What makes Kevin great?
Writers Workshop Challenge:
I will make inferences about characters that are supported by evidence from the text. As I read on, I will notice if my inferences hold true across the text, or if they need to be revised.
2. Biography Vs. Autobiography
3. Read aloud Freak the Mighty
4. Mini-Lesson: Revising my Inferences
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What makes Maxwell great?
a. Think-pair-share:
What makes Maxwell great?
What makes Kevin great?
Writers Workshop Challenge:
I will make inferences about characters that are supported by evidence from the text. As I read on, I will notice if my inferences hold true across the text, or if they need to be revised.
2. Biography Vs. Autobiography
3. Read aloud Freak the Mighty
4. Mini-Lesson: Revising my Inferences
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What makes Maxwell great?
writers workshop
april 18, 2016
1. Do Now:
a. Think-pair-share:
What do you like about the relationship between Kevin and Maxwell? What do you predict will happen next in the plot?
Writers Workshop Challenge:
I will make inferences about characters that are supported by evidence from the text. As I read on, I will notice if my inferences hold true across the text, or if they need to be revised.
2. Biography Vs. Autobiography
3. Read aloud Freak the Mighty
4. Mini-Lesson: Revising my Inferences
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What is happening in the climax of the story?
What do you predict will happen next? What parts of the story support that this might happen?
a. Think-pair-share:
What do you like about the relationship between Kevin and Maxwell? What do you predict will happen next in the plot?
Writers Workshop Challenge:
I will make inferences about characters that are supported by evidence from the text. As I read on, I will notice if my inferences hold true across the text, or if they need to be revised.
2. Biography Vs. Autobiography
3. Read aloud Freak the Mighty
4. Mini-Lesson: Revising my Inferences
Connection
Teach
Active Engagement
Link
5. Independent Journal Entry
What is happening in the climax of the story?
What do you predict will happen next? What parts of the story support that this might happen?
writers workshop
april 15, 2016
1. Do Now:
a. Think-pair-share: How is Kevin similar to August in Wonder? How is he different?
Writers Workshop Challenge:
I will use all I know about reading stories to compare and contrast the characters of Kevin and August.
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson: Comparing and Contrasting Characters Across Texts
Connection
Teach
Active Engagement
Link
5. Discussion Questions:
1. What is happening in the climax of Freak the Mighty?
2. Knowing what you know, how are August and Kevin similar? How are they different?
6. Independent Journal Entry
What is happening in the climax of the story?
What do you predict will happen next? What parts of the story support that this might happen?
a. Think-pair-share: How is Kevin similar to August in Wonder? How is he different?
Writers Workshop Challenge:
I will use all I know about reading stories to compare and contrast the characters of Kevin and August.
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson: Comparing and Contrasting Characters Across Texts
Connection
Teach
Active Engagement
Link
5. Discussion Questions:
1. What is happening in the climax of Freak the Mighty?
2. Knowing what you know, how are August and Kevin similar? How are they different?
6. Independent Journal Entry
What is happening in the climax of the story?
What do you predict will happen next? What parts of the story support that this might happen?
writers workshop
april 14, 2016
1. Do Now:
a. Think-pair-share: Who do you relate to more, Max or Kevin? Why?
Writers Workshop Challenge:
I will use all I know about reading stories to notice what characters' actions and words reveal about them.
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson: Noticing what Characters' Actions and Words Reveal
Connection
Teach
Active Engagement
Link
5. Discussion Questions:
1. What is happening in the rising action of Freak the Mighty?
2. Why do you think the author structured the text in that way?
6. Independent Journal Entry
Describe what happened in the rising action of today's reading?
What conclusions can you draw about Freak the Mighty? What evidence from the text supports your conclusion?
a. Think-pair-share: Who do you relate to more, Max or Kevin? Why?
Writers Workshop Challenge:
I will use all I know about reading stories to notice what characters' actions and words reveal about them.
2. Journal Share
3. Read aloud Freak the Mighty
4. Mini-Lesson: Noticing what Characters' Actions and Words Reveal
Connection
Teach
Active Engagement
Link
5. Discussion Questions:
1. What is happening in the rising action of Freak the Mighty?
2. Why do you think the author structured the text in that way?
6. Independent Journal Entry
Describe what happened in the rising action of today's reading?
What conclusions can you draw about Freak the Mighty? What evidence from the text supports your conclusion?
writers workshop
april 13, 2016
big idea questions
|
1. Do Now:
a. Look at the questions to the left. b. Discuss your first thoughts on each question with your partner. Writers Workshop Challenge: I will use all I know about reading stories to analyze and discuss the point-of-view of Freak the Mighty. 2. Read aloud Freak the Mighty 3. Mini-Lesson: Narrator's Point of View Connection Teach Active Engagement Link 3. Discussion Questions: 1. What is the point-of-view of Freak the Mighty? 2. Why do you think the author structured the text in that way? 4. Independent Journal Entry What do you know so far about the characters in Freak the Mighty? What do you know so far about the setting? If you were Max, how would you feel? Why? |
writers workshop
april 8 and 11, 2016
1. Do Now:
a. Reflect:
i. What did you enjoy doing during Open House? Why?
ii. What work have you done that has made you proud of your learning? What about it makes you proud?
iii. If you could not attend Open House, what would you have wanted to say to your parents about your learning in Writing?
Writers Workshop Challenge: I will use the Speakers Checklist to engage my audience in a presentation of my argument essay.
2. Mini-Lesson: Mini-Presentations
Connection
Teach
Active Engagement
Link
3. Set up groups
4. Mini-Presentations
a. Reflect:
i. What did you enjoy doing during Open House? Why?
ii. What work have you done that has made you proud of your learning? What about it makes you proud?
iii. If you could not attend Open House, what would you have wanted to say to your parents about your learning in Writing?
Writers Workshop Challenge: I will use the Speakers Checklist to engage my audience in a presentation of my argument essay.
2. Mini-Lesson: Mini-Presentations
Connection
Teach
Active Engagement
Link
3. Set up groups
4. Mini-Presentations
writers workshop
april 7, 2016
1. Do Now:
a. Today is the final day you have to publish your argument essay.
b. What do you need to get done?
c. What do you need to promise yourself you will do to get your essay done?
2. Mini-Lesson: Revision Practice
3.Go to the computer lab
Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
a. Today is the final day you have to publish your argument essay.
b. What do you need to get done?
c. What do you need to promise yourself you will do to get your essay done?
2. Mini-Lesson: Revision Practice
3.Go to the computer lab
Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
writers workshop
april 6, 2016
1. Do Now:
a. Think-pair-share:
When editing your writing, how do you know where to put a:
-question mark
-period
-comma
2. Go to the computer lab
3. IXL Practice
4.Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
a. Think-pair-share:
When editing your writing, how do you know where to put a:
-question mark
-period
-comma
2. Go to the computer lab
3. IXL Practice
4.Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
writers workshop
april 4, 2016
1. Do Now:
a. Look at the results of your editing assessment.
b. What parts of grammar do you need to focus most on?
2. Introduce IXL and pass out parent letters
3. Writing Skill: Publishing my Essay
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
4. Go to the Computer Lab
a. Look at the results of your editing assessment.
b. What parts of grammar do you need to focus most on?
2. Introduce IXL and pass out parent letters
3. Writing Skill: Publishing my Essay
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
4. Go to the Computer Lab
writers workshop
april 1, 2016
1. Do Now:
a. Think-pair-share:
What do you prefer? Presenting your essay to the class or filming yourself reading the essay? Why?
What most scares you about presenting?
2. Writing Skill: Publishing my Essay
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
a. Think-pair-share:
What do you prefer? Presenting your essay to the class or filming yourself reading the essay? Why?
What most scares you about presenting?
2. Writing Skill: Publishing my Essay
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will publish my essay by printing a hard-copy for my Writers Workshop Portfolio, and by filming myself read it aloud on Quicktime.
writers workshop
march 31, 2016
1. Do Now:
a. Take out the paragraph editing work we did yesterday, and the editing and revising checklist.
b. Using what you already know and what we learned yesterday about apostrophes, finish editing the next paragraph.
2. Writing Skill: Editing and Revising My Essay (continued)
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use a checklist to revise and edit my argument essay to prepare to publish on Google Drive.
a. Take out the paragraph editing work we did yesterday, and the editing and revising checklist.
b. Using what you already know and what we learned yesterday about apostrophes, finish editing the next paragraph.
2. Writing Skill: Editing and Revising My Essay (continued)
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use a checklist to revise and edit my argument essay to prepare to publish on Google Drive.
writers workshop
march 30, 2016
1. Do Now:
a. Think-pair-share:
i. What type of punctuation mark helps to fix a run-on sentence?
ii. What type of punctuation mark show the reader you are asking a question?
iii. What kind of punctuation mark is used to show ownership?
2. Writing Skill: Editing and Revising My Essay
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use a checklist to revise and edit my argument essay to prepare to publish on Google Drive.
a. Think-pair-share:
i. What type of punctuation mark helps to fix a run-on sentence?
ii. What type of punctuation mark show the reader you are asking a question?
iii. What kind of punctuation mark is used to show ownership?
2. Writing Skill: Editing and Revising My Essay
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use a checklist to revise and edit my argument essay to prepare to publish on Google Drive.
writers workshop
march 17, 2016
1. Do Now:
a. Read the conclusion paragraph given to you at the door.
b. Put an exclamation mark (!) next to any words or phrases that show Ms. Shawn is passionate about her claim.
c. Underline the transitions Ms. Shawn uses to connect each of her ideas.
2. Writing Skill: Ending My Essay with POWER and PURPOSE
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will skillfully craft a conclusion paragraph with POWER and PURPOSE by thoughtfully restating my thesis and three reasons, and by convincing my readers to take action!
a. Read the conclusion paragraph given to you at the door.
b. Put an exclamation mark (!) next to any words or phrases that show Ms. Shawn is passionate about her claim.
c. Underline the transitions Ms. Shawn uses to connect each of her ideas.
2. Writing Skill: Ending My Essay with POWER and PURPOSE
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will skillfully craft a conclusion paragraph with POWER and PURPOSE by thoughtfully restating my thesis and three reasons, and by convincing my readers to take action!
writers workshop
march 14, 2016
1. Do Now:
a. Look at the word-cloud to the left.
b. What ideas does it spark inside your brain? Questions? Thoughts? Concerns?
2. Writing Skill: Going Deeper into My Ideas with Word Clouds
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will improve my essay by going deeper into my ideas using the thinking strategy of word clouds.
Resource: Visuwords
a. Look at the word-cloud to the left.
b. What ideas does it spark inside your brain? Questions? Thoughts? Concerns?
2. Writing Skill: Going Deeper into My Ideas with Word Clouds
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will improve my essay by going deeper into my ideas using the thinking strategy of word clouds.
Resource: Visuwords
writers workshop
march 10, 2016
1. Do Now:
a. Read the body paragraph given to you at the door.
b. Put an exclamation mark (!) next to any words or phrases that show Ms. Shawn is passionate about her claim.
c. Underline the transitions Ms. Shawn uses to connect each of her ideas.
2. Writing Skill: Crafting Strong and Connected Body Paragraphs
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will craft strong and connected body paragraphs that prove my claim with different reasons, and with two pieces of evidence for each reason.
writers workshop
march 9, 2016
1. Do Now:
a. Read the introduction given to you at the door.
b. Think to yourself: What did Ms. Shawn do in her writing to make this topic seem interesting?
c. Think to yourself: What did Ms. Shawn to do make sure the reader knows what is to come in the argument?
2. Writing Skill: Crafting a Passionate and Logical Introduction
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will craft an introduction that hooks my reader with figurative language, and that prepares my reader to understand my argument.
writers workshop
march 4, 2016
1. Do Now:
a. Think-pair-share: What makes a debate successful?
2. Writing Skill: Tightening My Argument through Debate
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use my research and notes to participate in a debate to further tighten my argument.
writers workshop
march 3, 2016
1. Do Now:
a. Read the claim:
Sixth graders should get to go on at least three field trips this year.
b. Read the reason:
The first reason the sixth graders should get to go on at least three field trips this year is because they are the most well-behaved class of Studio School students.
c. Think of a piece of evidence that supports the reason.
2. Writing Skill:
Pushing my Thinking, Instead of Going Around and Around
Connection
Teach
Active-Engagement
The first reason the sixth graders should
get to go on at least field trips this year
is because they are the most well-behaved class.
This demonstrates that sixth graders are responsible enough
to go on field trips. Even though there are a few sixth graders
hat have not been well-behaved, you need to consider
that the majority of the sixth graders ask questions in class, are kind to one another, and do not break rules like the 7th and 8th graders.
Link
Writing Skill:
I will strengthen my evidence and retorts by pushing my thinking instead of going around and around.
writers workshop
march 2, 2016
1. Do Now:
a. Read the reason:
ii. Not all students can drink milk.
b. What could you say in response to this reason that goes against the point I am trying to prove?
2. Writing Skill: Tightening My Argument
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will tighten my argument by anticipating the counter-claims, and by thinking through my retort to those counter-claims.
writers workshop
february 29, 2016
1. Do Now:
a. Read the claim:
i. Schools should offer other healthy drinks besides milk.
b. Read the reason:
ii. Not all students can drink milk.
c. Read the evidence:
iii. Some students are lactose intolerant and become sick when they drink milk.
2. Writing Skill: Reasons Vs. Evidence
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will distinguish between reasons and evidence.
I will craft three reasons to support my claim.
writers workshop
february 26, 2016
1. Do Now:
a. Read your thesis aloud to your writing partner.
b. Help your partner grow his or her ideas by repeating what he/she said, or by asking a clarifying question.
2. Writing Skill: Making Evidence Trustworthy
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will prepare for a debate by developing my claim, my three supportive reasons, and my thesis statement.
I will prepare to win a debate by providing two or more pieces of trustworthy evidence for each of my reasons.
writers workshop
february 24 and 25, 2016
1. Do Now:
Take out your survey results.
Share your findings with your writing partner.
Think to yourself: Do my findings support my side of the argument or not? Why?
2. Writing Skill: Preparing for Debate
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will prepare for a debate by developing my claim, my three supportive reasons, and my thesis statement.
3. Hand out printed research and make a list of students who need their research printed.
Take out your survey results.
Share your findings with your writing partner.
Think to yourself: Do my findings support my side of the argument or not? Why?
2. Writing Skill: Preparing for Debate
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will prepare for a debate by developing my claim, my three supportive reasons, and my thesis statement.
3. Hand out printed research and make a list of students who need their research printed.
writers workshop
february 22, 2016
1. Do Now:
Think-pair-share:
How far along in your research are you?
How many pieces of "pro" evidence and how many pieces of "con" evidence have you collected and analyzed?
2. Writing Skill: Researching to Collect Facts & Support My Claim (continued)
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will continue my research by collecting and analyzing evidence on both sides of the issue.
3. Go to the computer lab
4. Research Collection
Think-pair-share:
How far along in your research are you?
How many pieces of "pro" evidence and how many pieces of "con" evidence have you collected and analyzed?
2. Writing Skill: Researching to Collect Facts & Support My Claim (continued)
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will continue my research by collecting and analyzing evidence on both sides of the issue.
3. Go to the computer lab
4. Research Collection
writers workshop
february 18, 2016
1. Do Now:
Think-pair-share:
What does it mean to research?
2. Writing Skill: Researching to Collect Facts & Support My Claim (continued)
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will continue my research by collecting and analyzing evidence on both sides of the issue.
3. Go to the computer lab
4. Research Collection
Think-pair-share:
What does it mean to research?
2. Writing Skill: Researching to Collect Facts & Support My Claim (continued)
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will continue my research by collecting and analyzing evidence on both sides of the issue.
3. Go to the computer lab
4. Research Collection
writers workshop
february 17, 2016
1. Do Now:
Think to yourself: Do I know what side of the issue I am on?
Am I pro ________ or con __________?
2. Writing Skill: Researching to Collect Facts & Support My Claim
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will share out my claim by participating in an idea wave.
I will annotate a trustworthy article to collect facts that support my claim.
3. Independent reading and annotating
Think to yourself: Do I know what side of the issue I am on?
Am I pro ________ or con __________?
2. Writing Skill: Researching to Collect Facts & Support My Claim
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will share out my claim by participating in an idea wave.
I will annotate a trustworthy article to collect facts that support my claim.
3. Independent reading and annotating
writers workshop
february 12, 2016
1. Do Now:
Make sure you are prepared for Writers Workshop today with the following materials:
-a working pen or pencil
-your writers folder
-your writers notebook
2. Writing Skill: Journaling my Connections
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will think of examples from my own life that inform my understanding of the issue.
3. Independent Writing
Make sure you are prepared for Writers Workshop today with the following materials:
-a working pen or pencil
-your writers folder
-your writers notebook
2. Writing Skill: Journaling my Connections
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will think of examples from my own life that inform my understanding of the issue.
3. Independent Writing
writers workshop
february 11, 2016
1. Do Now:
Make sure you are prepared for Writers Workshop today with the following materials:
-a working pen or pencil
-your writers folder
-your writers notebook
2. Writing Skill: Discussing the Issues
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will discuss five issues that are relevant to my life by participating in centers. I will rank my connection to the issues in order of most important to last important.
3. Issues Centers
Make sure you are prepared for Writers Workshop today with the following materials:
-a working pen or pencil
-your writers folder
-your writers notebook
2. Writing Skill: Discussing the Issues
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will discuss five issues that are relevant to my life by participating in centers. I will rank my connection to the issues in order of most important to last important.
3. Issues Centers
writers workshop
february 6, 2016
1. Do Now:
Think-pair-share:
What does a powerful writer do to write an argument essay?
b. Writing Skill: Using Transitions Effectively
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use everything I have learned about argument writing and transitions to write a clear and thoughtful body paragraph (or two).
Think-pair-share:
What does a powerful writer do to write an argument essay?
b. Writing Skill: Using Transitions Effectively
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use everything I have learned about argument writing and transitions to write a clear and thoughtful body paragraph (or two).
writers workshop
february 5, 2016
1. Do Now:
Think-pair-share:
What are three things you are doing well in argument writing?
What are two things you would like to improve on?
b. Writing Skill: Self-Assessing my Argument Writing
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use the argument rubric/checklist to set goals, make final revisions, and finish my first argument essay
Think-pair-share:
What are three things you are doing well in argument writing?
What are two things you would like to improve on?
b. Writing Skill: Self-Assessing my Argument Writing
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will use the argument rubric/checklist to set goals, make final revisions, and finish my first argument essay
writers workshop
february 4, 2016
1. Do Now:
Directions: Read the following path of an argument. Using the posters in the back of the room, find the transitions that best fit the blanks.
Reading for fun is a key way for students to improve their reading level. __________________if kids choose never to read for fun, they can get stuck at the first or second grade level. ___________, if they can't read past these low levels, they will not be able to succeed in writing, math, science, or social studies.
b. Writing Skill: Carefully Selecting Sentence Starters
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will explain my thoughts more by carefully selecting sentence starters, and by writing on.
Directions: Read the following path of an argument. Using the posters in the back of the room, find the transitions that best fit the blanks.
Reading for fun is a key way for students to improve their reading level. __________________if kids choose never to read for fun, they can get stuck at the first or second grade level. ___________, if they can't read past these low levels, they will not be able to succeed in writing, math, science, or social studies.
b. Writing Skill: Carefully Selecting Sentence Starters
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will explain my thoughts more by carefully selecting sentence starters, and by writing on.
writers workshop
february 3, 2016
1. Do Now:
a. Have #3 go to get your Writers Workshop notebooks.
b. Paper monitors, please pass out the writing folders.
c. Read through the new poster entitled "When Ranking and Choosing Evidence..." on the back window.
b. Writing Skill: Ranking and Choosing Evidence
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will rank and choose my evidence to support each separate point I'm trying to make.
a. Have #3 go to get your Writers Workshop notebooks.
b. Paper monitors, please pass out the writing folders.
c. Read through the new poster entitled "When Ranking and Choosing Evidence..." on the back window.
b. Writing Skill: Ranking and Choosing Evidence
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will rank and choose my evidence to support each separate point I'm trying to make.
writers workshop
february 1, 2016
1. Do Now:
a. Read the following paragraph we wrote together last week:
b. Think-pair-share: Does the evidence and explanation support the reason that reading more helps you be prepared for the future? Why or why not?
2. Writing Skill: Staying on One Path at a Time
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will support each separate reason of my argument with carefully selected evidence, examples, and explanation.
a. Read the following paragraph we wrote together last week:
- Finally, the most important reason why students should read more than thirty minutes each night is so they can be prepared for the future.The U.S. Department of Education found that, generally, the more students read for fun on their own time, the higher their reading scores. For example, if your reading level is an M and you go home and you read for fun, then your reading level will improve when you get back to school. This is important for your future because your grades will go up, and even more importantly, you will be prepared to learn about other subjects. When you know how to read well, you can experience the world through reading. Ultimately, reading for fun each night will help prepare you to improve your reading skills, and this will help you experience the world.
b. Think-pair-share: Does the evidence and explanation support the reason that reading more helps you be prepared for the future? Why or why not?
2. Writing Skill: Staying on One Path at a Time
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will support each separate reason of my argument with carefully selected evidence, examples, and explanation.
writers workshop
januay 29, 2016
1. Do Now:
a. Read the following piece of evidence:
b. Think-pair-share: What does it mean? Why is what they are saying matter?
2. Writing Skill: Following the Path of the Argument
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will analyze my evidence to help readers follow the path of my argument.
a. Read the following piece of evidence:
- According to the National Education Association, having kids read a lot is one of the [key parts] of becoming a good reader. Young readers need to become practiced at recognizing letters and sounds. The only way to get good at it is to practice.
b. Think-pair-share: What does it mean? Why is what they are saying matter?
2. Writing Skill: Following the Path of the Argument
Connection
Teach
Active-Engagement
Link
Writing Skill:
I will analyze my evidence to help readers follow the path of my argument.
writers workshop
january 28, 2016
1. Do Now:
a. Think to yourself:
How do I make sure my partner knows I'm listening?
b. After you have reviewed what it takes to really listen, read your thesis to your partner.
c. Ask your partner what he or she thinks about your thesis.
2. Reading and Writing Skill: Sorting and Ranking Evidence
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will improve my argument by sifting through my evidence to sort and rank it, deciding which evidence matches each point and which evidence packs the biggest punch. Bam!
a. Think to yourself:
How do I make sure my partner knows I'm listening?
b. After you have reviewed what it takes to really listen, read your thesis to your partner.
c. Ask your partner what he or she thinks about your thesis.
2. Reading and Writing Skill: Sorting and Ranking Evidence
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will improve my argument by sifting through my evidence to sort and rank it, deciding which evidence matches each point and which evidence packs the biggest punch. Bam!
writers workshop
january 27, 2016
1. Do Now:
a. Think-pair-share:
What is your thesis for the school uniforms argument?
b. Think-pair-share:
What are your three reasons that support your thesis?
2. Reading and Writing Skill: Synthesizing my Research and Planning for my Draft
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will prepare to draft an argument by stating a claim, giving reasons to back up that claim, and giving evidence to support each of my reasons.
a. Think-pair-share:
What is your thesis for the school uniforms argument?
b. Think-pair-share:
What are your three reasons that support your thesis?
2. Reading and Writing Skill: Synthesizing my Research and Planning for my Draft
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will prepare to draft an argument by stating a claim, giving reasons to back up that claim, and giving evidence to support each of my reasons.
writers workshop
january 25, 2016
1. Do Now:
a. Think back to the debate.
b. What was one thing that surprised you about the debating process?
c. What was one thing you would change if you were to debate again?
2. Writing Skill: Studying a Model Argument
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will study a model argument essay to prepare to write my own.
3. Independent Reading/ Researching Time and Conferences
a. Think back to the debate.
b. What was one thing that surprised you about the debating process?
c. What was one thing you would change if you were to debate again?
2. Writing Skill: Studying a Model Argument
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will study a model argument essay to prepare to write my own.
3. Independent Reading/ Researching Time and Conferences
writers workshop
january 20, 2016
1. Do Now:
a. Based on your research, share one reason students should wear school uniforms.
b. Based on your research, share one reason students should not wear school uniforms.
2. Writing Skill: Identifying the Pros and Cons of an Argument (continued)
Connection- Watch a panel on school uniforms
Teach
Active-Engagement
Link
Writing Challenge: I will understand the whole issue of school uniforms by weighing the reasons and evidence offered up by both sides, remaining open, and suspending judgment so I can develop a considered opinion.
3. Independent Reading/ Researching Time and Conferences
a. Based on your research, share one reason students should wear school uniforms.
b. Based on your research, share one reason students should not wear school uniforms.
2. Writing Skill: Identifying the Pros and Cons of an Argument (continued)
Connection- Watch a panel on school uniforms
Teach
Active-Engagement
Link
Writing Challenge: I will understand the whole issue of school uniforms by weighing the reasons and evidence offered up by both sides, remaining open, and suspending judgment so I can develop a considered opinion.
3. Independent Reading/ Researching Time and Conferences
writers workshop
january 15, 2016
1. Do Now:
a. Think-pair-share: What do good argument writers do to make sure they understand the whole issue?
2. Writing Skill: Identifying the Pros and Cons of an Argument (continued)
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will understand the whole issue of school uniforms by weighing the reasons and evidence offered up by both sides, remaining open, and suspending judgment so I can develop a considered opinion.
3. Independent Writing and Conference Time
a. Think-pair-share: What do good argument writers do to make sure they understand the whole issue?
2. Writing Skill: Identifying the Pros and Cons of an Argument (continued)
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will understand the whole issue of school uniforms by weighing the reasons and evidence offered up by both sides, remaining open, and suspending judgment so I can develop a considered opinion.
3. Independent Writing and Conference Time
writers workshop
january 14, 2016
1. Do Now:
a. Think-pair-share: What are the differences between non-fiction and fiction texts?
2. Writing Skill: Identifying the Pros and Cons of an Argument
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will understand the whole issue of school uniforms by weighing the reasons and evidence offered up by both sides.
3. Independent Writing and Conference Time
a. Think-pair-share: What are the differences between non-fiction and fiction texts?
2. Writing Skill: Identifying the Pros and Cons of an Argument
Connection
Teach
Active-Engagement
Link
Writing Challenge: I will understand the whole issue of school uniforms by weighing the reasons and evidence offered up by both sides.
3. Independent Writing and Conference Time
writers workshop
january 13, 2016
1. Do Now:
a. Think-pair-share: Do you believe the Studio School should have school uniforms or not?
2. Pre-Assessment: The Art of Argument
3. Writing Skill: Identifying the Structure of Non-Fiction Texts
Connection
Teach
Active-Engagement
Writing Challenge: I will identify the structure of non-fiction texts to prepare to research the world-wide, important issue of school-uniforms.
4. Independent Writing and Conference Time
a. Think-pair-share: Do you believe the Studio School should have school uniforms or not?
2. Pre-Assessment: The Art of Argument
3. Writing Skill: Identifying the Structure of Non-Fiction Texts
Connection
Teach
Active-Engagement
Writing Challenge: I will identify the structure of non-fiction texts to prepare to research the world-wide, important issue of school-uniforms.
4. Independent Writing and Conference Time
writers workshop
january 11, 2016
1. Do Now:
a. Prepare to go to the Computer Lab by making sure you have your:
i. Writing Folder
ii. Writing Notebook
iii. A pencil or pen.
2. Go to the computer lab.
Writers Workshop Challenge: I will compile my Writers Workshop portfolio to exhibit my work as a writer.
3. Complete the Writers Workshop Menu
First: Print your final draft of your literary essay.
Second: Finish and print your cover page.
Third: If you are done with one and two, select from the following options:
a) Write a personal, seed-moment story from your Winter Break
b) Complete a typing test to measure your typing speed.
c) Practice your typing skills by clicking here.
4. Return to the classroom and compile portfolios with personal narratives, literary essays, and cover-pages.
a. Prepare to go to the Computer Lab by making sure you have your:
i. Writing Folder
ii. Writing Notebook
iii. A pencil or pen.
2. Go to the computer lab.
Writers Workshop Challenge: I will compile my Writers Workshop portfolio to exhibit my work as a writer.
3. Complete the Writers Workshop Menu
First: Print your final draft of your literary essay.
Second: Finish and print your cover page.
Third: If you are done with one and two, select from the following options:
a) Write a personal, seed-moment story from your Winter Break
b) Complete a typing test to measure your typing speed.
c) Practice your typing skills by clicking here.
4. Return to the classroom and compile portfolios with personal narratives, literary essays, and cover-pages.
writers workshop
december 18, 2015
1. Do Now:
a. Take out your printed literary essay and your cover page.
b. Look over your work.
c. Think-pair-share:
i. What part of this essay are you most proud of? Why?
2. Compile Portfolios
3. Writing Celebration
a. Take out your printed literary essay and your cover page.
b. Look over your work.
c. Think-pair-share:
i. What part of this essay are you most proud of? Why?
2. Compile Portfolios
3. Writing Celebration
writers workshop
december 17, 2015
|
1. Do Now:
a. Prepare to go to the Computer Lab by making sure you have your: i. Writing Folder ii. Writing Notebook iii. A pencil or pen. 2.Writing Skill: Safe and Thoughtful Google Image Searching Writing Challenge: I will create a cover-page that captures the theme of the short-story I read during this unit. 3. Independent Cover Page Creating and Conference Time |
writers workshop
december 17, 2015
1. Do Now:
a. Clear your desk of everything except a pencil or pen.
2.Literary Argument Essay Post-Assessment
Writing Challenge: I will use all the writing skills I've learned during the Literary Essay unit to write a literary argument essay on the short story The Other Side to the best of my ability.
a. Clear your desk of everything except a pencil or pen.
2.Literary Argument Essay Post-Assessment
Writing Challenge: I will use all the writing skills I've learned during the Literary Essay unit to write a literary argument essay on the short story The Other Side to the best of my ability.
writers workshop
december 16, 2015
1. Do Now:
a. Clear your desk of everything except a pencil or pen.
b. Think-pair-share:
What should you focus on when you are close-reading a short-story?
What should you write down, or annotate, as you read?
2.Literary Argument Essay Post-Assessment Part 1
Writing Challenge: I will demonstrate my ability to close-read and annotate a text by completing Part 1 of the Literary Post-Assessment.
a. Clear your desk of everything except a pencil or pen.
b. Think-pair-share:
What should you focus on when you are close-reading a short-story?
What should you write down, or annotate, as you read?
2.Literary Argument Essay Post-Assessment Part 1
Writing Challenge: I will demonstrate my ability to close-read and annotate a text by completing Part 1 of the Literary Post-Assessment.
writers workshop
december 11 and 14, 2015
1. Do Now:
a. Prepare to go to the Computer Lab by making sure you have your:
i. Writing Folder
ii. Writing Notebook
iii. A pencil or pen.
2.Writing Skill: Editing Punctuation
Connection
Teach
Active-Engagement
Writing Challenge: I will edit my literary essay to make sure my commas, quotation marks, and periods all guide the reader to understand my ideas.
3. Independent Writing and Conference Time
a. Prepare to go to the Computer Lab by making sure you have your:
i. Writing Folder
ii. Writing Notebook
iii. A pencil or pen.
2.Writing Skill: Editing Punctuation
Connection
Teach
Active-Engagement
Writing Challenge: I will edit my literary essay to make sure my commas, quotation marks, and periods all guide the reader to understand my ideas.
3. Independent Writing and Conference Time
writers workshop
december 10, 2015
1. Do Now:
a. Prepare to go to the Computer Lab by making sure you have your:
i. Writing Folder
ii. Writing Notebook
iii. A pencil or pen.
2.Writing Skill: Making Careful Decisions When Choosing my Text Citations (Continued)
Connection
Teach
Active-Engagement
Writing Challenge: I will write or revise my literary essay by making careful decisions when choosing my text citations.
3. Independent Writing and Conference Time
a. Prepare to go to the Computer Lab by making sure you have your:
i. Writing Folder
ii. Writing Notebook
iii. A pencil or pen.
2.Writing Skill: Making Careful Decisions When Choosing my Text Citations (Continued)
Connection
Teach
Active-Engagement
Writing Challenge: I will write or revise my literary essay by making careful decisions when choosing my text citations.
3. Independent Writing and Conference Time
writers workshop
december 7, 2015
1. Do Now:
a. Think-pair-share:
i. What is a transition?
ii. When do you use transitions?
2.Writing Skill: Adding in Transitional Phrases
Connection
Teach
Active-Engagement
Writing Challenge: I will revise my literary essay by adding in transitional phrases to help readers understand how each of my ideas fit together.
3. Independent Writing and Conference Time
a. Think-pair-share:
i. What is a transition?
ii. When do you use transitions?
2.Writing Skill: Adding in Transitional Phrases
Connection
Teach
Active-Engagement
Writing Challenge: I will revise my literary essay by adding in transitional phrases to help readers understand how each of my ideas fit together.
3. Independent Writing and Conference Time
writers workshop
december 4, 2015
1. Do Now:
a. Think-pair-share: What does it mean to revise my writing?
2.Writing Skill: Honing my Revision Skills
Connection
Teach
Active-Engagement
Writing Challenge: I will revise my literary essay by unpacking my evidence, showing not just how it supports my reasoning, but why.
3. Independent Writing and Conference Time
a. Think-pair-share: What does it mean to revise my writing?
2.Writing Skill: Honing my Revision Skills
Connection
Teach
Active-Engagement
Writing Challenge: I will revise my literary essay by unpacking my evidence, showing not just how it supports my reasoning, but why.
3. Independent Writing and Conference Time
writers workshop
december 3, 2015
1. Do Now:
a. Take out your literary essay.
b. Think of what you need to do as a writer to finish or revise your first draft.
2.Writing Skill: Writing Powerful Conclusion Pararaphs with a Bang (continued)
Connection
Teach
Active-Engagement
Writing Challenge: I will write a powerful conclusion paragraph to thoughtfully and creatively show my readers that I proved my thesis.
3. Independent Writing and Conference Time
a. Take out your literary essay.
b. Think of what you need to do as a writer to finish or revise your first draft.
2.Writing Skill: Writing Powerful Conclusion Pararaphs with a Bang (continued)
Connection
Teach
Active-Engagement
Writing Challenge: I will write a powerful conclusion paragraph to thoughtfully and creatively show my readers that I proved my thesis.
3. Independent Writing and Conference Time
writers workshop
december 2, 2015
1. Do Now:
a. Take out the literary essay we wrote on The Jacket.
b. Read through the conclusion paragraph.
c. What do you notice we did to make this conclusion paragraph powerful?
2.Writing Skill: Writing Powerful Conclusion Pararaphs with a Bang
Connection
Teach
Active-Engagement
Writing Challenge: I will write a powerful conclusion paragraph to thoughtfully and creatively show my readers that I proved my thesis.
3. Independent Writing and Conference Time
a. Take out the literary essay we wrote on The Jacket.
b. Read through the conclusion paragraph.
c. What do you notice we did to make this conclusion paragraph powerful?
2.Writing Skill: Writing Powerful Conclusion Pararaphs with a Bang
Connection
Teach
Active-Engagement
Writing Challenge: I will write a powerful conclusion paragraph to thoughtfully and creatively show my readers that I proved my thesis.
3. Independent Writing and Conference Time
writers workshop
november 30, 2015
1. Do Now:
a. Think-pair-share:
What is a sentence?
What are the parts of a sentence?
What is a comma?
How do you use a comma?
2.Writing Skill: What is a Sentence?
Connection
Teach
Active-Engagement
Writing Challenge: I will use commas in simple, complex, and compound sentences to share my ideas clearly and completely.
3. Independent Writing and Conference Time
a. Think-pair-share:
What is a sentence?
What are the parts of a sentence?
What is a comma?
How do you use a comma?
2.Writing Skill: What is a Sentence?
Connection
Teach
Active-Engagement
Writing Challenge: I will use commas in simple, complex, and compound sentences to share my ideas clearly and completely.
3. Independent Writing and Conference Time
writers workshop
november 20, 2015
1. Do Now:
a. Read my Literary Essay thesis and reason #1.
Thesis: The Jack Will chapter is really about how all people at some point in their lives struggle to figure out who they want to be friends with.
Reason #1: At first, Jack Will isn't sure if he wants to be friends with August because Jack Will isn't comfortable with the way August looks on the outside.
Evidence A: "But it's hard not to sneak a second look. It's hard to act normal when you see him" (138).
Evidence B: "He used to wear an astronaut helmet sometimes. But I always knew it was him underneath the helmet. All the kids in the neighborhood knew it was him" 138).
2.Writing Skill: Citing and Analyzing Strong Evidence
Connection
Teach
Active-Engagement
Writing Challenge: I will work to ensure I have cited and analyzed strong evidence to prove my thesis.
3. Independent Writing and Conference Time
a. Read my Literary Essay thesis and reason #1.
Thesis: The Jack Will chapter is really about how all people at some point in their lives struggle to figure out who they want to be friends with.
Reason #1: At first, Jack Will isn't sure if he wants to be friends with August because Jack Will isn't comfortable with the way August looks on the outside.
Evidence A: "But it's hard not to sneak a second look. It's hard to act normal when you see him" (138).
Evidence B: "He used to wear an astronaut helmet sometimes. But I always knew it was him underneath the helmet. All the kids in the neighborhood knew it was him" 138).
2.Writing Skill: Citing and Analyzing Strong Evidence
Connection
Teach
Active-Engagement
Writing Challenge: I will work to ensure I have cited and analyzed strong evidence to prove my thesis.
3. Independent Writing and Conference Time
writers workshop
november 19, 2015
1. Do Now:
a. Take a look at the grade you earned on your Character Map.
b. Think to yourself:
i. What does this grade tell me about my understanding of the character?
ii. Am I ready to write a literary essay on my character? Or do I need to read the story again, paying closer attention to detail?
2.Writing Skill: Drafting
Connection: Note-taking on structure
Teach: Modeling of writing a thesis and a first reason
Active-Engagement
Thesis: The Jack Will chapter is really about how all people at some point in their lives struggle to figure out who they want to be friends with.
Reason #1: At first, Jack Will isn't sure if he wants to be friends with August because Jack Will isn't comfortable with the way August looks on the outside.
Writing Challenge: I will use a graphic organizer to ensure my body paragraphs are structured to create a strong argument.
3. Independent Writing and Conference Time
a. Take a look at the grade you earned on your Character Map.
b. Think to yourself:
i. What does this grade tell me about my understanding of the character?
ii. Am I ready to write a literary essay on my character? Or do I need to read the story again, paying closer attention to detail?
2.Writing Skill: Drafting
Connection: Note-taking on structure
Teach: Modeling of writing a thesis and a first reason
Active-Engagement
Thesis: The Jack Will chapter is really about how all people at some point in their lives struggle to figure out who they want to be friends with.
Reason #1: At first, Jack Will isn't sure if he wants to be friends with August because Jack Will isn't comfortable with the way August looks on the outside.
Writing Challenge: I will use a graphic organizer to ensure my body paragraphs are structured to create a strong argument.
3. Independent Writing and Conference Time
writers workshop
november 18, 2015
1. Do Now:
a. Read the feedback on your "lesson" exit slip.
i. If you see a question, think and write your answer.
2.Writing Skill: Planning
Connection
Teach
Active-Engagement
Writing Challenge: I will plan out my thesis, first reason, second reason, and lesson to prepare to draft my very own literary essay.
3. Independent Conferences
a. Read the feedback on your "lesson" exit slip.
i. If you see a question, think and write your answer.
2.Writing Skill: Planning
Connection
Teach
Active-Engagement
Writing Challenge: I will plan out my thesis, first reason, second reason, and lesson to prepare to draft my very own literary essay.
3. Independent Conferences
writers workshop
november 16, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Take out your Character Map Checklist and your character map.
i. Explain what you know and think about the protagonist of your short-story by walking your partner through each part of your character map.
2.Writing Skill:
Comparing and Contrasting Protagonists' Thoughts, Feelings, and Experiences
Connection
Teach
Active-Engagement
Writing Challenge: I will compare-and-contrast the thoughts, feelings, and experiences of my protagonist with my writing partners' protagonist to figure out what my character learns in the story.
3. Independent Conferences
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Take out your Character Map Checklist and your character map.
i. Explain what you know and think about the protagonist of your short-story by walking your partner through each part of your character map.
2.Writing Skill:
Comparing and Contrasting Protagonists' Thoughts, Feelings, and Experiences
Connection
Teach
Active-Engagement
Writing Challenge: I will compare-and-contrast the thoughts, feelings, and experiences of my protagonist with my writing partners' protagonist to figure out what my character learns in the story.
3. Independent Conferences
writers workshop
november 13, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Take out your Character Map Checklist and your character map.
i. Explain what you know and think about the protagonist of your short-story by walking your partner through each part of your character map.
2.Writing Skill:
Comparing and Contrasting Protagonists' Thoughts, Feelings, and Experiences
Connection
Teach
Active-Engagement
Writing Challenge: I will compare-and-contrast the thoughts, feelings, and experiences of my protagonist with my writing partners' protagonist.
3. Independent Conferences
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Take out your Character Map Checklist and your character map.
i. Explain what you know and think about the protagonist of your short-story by walking your partner through each part of your character map.
2.Writing Skill:
Comparing and Contrasting Protagonists' Thoughts, Feelings, and Experiences
Connection
Teach
Active-Engagement
Writing Challenge: I will compare-and-contrast the thoughts, feelings, and experiences of my protagonist with my writing partners' protagonist.
3. Independent Conferences
writers workshop
november 12, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Think-pair-share:
The protagonist of ______(insert title) is _________(insert name). What I know about ______ (insert name) is...
2.Writing Skill: Analyzing the Protagonist's Thoughts, Feelings, and Experiences
Connection
Teach
Active-Engagement
Writing Challenge: I will create a character map of the protagonist of my short-story to develop my understanding of his/her thoughts, feelings, and experiences.
3. Independent Conferences
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Think-pair-share:
The protagonist of ______(insert title) is _________(insert name). What I know about ______ (insert name) is...
2.Writing Skill: Analyzing the Protagonist's Thoughts, Feelings, and Experiences
Connection
Teach
Active-Engagement
Writing Challenge: I will create a character map of the protagonist of my short-story to develop my understanding of his/her thoughts, feelings, and experiences.
3. Independent Conferences
writers workshop
november 9, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Think-pair-share:
i. Find the thesis of our group essay.
ii. Reread the thesis of our group essay to your partner.
iii. Recall, what are the two reasons that support our thesis?
2.Writing Skill: Putting our Ingredients Together in a Group Essay
Connection: Copy what you believe to the most important piece of just-right evidence that supports our theme
Teach: Putting our Ingredients Together
Active-Engagement
Writing Challenge: I will write a literary essay with my class that proves Gary was a kid who struggles to be happy because of his family's circumstances.
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Think-pair-share:
i. Find the thesis of our group essay.
ii. Reread the thesis of our group essay to your partner.
iii. Recall, what are the two reasons that support our thesis?
2.Writing Skill: Putting our Ingredients Together in a Group Essay
Connection: Copy what you believe to the most important piece of just-right evidence that supports our theme
Teach: Putting our Ingredients Together
Active-Engagement
Writing Challenge: I will write a literary essay with my class that proves Gary was a kid who struggles to be happy because of his family's circumstances.
writers workshop
november 5, 2015
1. Do Now:
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Read the introduction to the class essay we will write about "The Jacket". Ask yourself: What is our opinion that we plan to support in this essay?
2.Writing Skill: Selecting the Just-Right Evidence to Support my Reasons
Connection: Develop reasons
Teach: Selecting and analyzing just-right evidence
Active-Engagement: Select between two pieces of evidence to choose the one that is just-right
Writing Challenge: I will work with my writing partner to find and analyze two or more pieces of just-right evidence to support the reasons that prove our thesis.
3. Closure: Review our thesis, reasons, and evidence
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Read the introduction to the class essay we will write about "The Jacket". Ask yourself: What is our opinion that we plan to support in this essay?
2.Writing Skill: Selecting the Just-Right Evidence to Support my Reasons
Connection: Develop reasons
Teach: Selecting and analyzing just-right evidence
Active-Engagement: Select between two pieces of evidence to choose the one that is just-right
Writing Challenge: I will work with my writing partner to find and analyze two or more pieces of just-right evidence to support the reasons that prove our thesis.
3. Closure: Review our thesis, reasons, and evidence
writers workshop
november 4, 3015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Think-pair-share: What would be the purpose of writing an essay on a character in a short story?
2.Writing Challenge:
I will explain the purpose for writing an essay on a character in a short story.
I will create a checklist for the parts to include in a thoughtful literary essay by acting like a professor and noticing the parts while Ms. Shawn writes a literary essay.
3. Model Literary Essay
4. Create "Thoughtful Literary Essays Include..." Poster together
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Think-pair-share: What would be the purpose of writing an essay on a character in a short story?
2.Writing Challenge:
I will explain the purpose for writing an essay on a character in a short story.
I will create a checklist for the parts to include in a thoughtful literary essay by acting like a professor and noticing the parts while Ms. Shawn writes a literary essay.
3. Model Literary Essay
4. Create "Thoughtful Literary Essays Include..." Poster together
writers workshop
november 2, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Think-pair-share:
What is similar about the personalities of the protagonist of Eleven and the protagonist of The Jacket?
2. Finish the Character Poster Project.
Writing Challenge: I will collaborate with my writing partner to create a poster that captures the ideas I've grown about the protagonist of a short story.
3. Gallery Walk
4. Closure
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Think-pair-share:
What is similar about the personalities of the protagonist of Eleven and the protagonist of The Jacket?
2. Finish the Character Poster Project.
Writing Challenge: I will collaborate with my writing partner to create a poster that captures the ideas I've grown about the protagonist of a short story.
3. Gallery Walk
4. Closure
writers workshop
october 30, 2015
1. Do Now:
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Think-pair-share:
What is a protagonist?
Who is the protagonist of Eleven by Sandra Cisneros?
Who is the protagonist of The Jacket by Gary Soto?
2. Explain the Character Poster Project.
Writing Challenge: I will collaborate with my writing partner to create a poster that captures the ideas I've grown about the protagonist of a short story.
3. Independent work time to create poster
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Think-pair-share:
What is a protagonist?
Who is the protagonist of Eleven by Sandra Cisneros?
Who is the protagonist of The Jacket by Gary Soto?
2. Explain the Character Poster Project.
Writing Challenge: I will collaborate with my writing partner to create a poster that captures the ideas I've grown about the protagonist of a short story.
3. Independent work time to create poster
writers workshop
october 29, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Think-pair-share:
Ask your partner how his or her conference went? If your partner hasn't had his or her conference yet, talk to them about what to expect.
2. Read The Jacket by Gary Soto.
Writing Challenge: I will read The Jacket by Gary Soto as if I was a character in the story, AND as if I was a professor, growing intellectual ideas about the characters.
3. Thought Response Journal
If I were _______ I would feel….
I think the character must have been thinking….
I think the character changed because at first, he or she…
Then by the end of the story…
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Think-pair-share:
Ask your partner how his or her conference went? If your partner hasn't had his or her conference yet, talk to them about what to expect.
2. Read The Jacket by Gary Soto.
Writing Challenge: I will read The Jacket by Gary Soto as if I was a character in the story, AND as if I was a professor, growing intellectual ideas about the characters.
3. Thought Response Journal
If I were _______ I would feel….
I think the character must have been thinking….
I think the character changed because at first, he or she…
Then by the end of the story…
writers workshop
october 28, 2015
1. Do Now:
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What experience do you have going to parent conferences?
4. Organize and complete your student portfolio to get ready for Student-Led Parent Conferences
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What experience do you have going to parent conferences?
4. Organize and complete your student portfolio to get ready for Student-Led Parent Conferences
writers workshop
october 26, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Take out the pre-assessment narrative you wrote at the beginning of the year. Think to yourself: What were you struggling with then that you are not struggling with now?
2. Read personal narrative written in class
3. Reasses your readiness to include the elements of powerful narratives in your writing
4. Introduce the new unit: Literary Analysis
5. Read Eleven by Sandra Cisneros
Writing Challenge: I will begin the Literary Analysis Unit by reading Eleven by Sandra Cisneros as if I was a character in the story, but also as if I was professor, growing intellectual ideas about the characters.
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Take out the pre-assessment narrative you wrote at the beginning of the year. Think to yourself: What were you struggling with then that you are not struggling with now?
2. Read personal narrative written in class
3. Reasses your readiness to include the elements of powerful narratives in your writing
4. Introduce the new unit: Literary Analysis
5. Read Eleven by Sandra Cisneros
Writing Challenge: I will begin the Literary Analysis Unit by reading Eleven by Sandra Cisneros as if I was a character in the story, but also as if I was professor, growing intellectual ideas about the characters.
writers workshop
october 23, 2015
1. Do Now:
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
How does reading your writing in front of others make you feel? What is one way you can step outside of your comfort zone and improve your presentation skills?
3. Mini-Lesson: Author's Chair
4. Writing Celebration
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
How does reading your writing in front of others make you feel? What is one way you can step outside of your comfort zone and improve your presentation skills?
3. Mini-Lesson: Author's Chair
4. Writing Celebration
writers workshop
october 22, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What does it mean to publish a piece of your writing?
3. Mini-Lesson: College-Ready Publishing
4. Go to the computer lab.
5. Writing Challenge: I will finalize my sixth grade narrative on Google Docs by editing for C.U.P.S., using M.L.A. format, and by printing.
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What does it mean to publish a piece of your writing?
3. Mini-Lesson: College-Ready Publishing
4. Go to the computer lab.
5. Writing Challenge: I will finalize my sixth grade narrative on Google Docs by editing for C.U.P.S., using M.L.A. format, and by printing.
writers workshop
october 21, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share with your writing partner: What do you need to do to write a really powerful narrative?
3. Narrative Post-Assessment
5. Writing Challenge: I will demonstrate what I have learned about powerful writing of narratives by completing my post-assessment to the best of my ability.
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share with your writing partner: What do you need to do to write a really powerful narrative?
3. Narrative Post-Assessment
5. Writing Challenge: I will demonstrate what I have learned about powerful writing of narratives by completing my post-assessment to the best of my ability.
writers workshop
october 19, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: How are editing and revising different?
3. Discuss Wednesday's assessment.
4. Mini-Lesson: What is Editing?
5. Go to the computer lab.
6. Writing Challenge: I will make corrections to my narrative by reading my writing aloud, by noticing what sounds clear and smooth, and by finding my errors and editing them for C.U.P.S.
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: How are editing and revising different?
3. Discuss Wednesday's assessment.
4. Mini-Lesson: What is Editing?
5. Go to the computer lab.
6. Writing Challenge: I will make corrections to my narrative by reading my writing aloud, by noticing what sounds clear and smooth, and by finding my errors and editing them for C.U.P.S.
writers workshop
october 16, 2015
1. Do Now:
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Complete Friday of the Daily Language Review
3. Mini-Lesson: What is Revision? (continued)
4. Go to the computer lab.
5. Writing Challenge: I will carefully color-code my writing partner's narrative to help him or her notice what she/he is doing well, and what he/she can revise to improve his/her narrative.
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Complete Friday of the Daily Language Review
3. Mini-Lesson: What is Revision? (continued)
4. Go to the computer lab.
5. Writing Challenge: I will carefully color-code my writing partner's narrative to help him or her notice what she/he is doing well, and what he/she can revise to improve his/her narrative.
writers workshop
october 15, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Complete Thursday of the Daily Language Review
3. Mini-Lesson: What is Revision?
4. Go to the computer lab.
5. Writing Challenge: I will carefully color-code my writing partner's narrative to help him or her notice what she/he is doing well, and what he/she can revise to improve his/her narrative.
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Complete Thursday of the Daily Language Review
3. Mini-Lesson: What is Revision?
4. Go to the computer lab.
5. Writing Challenge: I will carefully color-code my writing partner's narrative to help him or her notice what she/he is doing well, and what he/she can revise to improve his/her narrative.
writers workshop
october 14, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Complete Tuesday and Wednesday of the Daily Language Review
3. Mini-Lesson: The Theme Recipe: Describing Action and Emotion
The heart of the story:
He asked about school and baseball. We talked for a while. Then, he looked at me, his eyes staring straight at me, and said, "I'm sorry! I messed up and am not the father you wanted."
I looked and in my mind the wind blew faster and storm clouds began to appear all around us when I blinked and said, "It's okay. You are here now."
Think-pair-share: What does this writing make you feel? Why?
4. Go to the computer lab.
5. Writing Challenge: I will describe action and emotion throughout each part of my story, and especially in the heart of the story, to demonstrate the theme.
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Complete Tuesday and Wednesday of the Daily Language Review
3. Mini-Lesson: The Theme Recipe: Describing Action and Emotion
The heart of the story:
He asked about school and baseball. We talked for a while. Then, he looked at me, his eyes staring straight at me, and said, "I'm sorry! I messed up and am not the father you wanted."
I looked and in my mind the wind blew faster and storm clouds began to appear all around us when I blinked and said, "It's okay. You are here now."
Think-pair-share: What does this writing make you feel? Why?
4. Go to the computer lab.
5. Writing Challenge: I will describe action and emotion throughout each part of my story, and especially in the heart of the story, to demonstrate the theme.
writers workshop
october 12, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Read the following dialogue:
"We WON the GAME!" shouted my sister, who was so loud my ears started ringing.
"I know, I saw it with my own two eyes," she responded sarcastically.
2. Begin Daily Language Review
3. Mini-Lesson: Crafting my First Draft with Dialogue (continued)
Practice: Analyze the dialogue in a clip from Finding Nemo
4. Go to the computer lab.
5. Writing Challenge: I will craft my draft with actual dialogue by thinking back to the moment I'm writing about, and by asking myself what exactly was said and thought.
Students that need conferencing on their seed story topic include:
Adrian, Andrea, Bryan, Dalixa, Edgar, Evelyn, Kaithleen, Linette, Vanessa, Martin, Priscilla, Valentin, and Saul
Students that need conferencing on their seed story theme include:
Zuleiska, Vanessa, Valentin, Priscilla, Martin, and Bella
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Read the following dialogue:
"We WON the GAME!" shouted my sister, who was so loud my ears started ringing.
"I know, I saw it with my own two eyes," she responded sarcastically.
2. Begin Daily Language Review
3. Mini-Lesson: Crafting my First Draft with Dialogue (continued)
Practice: Analyze the dialogue in a clip from Finding Nemo
4. Go to the computer lab.
5. Writing Challenge: I will craft my draft with actual dialogue by thinking back to the moment I'm writing about, and by asking myself what exactly was said and thought.
Students that need conferencing on their seed story topic include:
Adrian, Andrea, Bryan, Dalixa, Edgar, Evelyn, Kaithleen, Linette, Vanessa, Martin, Priscilla, Valentin, and Saul
Students that need conferencing on their seed story theme include:
Zuleiska, Vanessa, Valentin, Priscilla, Martin, and Bella
writers workshop
october 9, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Take out one of the model texts.
Read it to yourself silently, paying close attention to the dialogue.
How does the author punctuate the dialogue?
2. Review expectations for the day.
3. Mini-Lesson: Crafting my First Draft with Dialogue
4. Go to the computer lab.
5. Mini-Lesson: Crafting my First Draft with Dialogue (continued)
Select from the following menu:
-Finish getting your email account set up, and sending Ms. Shawn an email (refer to Oct. 6 digital agenda)
-Create a document in Google Drive, share it with Ms. Shawn, and begin writing your first draft
-Meet with a teacher to conference on your meaningful seed story topic or theme.
Students that need conferencing on their seed story topic include:
Adrian, Andrea, Bryan, Dalixa, Edgar, Evelyn, Kaithleen, Linette, Vanessa, Martin, Priscilla, Valentin, and Saul
Students that need conferencing on their seed story theme include:
Zuleiska, Vanessa, Valentin, Priscilla, Martin, and Bella
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Take out one of the model texts.
Read it to yourself silently, paying close attention to the dialogue.
How does the author punctuate the dialogue?
2. Review expectations for the day.
3. Mini-Lesson: Crafting my First Draft with Dialogue
4. Go to the computer lab.
5. Mini-Lesson: Crafting my First Draft with Dialogue (continued)
Select from the following menu:
-Finish getting your email account set up, and sending Ms. Shawn an email (refer to Oct. 6 digital agenda)
-Create a document in Google Drive, share it with Ms. Shawn, and begin writing your first draft
-Meet with a teacher to conference on your meaningful seed story topic or theme.
Students that need conferencing on their seed story topic include:
Adrian, Andrea, Bryan, Dalixa, Edgar, Evelyn, Kaithleen, Linette, Vanessa, Martin, Priscilla, Valentin, and Saul
Students that need conferencing on their seed story theme include:
Zuleiska, Vanessa, Valentin, Priscilla, Martin, and Bella
writers workshop
october 8, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Look through all the pages in your Writers Folder.
d. What writing skills to you have in your tool box that will help you craft your seed moment story on the computer?
2. Review expectations for the day.
3. Mini-Lesson: Crafting my First Draft
4. Go to the computer lab.
5. Mini-Lesson: Crafting my First Draft (continued)
Select from the following menu:
-Finish getting your email account set up, and sending Ms. Shawn an email (refer to Oct. 6 digital agenda)
-Create a document in Google Drive, share it with Ms. Shawn, and begin writing your first draft
-Meet with a teacher to conference on your meaningful seed story topic or theme.
Students that need conferencing on their seed story topic include:
Adrian, Andrea, Bryan, Dalixa, Edgar, Evelyn, Kaithleen, Linette, Vanessa, Martin, Priscilla, Valentin, and Saul
Students that need conferencing on their seed story theme include:
Zuleiska, Vanessa, Valentin, Priscilla, Martin, and Bella
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Look through all the pages in your Writers Folder.
d. What writing skills to you have in your tool box that will help you craft your seed moment story on the computer?
2. Review expectations for the day.
3. Mini-Lesson: Crafting my First Draft
4. Go to the computer lab.
5. Mini-Lesson: Crafting my First Draft (continued)
Select from the following menu:
-Finish getting your email account set up, and sending Ms. Shawn an email (refer to Oct. 6 digital agenda)
-Create a document in Google Drive, share it with Ms. Shawn, and begin writing your first draft
-Meet with a teacher to conference on your meaningful seed story topic or theme.
Students that need conferencing on their seed story topic include:
Adrian, Andrea, Bryan, Dalixa, Edgar, Evelyn, Kaithleen, Linette, Vanessa, Martin, Priscilla, Valentin, and Saul
Students that need conferencing on their seed story theme include:
Zuleiska, Vanessa, Valentin, Priscilla, Martin, and Bella
writers workshop
october 6, 2015
1. Do Now:
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share four ways you can appropriately use your school email account.
2. Pass out Agreements.
3. Model how to set up the email account.
4. Go to the computer lab.
Student Directions:
First, make sure you are on Firefox.
Second, click here.
Third, click on Student.
Fourth, click on "Activate your account or reset your password".
Fifth, scroll down, agree to the terms of use (you will read these at home with your parents tonight), and accept.
Sixth, enter your District ID (the number after your name), your birthdate, and your pin (the number at the end of the paper I gave you).
Seventh, follow the prompts to reset your password. Reset your password using the following template: firstnamebirthdate (no spaces). For example: Stephanie10031985.
Eighth, click here to log-in to your email account. If it doesn't work on Firefox, go to Safari.
Ninth, read the e-mail that I sent you. Follow the directions to respond to the email.
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share four ways you can appropriately use your school email account.
2. Pass out Agreements.
3. Model how to set up the email account.
4. Go to the computer lab.
Student Directions:
First, make sure you are on Firefox.
Second, click here.
Third, click on Student.
Fourth, click on "Activate your account or reset your password".
Fifth, scroll down, agree to the terms of use (you will read these at home with your parents tonight), and accept.
Sixth, enter your District ID (the number after your name), your birthdate, and your pin (the number at the end of the paper I gave you).
Seventh, follow the prompts to reset your password. Reset your password using the following template: firstnamebirthdate (no spaces). For example: Stephanie10031985.
Eighth, click here to log-in to your email account. If it doesn't work on Firefox, go to Safari.
Ninth, read the e-mail that I sent you. Follow the directions to respond to the email.
writers workshop
october 5, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What do you know about theme?
2. Entrance Slip:
On the index card, write down your most meaningful seed story idea; the one you plan to work on for the rest of the Narrative Writing Unit. Check out the example below if you need help getting started.
Example:
My most meaningful seed story idea is the moment I found out my grandma died.
3. Writing Skill: Figuring Out What Your Story Is Really About
Teach Point: Writers figure out what their story is REALLY about by talking about what they wanted, struggled, and learned from the meaningful experience they are writing about. Writers think about what ANYONE who is reading their story might LEARN from their experience. Writers avoid themes that are OBVIOUS or SIMPLE.
Writing Challenges:
I will figure out the theme of my story by talking about what I wanted, struggled, and learned during the experience I am writing about.
I will think about what ANYONE who is reading my story could LEARN from my experience.
I will avoid themes that are OBVIOUS or SIMPLE.
4. Independent Writing Time
-Conferences
I will write a powerful seed story that includes a want, struggle, and learn by weaving together the main events and the important emotions and thoughts I had during these main events.
5. Exit Slip
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What do you know about theme?
2. Entrance Slip:
On the index card, write down your most meaningful seed story idea; the one you plan to work on for the rest of the Narrative Writing Unit. Check out the example below if you need help getting started.
Example:
My most meaningful seed story idea is the moment I found out my grandma died.
3. Writing Skill: Figuring Out What Your Story Is Really About
Teach Point: Writers figure out what their story is REALLY about by talking about what they wanted, struggled, and learned from the meaningful experience they are writing about. Writers think about what ANYONE who is reading their story might LEARN from their experience. Writers avoid themes that are OBVIOUS or SIMPLE.
Writing Challenges:
I will figure out the theme of my story by talking about what I wanted, struggled, and learned during the experience I am writing about.
I will think about what ANYONE who is reading my story could LEARN from my experience.
I will avoid themes that are OBVIOUS or SIMPLE.
4. Independent Writing Time
-Conferences
I will write a powerful seed story that includes a want, struggle, and learn by weaving together the main events and the important emotions and thoughts I had during these main events.
5. Exit Slip
writers workshop
october 2, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Which of the following examples is happening outside the character? Which is happening inside the character?
i. All of a sudden, Abraham started to cry.
ii. At that moment, I realized that I didn't want to be embarassed like Abraham was.
2. Writing Skill: Making my Inside/ Outside Map
Teach Point: Writers create Inside/Outside Maps to map out the main events of their story, and the important emotions and thoughts they have during these main events.
Mini-Lesson: Inside/ Outside Map
3. Independent Writing Time
-Conferences based on Exit Slips from yesterday
Writing Challenges:
I will create an Inside/Outside Map to map out the main events of my story, and to think through the important emotions and thoughts I had during these main events.
I will write a powerful seed story that includes a want, struggle, and learn by weaving together the main events and the important emotions and thoughts I had during these main events.
4. Partner or Whole-Group Share
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Which of the following examples is happening outside the character? Which is happening inside the character?
i. All of a sudden, Abraham started to cry.
ii. At that moment, I realized that I didn't want to be embarassed like Abraham was.
2. Writing Skill: Making my Inside/ Outside Map
Teach Point: Writers create Inside/Outside Maps to map out the main events of their story, and the important emotions and thoughts they have during these main events.
Mini-Lesson: Inside/ Outside Map
3. Independent Writing Time
-Conferences based on Exit Slips from yesterday
Writing Challenges:
I will create an Inside/Outside Map to map out the main events of my story, and to think through the important emotions and thoughts I had during these main events.
I will write a powerful seed story that includes a want, struggle, and learn by weaving together the main events and the important emotions and thoughts I had during these main events.
4. Partner or Whole-Group Share
writers workshop
october 1, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Open your notebook to the next blank writing skills page. Begin thinking to yourself:
What is a lead? What makes an interesting and powerful lead?
2. Writing Skill: Writing a Lead that Leads my Reader into the Story
Teach Point: Writers craft leads that lead their readers into the story. They hint at the writer's struggle by including dialogue, an introduction to the setting, and/or action.
Mini-Lesson: Writing a Lead
3. Independent Writing Time
-Conferences based on Exit Slips from yesterday
Writing Challenges:
I will craft a lead that leads my readers into the story. I will hint at the struggle I am writing about in my story by including dialogue, an introduction to the setting, and/or action.
4. Lead Whip Around
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Open your notebook to the next blank writing skills page. Begin thinking to yourself:
What is a lead? What makes an interesting and powerful lead?
2. Writing Skill: Writing a Lead that Leads my Reader into the Story
Teach Point: Writers craft leads that lead their readers into the story. They hint at the writer's struggle by including dialogue, an introduction to the setting, and/or action.
Mini-Lesson: Writing a Lead
3. Independent Writing Time
-Conferences based on Exit Slips from yesterday
Writing Challenges:
I will craft a lead that leads my readers into the story. I will hint at the struggle I am writing about in my story by including dialogue, an introduction to the setting, and/or action.
4. Lead Whip Around
writers workshop
september 25, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
i. What is a seed story?
ii. What is a watermelon story?
2. Writing Skill: Crafting a Meaningful Seed Story Versus Summarizing a Seed Story
Teach Point: Writers use dialogue and description of setting, action and feeling to craft meaningful seed stories that take their readers on a personal journey.
Partner Share: Analyzing an Example
3. Independent Writing Time
-Conferences based on Exit Slips from yesterday
Writing Challenges:
I will recognize the difference between a seed story that captures one meaningful moment versus and a watermelon story that summarizes more than one meaningful moment.
I will write a meaningful seed moment story that has a lead, a growing problem, a climax, falling action, and a resolution.
Writing Tip: Still having trouble brainstorming ideas for your seed moment story, think about the following topics:
-the first time you...
-the last time you...
-when you learned something new....
-when you had a BIG emotion
-when you had an struggle (doesn't have to be an action)
5. Partner Share
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
i. What is a seed story?
ii. What is a watermelon story?
2. Writing Skill: Crafting a Meaningful Seed Story Versus Summarizing a Seed Story
Teach Point: Writers use dialogue and description of setting, action and feeling to craft meaningful seed stories that take their readers on a personal journey.
Partner Share: Analyzing an Example
3. Independent Writing Time
-Conferences based on Exit Slips from yesterday
Writing Challenges:
I will recognize the difference between a seed story that captures one meaningful moment versus and a watermelon story that summarizes more than one meaningful moment.
I will write a meaningful seed moment story that has a lead, a growing problem, a climax, falling action, and a resolution.
Writing Tip: Still having trouble brainstorming ideas for your seed moment story, think about the following topics:
-the first time you...
-the last time you...
-when you learned something new....
-when you had a BIG emotion
-when you had an struggle (doesn't have to be an action)
5. Partner Share
writers workshop
september 24, 2015
1. Do Now:
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
i. What happened in "Boar Out There"?
ii. Take turns retelling the main events of the story with your partner.
2. Writing Skill: Zooming in on Seed Moment (not a Watermelon) that Matters
Teach Point: Writers know that really powerful narratives zoom in on meaningful seed moments that includes a lead, a growing problem, a climax, a falling action, and a resolution. Writers zoom in instead of telling watermelon stories that summarize meaningful days or weeks.
Partner Share: "Remember that time when..." Mini-Council
3. Self-assess readiness to brainstorm and write meaningfuI seed moment stories
4. Independent or Group Writing Time
Writing Tip: Still having trouble brainstorming ideas for your seed moment story, think about the following topics:
-the first time you...
-the last time you...
-when you learned something new....
-when you had a BIG emotion
-when you had an struggle (doesn't have to be an action)
Writing Challenges:
I will recognize the difference between a seed story that captures one meaningful moment versus and a watermelon story that summarizes more than one meaningful moment.
I will write a meaningful seed moment story that has a lead, a growing problem, a climax, falling action, and a resolution.
4. Exit Slip
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
i. What happened in "Boar Out There"?
ii. Take turns retelling the main events of the story with your partner.
2. Writing Skill: Zooming in on Seed Moment (not a Watermelon) that Matters
Teach Point: Writers know that really powerful narratives zoom in on meaningful seed moments that includes a lead, a growing problem, a climax, a falling action, and a resolution. Writers zoom in instead of telling watermelon stories that summarize meaningful days or weeks.
Partner Share: "Remember that time when..." Mini-Council
3. Self-assess readiness to brainstorm and write meaningfuI seed moment stories
4. Independent or Group Writing Time
Writing Tip: Still having trouble brainstorming ideas for your seed moment story, think about the following topics:
-the first time you...
-the last time you...
-when you learned something new....
-when you had a BIG emotion
-when you had an struggle (doesn't have to be an action)
Writing Challenges:
I will recognize the difference between a seed story that captures one meaningful moment versus and a watermelon story that summarizes more than one meaningful moment.
I will write a meaningful seed moment story that has a lead, a growing problem, a climax, falling action, and a resolution.
4. Exit Slip
writers workshop
september 18, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think back to the work you completed yesterday. Decide which group you are in:
Group 1: I have two or more ideas for interesting and engaging stories and I finished writing one story yesterday.
Group 2: I have two or more ideas for interesting and engaging stories and I started writing one story yesterday.
Group 3: I have two or more ideas for interesting and engaging stories, but I haven't started writing the story yet.
Group 4: I have one ideas for an interesting and engaging story.
2. Writing Skill: Using a Story Map to Build a Powerful Story
Teach Point: Writers know that to build a powerful story, they have a lead, a growing problem, a climax, falling action, and a resolution.
3. Independent Writing Time
Menu:
-Finish brainstorming your second idea for an interesting and engaging story
-Continue writing the interesting and engaging story you started yesterday
-Write a second interesting and engaging story
Writing Challenge: I will write an interesting and engaging narrative with a lead, a growing problem, a climax, internal feeling and thinking, and a lesson.
4. Partner Share
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think back to the work you completed yesterday. Decide which group you are in:
Group 1: I have two or more ideas for interesting and engaging stories and I finished writing one story yesterday.
Group 2: I have two or more ideas for interesting and engaging stories and I started writing one story yesterday.
Group 3: I have two or more ideas for interesting and engaging stories, but I haven't started writing the story yet.
Group 4: I have one ideas for an interesting and engaging story.
2. Writing Skill: Using a Story Map to Build a Powerful Story
Teach Point: Writers know that to build a powerful story, they have a lead, a growing problem, a climax, falling action, and a resolution.
3. Independent Writing Time
Menu:
-Finish brainstorming your second idea for an interesting and engaging story
-Continue writing the interesting and engaging story you started yesterday
-Write a second interesting and engaging story
Writing Challenge: I will write an interesting and engaging narrative with a lead, a growing problem, a climax, internal feeling and thinking, and a lesson.
4. Partner Share
writers workshop
september 17, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
i. What did August want in the chapter we read today?
ii. What was he struggling with?
iii. What did he realize about himself?
2. Writing Skill: Writing from Moments that REALLY Matter
Teach Point: Writers know that collecting ideas for personal narratives is not just about thinking of any old topic. Instead, we want to come up with ideas that say something about ourselves and our lives.
3. Independent Writing Time
a. Small-group brainstorm
Menu:
First:
-Join the small-group brainstorm
or
-Brainstorm small moments when I realized or learned something important
Second:
-Write a story about a time I wanted something, I struggled, and I learned or realized something in the end.
Writing Challenge: I will jot down moments when I realized or learned something important, and write a narrative about an intense moment that is interesting and engaging.l
4. Partner Shar
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share:
i. What did August want in the chapter we read today?
ii. What was he struggling with?
iii. What did he realize about himself?
2. Writing Skill: Writing from Moments that REALLY Matter
Teach Point: Writers know that collecting ideas for personal narratives is not just about thinking of any old topic. Instead, we want to come up with ideas that say something about ourselves and our lives.
3. Independent Writing Time
a. Small-group brainstorm
Menu:
First:
-Join the small-group brainstorm
or
-Brainstorm small moments when I realized or learned something important
Second:
-Write a story about a time I wanted something, I struggled, and I learned or realized something in the end.
Writing Challenge: I will jot down moments when I realized or learned something important, and write a narrative about an intense moment that is interesting and engaging.l
4. Partner Shar
writers workshop
september 16, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Wait to receive your Personal Narrative Week 1 Assessment.
d. When you receive it, ask yourself: What do I know? What do I need to review?
2. Readiness Survey
I will assess my readiness to use the elements of powerful narratives in my own writing.
3. Go take pictures
4. Independent Writing Time
Menu:
-look for inspiration (looking around the room)
-brainstorm ideas (draw a story map)
-brainstorm juicy words (use the dictionary or thesaurus)
-write stories about my "firsts"
-write stories about ANY small moments from my life
-write stories about times that changed me
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Wait to receive your Personal Narrative Week 1 Assessment.
d. When you receive it, ask yourself: What do I know? What do I need to review?
2. Readiness Survey
I will assess my readiness to use the elements of powerful narratives in my own writing.
3. Go take pictures
4. Independent Writing Time
Menu:
-look for inspiration (looking around the room)
-brainstorm ideas (draw a story map)
-brainstorm juicy words (use the dictionary or thesaurus)
-write stories about my "firsts"
-write stories about ANY small moments from my life
-write stories about times that changed me
writers workshop
september 11, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Quiz your partner one last time on the strategies of a "Powerful Writer" using the following example:
Example:
Partner A: What is it called when a writer uses exact talking in his story?
Partner B: That's dialogue!
Partner A: How about when...? ETC.
3. Discuss pre-assessment and tape first personal narratives into writers notebook.
4. Personal Narrative Week 1 Assessment
I will demonstrate what I know about the strategies writers use to write powerful personal narratives by earning a 100% on my Week 1 Assessment.
5. Writing Skill: How I Think of Poweful Story Topics (continued)
I will brainstorm powerful story topics by creating a story map or by using a different strategy to come up with topics.
Jack Gantos "Keep Out" Tips for How To Become a Writer
6. Story map illustrating time and writing time.
Suggested Homework: Brainstorm personal narrative topic ideas with your family members. Write a personal narrative.
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Quiz your partner one last time on the strategies of a "Powerful Writer" using the following example:
Example:
Partner A: What is it called when a writer uses exact talking in his story?
Partner B: That's dialogue!
Partner A: How about when...? ETC.
3. Discuss pre-assessment and tape first personal narratives into writers notebook.
4. Personal Narrative Week 1 Assessment
I will demonstrate what I know about the strategies writers use to write powerful personal narratives by earning a 100% on my Week 1 Assessment.
5. Writing Skill: How I Think of Poweful Story Topics (continued)
I will brainstorm powerful story topics by creating a story map or by using a different strategy to come up with topics.
Jack Gantos "Keep Out" Tips for How To Become a Writer
6. Story map illustrating time and writing time.
Suggested Homework: Brainstorm personal narrative topic ideas with your family members. Write a personal narrative.
folder monitors: Zully and Hannah
1. Do Now:
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Quiz your partner on the strategies of a "Powerful Writer" using the following example:
Example:
Partner A: What is it called when a writer uses exact talking in his story?
Partner B: That's dialogue!
Partner A: How about when...? ETC.
3. Writing Skill: How I Think of Poweful Story Topics
I will brainstorm powerful story topics by creating a story map or by using a different strategy to come up with topics.
Jack Gantos "Keep Out" Tips for How To Become a Writer
4. Story map illustrating time and writing time.
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Quiz your partner on the strategies of a "Powerful Writer" using the following example:
Example:
Partner A: What is it called when a writer uses exact talking in his story?
Partner B: That's dialogue!
Partner A: How about when...? ETC.
3. Writing Skill: How I Think of Poweful Story Topics
I will brainstorm powerful story topics by creating a story map or by using a different strategy to come up with topics.
Jack Gantos "Keep Out" Tips for How To Become a Writer
4. Story map illustrating time and writing time.
writers workshop
september 9, 2015
1. Do Now:
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Re-read the Writers Workshop Challenge to yourself.
3. Writing Skill: The Marks of a Powerful Personal Narrative
Writing Challenge: I will figure out the strategies used by middle-school writers to craft powerful personal narratives by close-reading and annotating a model text.
4. Review the marks of a powerful personal narrative in the second model text we began close-reading last Thursday.
5. Writing Skill: How I Think of Poweful Story Topics
Jack Gantos "Keep Out" Tips for How To Become a Writer
6. Story map illustrating time
a. As a team, have the person sitting at #3 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Re-read the Writers Workshop Challenge to yourself.
3. Writing Skill: The Marks of a Powerful Personal Narrative
Writing Challenge: I will figure out the strategies used by middle-school writers to craft powerful personal narratives by close-reading and annotating a model text.
4. Review the marks of a powerful personal narrative in the second model text we began close-reading last Thursday.
5. Writing Skill: How I Think of Poweful Story Topics
Jack Gantos "Keep Out" Tips for How To Become a Writer
6. Story map illustrating time
writers workshop
september 3, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Re-read the Writers Workshop Challenge to yourself.
3. Writing Skill: Close-Reading a Model Text
Writing Challenge: I will figure out the strategies used by middle-school writers to craft powerful personal narratives by close-reading and annotating a model text.
4. Annotate Time
5. Writing Time
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Re-read the Writers Workshop Challenge to yourself.
3. Writing Skill: Close-Reading a Model Text
Writing Challenge: I will figure out the strategies used by middle-school writers to craft powerful personal narratives by close-reading and annotating a model text.
4. Annotate Time
5. Writing Time
writers workshop
september 2, 2015
Writers of Powerful Narratives
1. Focus on one small moment in detail (they don't summarize every step of a big moment)
2. Help readers see and experience the small moment, using action and real dialogue |
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks. b. Make sure you have a pencil or pen out so you are prepared. c. Think-pair-share: What did you write your personal narratives on for the pre-assessment? 2. Create a spider-map with our prior knowledge of personal narrative 3. Writing Skill: Close-Reading a Model Text Writing Challenge: I will figure out the strategies used by middle-school writers to craft powerful personal narratives by close-reading and annotating a model text. 4. Annotate Time 5. Whole-Group Share |
writers workshop
august 31, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Wait to receive your "I am From" poem back. Practice reading it aloud to yourself to prepare for our mini-writing celebration.
2. Class Brainstorm: What makes an amazing presentation?
3. Mini-presentations
Writing Challenge: I will present my "I Am From Poem" using an appropriate volume, thoughtful expression, and eye contact.
4. Whole-class presentations in the library
5. Plusses and deltas on the Poetry Unit
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Wait to receive your "I am From" poem back. Practice reading it aloud to yourself to prepare for our mini-writing celebration.
2. Class Brainstorm: What makes an amazing presentation?
3. Mini-presentations
Writing Challenge: I will present my "I Am From Poem" using an appropriate volume, thoughtful expression, and eye contact.
4. Whole-class presentations in the library
5. Plusses and deltas on the Poetry Unit
writers workshop
august 28, 2015
1. Do Now:
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Re-read the Writers Workshop Challenge to yourself.
2. Self-Assessment (quick style)
3. Writing Skill: Crafting my "I Am From Poem" (Last Day)
Writing Challenge: I will craft an inspiring "I Am From Poem" with stanzas, thoughtful repetition, and meaningful line length.
4. Menu of Options for Independent Writing Time
-Continue writing your "I am From" poem
-Write a new "I am From" poem
-Begin revising your "I am From" poem on the computer, using Microsoft Word
-Decorate your "I am From" poem with graphic art
5. Print "I am From" poem
a. As a team, have the person sitting at #4 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Re-read the Writers Workshop Challenge to yourself.
2. Self-Assessment (quick style)
3. Writing Skill: Crafting my "I Am From Poem" (Last Day)
Writing Challenge: I will craft an inspiring "I Am From Poem" with stanzas, thoughtful repetition, and meaningful line length.
4. Menu of Options for Independent Writing Time
-Continue writing your "I am From" poem
-Write a new "I am From" poem
-Begin revising your "I am From" poem on the computer, using Microsoft Word
-Decorate your "I am From" poem with graphic art
5. Print "I am From" poem
writers workshop
august 27, 2015
1. Do Now:
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What are some of your rights in the computer lab? What are some of your responsibilities?
2. Computer Lab Rights and Responsibilities
3. Writing Skill: Crafting my "I Am From Poem" (continued)
Writing Challenge: I will craft an inspiring "I Am From Poem" with stanzas, thoughtful repetition, and meaningful line length.
4. Menu of Options for Independent Writing Time
-Use the brainstorming tool to brainstorm images of where you are from
-Begin writing your "I am From" poem in the drafts section of your notebook
-Continue writing your "I am From" poem
-Write a new "I am From" poem
-Begin revising your "I am From" poem on the computer, using Microsoft Word
5. Optional Homework: Finish writing your "I Am From" poem.
a. As a team, have the person sitting at #2 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Think-pair-share: What are some of your rights in the computer lab? What are some of your responsibilities?
2. Computer Lab Rights and Responsibilities
3. Writing Skill: Crafting my "I Am From Poem" (continued)
Writing Challenge: I will craft an inspiring "I Am From Poem" with stanzas, thoughtful repetition, and meaningful line length.
4. Menu of Options for Independent Writing Time
-Use the brainstorming tool to brainstorm images of where you are from
-Begin writing your "I am From" poem in the drafts section of your notebook
-Continue writing your "I am From" poem
-Write a new "I am From" poem
-Begin revising your "I am From" poem on the computer, using Microsoft Word
5. Optional Homework: Finish writing your "I Am From" poem.
writers workshop
august 26, 2015
1. Do Now:
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Read the Writers Workshop Challenge to yourself.
2. Complete the Arts Class Elective form.
3. Writing Skill: Crafting my "I Am From Poem"
Writing Challenge: I will craft an inspiring "I Am From Poem" with stanzas, thoughtful repetition, and meaningful line length.
4. Menu of Options for Independent Writing Time
-Use the brainstorming tool to brainstorm images of where you are from
-Begin writing your "I am From" poem in the drafts section of your notebook
-Continue writing your "I am From" poem
-Write a new "I am From" poem
4. Show Ms. Shawn work for the day and put notebooks back
5. Optional Homework: Finish writing your "I Am From" poem.
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Read the Writers Workshop Challenge to yourself.
2. Complete the Arts Class Elective form.
3. Writing Skill: Crafting my "I Am From Poem"
Writing Challenge: I will craft an inspiring "I Am From Poem" with stanzas, thoughtful repetition, and meaningful line length.
4. Menu of Options for Independent Writing Time
-Use the brainstorming tool to brainstorm images of where you are from
-Begin writing your "I am From" poem in the drafts section of your notebook
-Continue writing your "I am From" poem
-Write a new "I am From" poem
4. Show Ms. Shawn work for the day and put notebooks back
5. Optional Homework: Finish writing your "I Am From" poem.
writers workshop
August 24, 2015
1. Do Now:
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Reread the Writers Workshop Challenge from last week to prepare for today's class.
2. Writing Skill: Finding my Inner-Writer
Writing Challenge: I will think about what inspires me, what I'm passionate about, and what are some really meaningful moments and things in my life to discover my inner-writer.
3. Menu of Options for Independent Writing Time
-Continue putting together the pieces of your heart
-Use the brainstorming tool to brainstorm images of where you are from
-Begin writing your "Where I'm From" poem
4. Show Ms. Shawn work for the day and put notebooks back
5. Optional Homework: Finish decorating your Writers Notebook. Continue to work on your "I Am From" poem by brainstorming more imagery ideas with your family members.
a. As a team, have the person sitting at #1 get your writing workshop notebooks.
b. Make sure you have a pencil or pen out so you are prepared.
c. Reread the Writers Workshop Challenge from last week to prepare for today's class.
2. Writing Skill: Finding my Inner-Writer
Writing Challenge: I will think about what inspires me, what I'm passionate about, and what are some really meaningful moments and things in my life to discover my inner-writer.
3. Menu of Options for Independent Writing Time
-Continue putting together the pieces of your heart
-Use the brainstorming tool to brainstorm images of where you are from
-Begin writing your "Where I'm From" poem
4. Show Ms. Shawn work for the day and put notebooks back
5. Optional Homework: Finish decorating your Writers Notebook. Continue to work on your "I Am From" poem by brainstorming more imagery ideas with your family members.
writers workshop
august 21, 2015
1. Do Now:
Look at the image to the left. Think to yourself: What do you see?
2. Writing Skill: Finding my Inner-Writer
Writing Challenge: I will think about what inspires me, what I'm passionate about, and what are some really meaningful moments and things in my life.
3. Listen and watch an example "Where I'm From" poem
4. Explain photo booth expectations
5. Menu of Options for Independent Writing Time
-Design notebooks to begin to discover your inner-writer
-Continue yesterday's work of brainstorming images of where you're from
-Begin writing your "Where I'm From" poem
6. Show Ms. Shawn work for the day and put notebooks back
7. Optional Homework: Finish decorating your Writers Notebook. Continue to work on your "I Am From" poem by brainstorming more imagery ideas with your family members.
Look at the image to the left. Think to yourself: What do you see?
2. Writing Skill: Finding my Inner-Writer
Writing Challenge: I will think about what inspires me, what I'm passionate about, and what are some really meaningful moments and things in my life.
3. Listen and watch an example "Where I'm From" poem
4. Explain photo booth expectations
5. Menu of Options for Independent Writing Time
-Design notebooks to begin to discover your inner-writer
-Continue yesterday's work of brainstorming images of where you're from
-Begin writing your "Where I'm From" poem
6. Show Ms. Shawn work for the day and put notebooks back
7. Optional Homework: Finish decorating your Writers Notebook. Continue to work on your "I Am From" poem by brainstorming more imagery ideas with your family members.
writers workshop
august 20, 2015
1. Do Now:
Choose one of the poems on your desk to read silently to yourself.
As you read, make pictures in your mind of what the author is saying.
2. Set up the Writers Workshop notebook (we will decorate it tomorrow)
Section 1: Writing Skills
Section 2: Brainstorming
Section 3: Entries/ Stories
3. Writing Skill: Creating Imagery
Writing Challenge: I will brainstorm several lists of images to capture where I am from.
Possible Lists Include:
Items found around your home
Items found in your yard
Items found in your neighborhood
Names of relatives, espcially ones that link you to the past
Sayings from your family or friends
Names of foods and dishes that recall family gatherings
Names of places you keep your childhood memories
Tip: Make your lists "sound like home" by using the names and language of your home, your family, and your neighborhood
4. Homework: Bring pictures of your family, stickers, or any other decorating items for your Writers Notebook.
Choose one of the poems on your desk to read silently to yourself.
As you read, make pictures in your mind of what the author is saying.
2. Set up the Writers Workshop notebook (we will decorate it tomorrow)
Section 1: Writing Skills
Section 2: Brainstorming
Section 3: Entries/ Stories
3. Writing Skill: Creating Imagery
Writing Challenge: I will brainstorm several lists of images to capture where I am from.
Possible Lists Include:
Items found around your home
Items found in your yard
Items found in your neighborhood
Names of relatives, espcially ones that link you to the past
Sayings from your family or friends
Names of foods and dishes that recall family gatherings
Names of places you keep your childhood memories
Tip: Make your lists "sound like home" by using the names and language of your home, your family, and your neighborhood
4. Homework: Bring pictures of your family, stickers, or any other decorating items for your Writers Notebook.
writers workshop
august 19, 2015
1. Do Now:
Take the half sheet on your desk. Read through the prompt carefully. Ask yourself: What am I being asked to do for this pre-assessment?
2. Review expectations for test-taking
3. Complete the writing pre-assessment
Writing Challenge: I will write a personal narrative using my best skills to show what I can do as a writer.
Take the half sheet on your desk. Read through the prompt carefully. Ask yourself: What am I being asked to do for this pre-assessment?
2. Review expectations for test-taking
3. Complete the writing pre-assessment
Writing Challenge: I will write a personal narrative using my best skills to show what I can do as a writer.