This lesson focuses on developing students' narrative storytelling skills through a writer's workshop. Students will review their writing goals and check their progress. They will then write a descriptive story using details to "show" rather than "tell" the story. The teacher will provide formative feedback to individual students on how their writing compares to their goals.
This lesson focuses on developing students' narrative storytelling skills through a writer's workshop. Students will review their writing goals and check their progress. They will then write a descriptive story using details to "show" rather than "tell" the story. The teacher will provide formative feedback to individual students on how their writing compares to their goals.
This lesson focuses on developing students' narrative storytelling skills through a writer's workshop. Students will review their writing goals and check their progress. They will then write a descriptive story using details to "show" rather than "tell" the story. The teacher will provide formative feedback to individual students on how their writing compares to their goals.
This lesson focuses on developing students' narrative storytelling skills through a writer's workshop. Students will review their writing goals and check their progress. They will then write a descriptive story using details to "show" rather than "tell" the story. The teacher will provide formative feedback to individual students on how their writing compares to their goals.
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Subject/Grade: Language Arts 2/3 Lesson/Date: December 8.
2020Time:1 hour
Stage 1: Desired Results
Lesson This lesson is session 5 of a writer’s workshop series in which students will work to develop Overview: narrative storytelling skills. The focus of this lesson is to have students review their writing goals and perform a mini check-in on their work to see how it has progressed. The lesson begins with a review/ anchor chart build of how we can “show” a story instead of “telling” a story. Afterwards students review their individual writing goals and compare them to their own writing to decide if they have made progress with their work. Students are then asked to write about a small moment using as much detail as possible, while referring back to their goals. At this point the teacher will circulate and review with certain students where their writing is at in comparison to their goals. The lesson ends with an exit slip, during which students will answer two questions about the writing they did. GOs: Students will: Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. (GLO 2 from Grade 2 POS)
SOs: Students will:
Structure texts and create narratives (2.4) use own and respond to others’ ideas to create oral, print and other media texts (2.4)
Learning Students will:
Objectives Review the expectations for their writing Review their writing goals Check in with their writing goals Work to write a descriptive story that “shows” not “tells” Demonstrate an understanding of how to write a narrative story Demonstrate the work ethic/stamina to write continuously
Stage 2: Assessment Evidence
Formative Formative assessment was Summative N/A Assessment done previously before this Assessment lesson and will be used for the teacher to focus on certain students during writing time Formative assessment can also be done afterwards in two ways: with the exit slip, or by reviewing the writer’s workshop sheets again.
Stage 3: Learning Experience
Prior to Organize anchor charts about Resources: Student’s work for formative Lesson: “ideas/tips for when I get stuck assessment while I’m writing” and Lucy Calkins “showing a story vs telling a Anchor Chart story. Exit Slips Have writer’s workshop sheets printed out Have student checklist printed out Subject/Grade: Language Arts 2/3 Lesson/Date: December 8. 2020Time:1 hour Have exit slips printed out Performed formative assessment on student’s previous work. Time: Content/Description Differentiation/ Assessments: Introduction: 9:40- Review of Previous Concepts/New Learning: 9:45 We haven’t done writer’s workshop in a while so let’s look back at some of the things we have been learning about. - Writing true stories - Focusing on small moments and adding lots of detail - Using my 5 senses to add details - Working to create a mind movie with our writing - Writing like grade 2/3 writer’s do - Writing about people or places Explain that today we’re going to begin by reviewing how we can write really detailed stories and then we’re going to go over some ideas for when we get stuck with writing. After that we’re going to go over our writing goals and then we’ll start writing. 9:45- Transition: Go to anchor chart, begin with the “Showing a story, not telling 9:47 it”. Have students grab their writer’s workshop duotangs Body: (9:47- Direct Instruction: Anchor Chart Making Formative 10:00) (Note: Anchor charts are semi-made so that student input is included) Assessment: can be Begin with the anchor chart titled “Showing my Stories not Telling done here with Them” evaluative listening - The chart will have one side filled in that has a simple sentence, to look at students’ and the other side in a different column labeled “Show my verbal answers Stories” - Have students suggest ways/sentences you can use to change the Differentiation: by sentences from simple to detailed having anchor - Remind them that if they get stuck for detail they can try and charts written out think of their 5 senses, use dialogue and adjectives together it should - The 4 basic sentences are: emphasize the I went outside to play message to I was so excited students. By having I was hungry the anchor charts I was sad visible for students Once done with one anchor chart flip over to the other one titled to look at while “When I get stuck I can….” And then halfway done “Some ideas I they are writing it can write about...” allows them to use - Remind students that “I can’t think of anything else to write is it as a tool to assist not an excuse. Everyone has tons of really amazing stories. them. There is always more to write” - Ask students for strategies they can use when they get stuck during their writing and write them down on the anchor chart. Examples could be: Look at the charts in the room for ideas Set a mini goal for myself like to write for the next 5 Subject/Grade: Language Arts 2/3 Lesson/Date: December 8. 2020Time:1 hour minutes straight Re-read my old writing to look for inspiration Add detail to my story by using my 5 senses and adjectives - Once finished the top half, move to the bottom half and ask students for ideas that could help people write true stories. Some examples could be: A time when I was really excited for something A person I look up to A place I like to visit A bad day at school The best meal I’ve ever eaten My birthday last year Explain to students that during their writing they are more than welcome to come up to the anchor chart and look back at them for ideas/inspiration and advice. 10:00- Transition: Have students open up their duotangs and look at their writing 10:02 goals. 10:02- Learning Activity: Goal Inquiry/ Self-Evaluation 10:10 Explain to students that before we get started writing we are going to look at our writing goals. Explain to students that you would like them to look through their previous writing, choose the one that they think is their best writing and then think about whether or not they are achieving their goal in that writing. Explain to students that this is a silent process. Set timer for 5 minutes. Discuss with students how it can be really hard to write good writing, and that writing just like any other skill needs to be worked on in order to see improvement. Use a metaphor example to demonstrate how reviewing our goals can help us become better writers (Ex. I’m trying to become better at dodgeball and my two goals are to get better at aiming and get better at dodging. By checking in with my goals while I’m playing dodgeball, I can ensure that I am doing my best). Tell students that when they start writing in a moment, you want them to keep their writing goals in mind. Tell them that you will be reading these writer’s workshop entries later and looking to see if their working to achieve their writing goal. 10:10- Transition: Have students choose which writer’s workshop sheet they would 10:12 like to work with. 10:12- Learning Activity: Writing: Formative 10:28 Have students take a deep breath in, and a deep breath out. Ask them Assessment: to clear their minds and get in that writing mindset. Review the Students expectations during writing time. Remind students that they can workbooks can be look back to the anchor chart for advice and to keep in mind looked through their writing goal. afterwards to Have students begin writing, set timer for 13 minutes. formatively assess While students are writing, use your previously done formative if students are A) assessment to work with students who need extra help, are reaching their struggling with narrative writing or are having a hard time writing goals and Subject/Grade: Language Arts 2/3 Lesson/Date: December 8. 2020Time:1 hour focusing. B) demonstrating the ability to write true narratives. Differentiation: Using the previously done formative assessment the teacher can pick out students who require extra assistance. 10:28- Transition: Have everyone put their pencils down and focus back on the 10:30 front. Consolidation: 10:30- Review of Key Concepts/Point to Next Class: Formative 10:40 Thank students for writing so well, mention again that you’re going Assessment: By to be going through everyone’s stories to see where they’re at with having students fill their writing goals. out an exit slip it Explain that before they go for recess you would like to know gives the teacher a where they think they’re at with their writing goals glimpse into where Handout exit slips the student thinks Explain to students that you would like them to read over their their own work is own writing and then afterwards you would like them to fill out at. These exit slips the exit slip. The first box with the happy pineapple is something can be used to help that they did really well in their writing, and the second is direct further something that they still need to work on. instruction/ Ask students to answer these honestly and take them seriously differentiation. because you’re going to be reading them later. If there’s extra time at the end, students may share their narrative writing. Stage 4: Reflection 1. How the students responded to the lesson as planned and taught: 2. Specific strengths of the lesson plan and delivery: 3. Specific weaknesses in the lesson plan and delivery: 4. What must be addressed to improve this plan? 5. How I have grown from this teaching experience: