Writer's Workshop

by pattib7
Last updated 7 years ago

Discipline:
Language Arts
Subject:
Writing
Grade:
3

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Writer's Workshop

MSE Assignment: CCSS Based Lesson Plan

Grade: 3 Narrative WritingMy Favorite Fall Activity Patricia BessetteEDU 707

Day 1

Activator: The class will go for a short walk in the nearby woods, noticing the signs of fall and collecting leaves.

Key Ideas and Concepts: Students will be able to write at least one cohesive paragraph with a minimum of five sentences, relating a personal experience in the season of fall. The writing will include descriptive details, clear event sequences using temporal words and phrases, dialog (inner or outer), and a sense of closure as well as a command of standard English conventions.

Day 2

Day 3

Day 4

Day 5

CCSS Grade Three Writing: NarrativeCCSS.ELA-Literacy.W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.CCSS.ELA-Literacy.W.3.3.aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.CCSS.ELA-Literacy.W.3.3.bUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.CCSS.ELA-Literacy.W.3.3.cUse temporal words and phrases to signal event order.CCSS.ELA-Literacy.W.3.3.dProvide a sense of closure.Conventions of Standard English:CCSS.ELA-Literacy.L.3.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-Literacy.L.3.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CCSS.ELA-Literacy.L.3.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Materials: *Poetry Journal *graphic organizers *pencils *markers

Procedure:

1. Mini lesson: “Powerful Beginnings” or “How to Grab Your Reader From Your Very First Sentence”.2. The teacher will reread the prompt and call upon students to share their ideas and graphic organizers. 3. Writing: The children will write a draft of their personal narrative on paragraph template paper.The teacher circulates around the room, noting powerful opening sentences, supporting lower-ability writers as necessary.5. Share: The teacher will invite some students to share their first sentences.

1. Mini lesson:Reminding the students of the importance of a powerful beginning, the teacher will then ask for ideas as to how to keep the reader interested (vivid details). The students will also be reminded to “talk” to their reader to add voice to their writing. The new concept will be inner and/or outer dialog and the proper punctuation of such. Students will show what they are feeling by describing their actions rather than just telling. 2. Writing: Students will revise their writing to make it stronger with dialog and vivid details.The teacher supports the lower-ability writers during this time.3. Proofing: Once a student has revised their work, they may have a peer buddy-edit it.4. Share: A few exemplary students share their works in progress.

1. Mini lesson: publishing our best work using technology (Glogster).2. The children will do a final proofread of their final draft by reading each word out loud as they point to it with their finger.3. When they are satisfied that it is their best work by double checking the rubric, they will type their story onto a Glog and add pictures and other media as appropriate.4. The class will share their narratives with other classes.

1. Mini-lesson: How to give a sense of closure to a narrative. A few students will share what they have so far (some exemplary, some mystery authors that need tweaking). The group will help tweak the culminating sentences to make them interesting and varied, not just, “And that’s the end of my story,” sort of thing.2. Writing: Students will revise their writing for a stronger ending.3. Share: The exemplary students will share their endings to close the lesson.

References:Dunkle, C. (2012). Leading the common core state standards: From common sense to common practice. Thousand Oaks, Calif.: Corwin.English Language Arts Standards » Writing » Grade (2014). Common Core State Standards Initiative. Retrieved September 25, 2014 from http://www.corestandards.org/ELA-Literacy/ W/3/.Elk Grove Unified School District. (2012). Retrieved September 25, 2014 from http://ndcurriculuminitiative.org/media/ common_core/ela/ grade_3_elkgrove_rubrics.pdf

1. Mini lesson: The teacher will reread the poem of “Summons” by Eileen Burnett. Then the teacher will read the prompt.2. Planning: The children will visualize, draw, or list their favorite fall activities.Then they will turn and talk to their shoulder buddies about their experiences.Next they will complete graphic organizers to plan their writing.3. Share: a few of the exemplary plans will be shared by their authors.

The Poem:SummonsBy Eileen BurnettSome geese fly high;Some skim low;Across the sunset,Ready to go.When the moon risesThey will flockAcross the face ofAutumn’s clock.

AssessmentRubricshttp://ndcurriculuminitiative.org/media/common_core/ela/grade_3_elkgrove_rubrics.pdfDocument Source: Elk Grove Unified School District, Elk Grove, CA

The Prompt:What is your favorite thing to do in the fall? Write at least one paragraph, in your best penmanship, telling all about the experience.

FCAs(Focus Correction Areas)penmanship (5)indent (5)ideas (20)organization (20) three details (30)conventions (30)

GraphicOrganizersBrainstormPeer ConferenceParagraph Template

Rubrics provide teachers with information about their students that "support and improve classroom instruction." Dunkle, 2012


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