Professional Documents
Culture Documents
6 7 8 9 10
L 6 and Selecting a L7 Revising Leads
WEEK 2 L8 Writing Discovery
Seed Idea A C L9 Revising
Drafts M
Endings M
13 14 15 16 17
L- 10 Taking Charge
of Our Own Writing, L- 11/12 Timelines:
WEEK 3 A Planning and L 13 Writing From
Developing C/C Inside a Memory A
27 28 29 30 OCT 1
L14 Writing in L15 Developing the
WEEK 4 L16 Using Editing
Passages of Heart of the Story
(Revision) Checklists
Thought- Intro to P M
A
M
4 5 6 7 8
WEEK 5 Read lesson #17
Editing Celebration
Publishing
Intention: To invite children to become writers and to teach them a strategy for generating
personal narrative entries. It will be suggested that writers often think of a person, brainstorm
focused stories of times with that person, then sketch and write one of those as stories.
Connection:
• Build your children’s identities as writers by exclaiming over the stories they’ve told.
• Build your children’s enthusiasm for writing and explain writing workshop.
• Name the teaching point: “ Today you will teach them a strategy for generating personal
narratives.” (Show “Strategies” Chart- p.3)
Teaching:
• First, teach children the contexts in which a writer might use the strategy you are about to
teach. Then, teach the strategy: one-way to generate personal narrative writing.
• Demonstrate the step-by-step process of using the strategy. In this case, think of a person, list
focused memories related to that person, choose one of these stories, then sketch and story tell
it. (Chart your example- p.4/5)
• Tuck bits of advice into your demonstration. In this case, tuck in pointers about envisioning
your story and sketching it quickly.
• Debrief. Help children recall the situation in which writers would use this strategy and the
sequence of actions the strategy requires.
Active Engagement:
• Set children up to try the strategy. First help them imagine themselves in the situation that
calls for the strategy. Then lead them through the steps you’ve demonstrated. (Refer to
“Strategies” Chart- p. 7)
• Debrief. Share the good work one child has done in a way that provides yet another model.
Link:
• State your teaching point. Remind children that whenever they want help thinking of a true
story, they now have a strategy they can use.
• Send children off to write, reminding them of your expectations for their independent work.
Benchmarks:
5A: Writes for a purpose and selects the genre accordingly.
4F: Use tools (writer’s notebooks, webs, t-charts, outlines, flow charts) for
collecting ideas, experimenting, planning, sketching, or drafting.
Continuum:
Technology:
Intention: To show children that one way writers draft is by writing fast and long in order to
get a whole story down on paper as it comes to mind.
Connection:
• Remind children of the work they’ve done so far in the process of drafting, and tell
them they are ready to go one step farther.
• Name the teaching point. In this case, teach children that some writers fast-write
discovery drafts to get their story out on paper.
Teaching:
• Use a metaphor to tell children that writers sometimes fast-write a discovery draft.
Tell how this is done and show an example. (Student Sample: p. 85)
Active Engagement:
• Recruit children to be willing to write discovery drafts and channel then toward being
ready to start this work. “To get started, reread the lead you already copied onto page
one of your drafting booklet… p. 86”
Link:
• Remind writers of what you’ve taught today and tell them they can use this new
strategy for the rest of their lives.
Benchmarks:
5A: Writes for a purpose and selects the genre accordingly.
Continuum:
Writes organized nonfiction pieces with guidance.
Technology:
Intention: To remind children that writers edit to make our writing exactly how we intended
it to be for readers. Checklists can help.
Connection:
• Create a context for today’s lesson by talking about self-help books that fill
bookstores and top best-seller lists.
• Name your teaching point. Specifically, tell children that writers use editing checklists
to remind us of strategies we can use to edit our writing.
Teaching:
• Tell children they each have a personalized editing checklist. Demonstrate how to
read through a draft, using an item on the checklist as a lens. (See p. 170)
Active Engagement:
• Ask children to read through their draft with their partner, focusing on one item on the
editing checklist.
Link:
• Remind children that they can use this strategy forever when they write.
Benchmarks:
4H: Edit for spelling, capitalization, punctuation, and grammar.
Continuum:
Edits for punctuation, spelling, and grammar.
Uses criteria for effective writing to set own writing goals with guidance.
Technology: