Grade level: Fourth Grade Writing Lesson Name: Grading Periodcurriculum.austinisd.org/schoolnetDocs/languageArts... · Querida Susi, querido Paul by Christine Nöstlinger El viejo

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Grade level: Fourth Grade Writing Lesson Name: First 20 Days of Writing - Week 1 Grading Period: 1st 9 Weeks, Arc 1 Estimated timeframe: Dual Language – Spanish Language Arts, 10 days (Aug. 24-Sept. 4), 30-35 min. daily

Monolingual – 5 days (Aug. 24-28), 60 min. daily These lessons are appropriate for both Monolingual teachers and Dual Language teachers.

Lesson Components

Lesson Objectives: Students will begin collecting ideas for a personal story in their Writer’s Notebook. They will do a

few Quick Writes about possible topics and decorate their Writer’s Notebook to reinforce that these are personal collections of ideas.

Language Objectives: The students will use academic language to brainstorm ideas and discuss their ideas orally

before writing.

Prior Learning: Students can generate ideas for writing by drawing, sharing ideas and listing key ideas.

Standards(Texas Essential Knowledge and Skills):

4.18 Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. 4.18B write letters whose language is tailored to the audience and purpose (e.g., a thank you note to a friend) and that use appropriate conventions (e.g., date, salutation, closing) 4.18C write responses to literary or expository texts and provide evidence from the text to demonstrate understanding

4.27 Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. 4.27A listen attentively to speakers, ask relevant questions, and make pertinent comments 4.27B follow, restate, and give oral instructions that involve a series of related sequences of action comments

4.29 Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. 4.29A participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others

College and Career Readiness: Generate ideas and gather information relevant to the topic and purpose, keeping careful records of outside sources. Develop effective speaking styles for both group and one-on-one situations. 1. Participate actively and effectively in one-on-one oral communication situations. 2. Participate actively and effectively in group discussions. Listen effectively in informal and formal situations. 1. Listen critically and respond appropriately to presentations. 2. Listen actively and effectively in one-on-one communication situations. 3. Listen actively and effectively in group discussions.

Essential Questions: How can your Writer’s Notebook help you generate ideas for writing?

How can you learn by listening to others’ writing ideas?

How can you develop your writing ideas by sharing with a partner?

What do writers do during Writing Workshop?

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Enduring Understandings: To write effectively in a given genre, a writer must understand the unique features of the genre.

A writer’s notebook is a place to collect ideas for writing topics, words, phrases, or sentences from mentor texts, and students’ thinking about topics and ideas. A writer’s notebook is a place to experiment with topics, genres, styles, perspectives, tone, etc.

We get ideas for writing by listening to and sharing with fellow writers. Writing partners offer thoughtful suggestions based on their own writing experiences.

In a Writing Workshop, writers explore ideas, orally and in writing, on a daily basis. They think, write, read mentor texts, discuss, revise and edit. Ultimately writers publish their writing for an audience.

Vocabulary Essential: prewriting, active listening, peer sharing

Supporting: Writing Workshop, Writer’s Notebook

Lesson Preparation

Professional Resources:

Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard

Launching the Writer’s Workshop by Lucy Calkins

Writing Workshop: The Essential Guide by Ralph Fletcher Materials to decorate notebooks:

Magazines

Various art supplies (paper, ribbon, etc.)

Liquid glue

Clear contact paper Teacher Writer’s Notebook decorated filled with things that connect to memories and/or special things to you as a writer such as photographs, ticket stubs, etc. Mentor Texts: (Make sure to read these books ahead of time to mark places for questions and discussion.) The Perfect Spot, by Robert Blake What You Know First by Patricia MacLachlan. Querida Susi, querido Paul by Christine Nöstlinger El viejo reloj by Fernando Alonso Xochitl, la nina de las flores by Jorge Argueta Con carino, Amalia by Alma Flor Ada Heart Map Template- see anchor below and template at the end of this lesson

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Anchors of Support

Turn and Talk Expectations Chart

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Good Listener Expectations Chart

We should also be:

Writing in our Writer’s

Notebooks

Drafting

Conferring

Peer Sharing

Revising

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Differentiation

strategies

Special Education: Provide written objectives, TEKS, essential questions, and academic vocabulary for the day. Extend process time through quick writes, think-pair-share, or structured wait time. Offer sentence stems. Break down steps and/or simplify directions. Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities. Sentence stems to help with generating questions

Extension for Learning: Have students create a virtual Writer’s Notebook in Evernote (see https://evernote.com/contact/support/ for tips on creating an account) or in Google Docs.

21st Century Skills

CREATIVITY AND INNOVATION Think Creatively • Use a wide range of idea creation techniques (such as brainstorming) • Create new and worthwhile ideas (both incremental and radical concepts) • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts

Work Creatively with Others • Develop, implement and communicate new ideas to others effectively • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work

English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson Cycle

Engage Gather the students onto the carpet or use a document camera to show your own personal Writer’s Notebook filled with things that connect to memories and/or special things to you as a writer such as photographs, ticket stubs, etc. Display your Writer’s Notebook to the students explaining that: “Writers use a special notebook for gathering ideas. I have collected ideas and information from my world such as…” Point out several items you have included in your notebook and how you use them to generate your thoughts in writing. Remind students to start gathering and bringing in things from home that they can use to decorate their notebook later in the week. A note to parents about the notebook is attached at the end of this document.

Lesson stages

Day 1 -Introduction to Writing Workshop/Prewriting with a Heart Map Introduce students to the schedule of the daily Writing Workshop using the following anchor chart:

Explain to your students the expectations and procedures of the Whole Group Mini Lesson:

- Voice levels are silent - Eyes on speaker - Active listening

Writing Workshop Schedule:

Whole Group Mini Lesson - 10-15 minutes

Practice with a Partner or Independent Writing - 45-50 minutes

Whole Group Closing and Share - 5 minutes

Austin ISD Updated July 2015

Reinforce these expectations over the next several days, reminding students of the expectations before every Whole Group Mini Lesson. SE Focus Lesson Explain to the students that they will write today about what is special to them using Georgia Heard’s Heart Mapping technique (shown at the end of this document.)

1. Show students the Heart Map Template, or create your own. Start from the center of the heart, placing the most important person, place, or thing in the center of your heart. Then, work your way out using specific words in each section. Be sure to talk about each section as you’re placing it on your map (e.g., “I always saw my grandparents in December. Therefore, I’m going to write ‘December with Grandma and Grandpa’ in my heart since I have so many memories of spending time with them at that time of the year.”)

2. Take time to answer students’ questions before passing out a blank heart map to each student. Encourage students to color in sections of their heart (e.g., they might want to color code it: purple for people, green for places, blue for things, yellow for ideas) once they’ve filled in all of the sections.

ACTIVITY 1 Have students work with their partners/bilingual pairs to Turn and Talk about what things they are going to include in their Heart Maps. Teach your students how to ‘Turn and Talk’ using the guidelines addressed in the Anchors of Support section above. A suggestion would be to time the Turn and Talk. Begin with one minute and work to increase the time depending on your students. Model this procedure with another student, and have them practice this strategy with their own partners/bilingual pairs while you monitor. Some guiding questions could be :

What memories have you stored in your heart? (They don’t have to be BIG or exciting memories. For example, the smell of molasses cookies baking in the oven at my grandmother’s house is an important memory to me because it was something she would always do.)

What people have been important to you – and why?

What are some experiences or events that you will never forget?

What things or objects are important to you -- for example, a tree in your backyard or a stuffed animal, etc.? What’s at the center of your heart – you might want to place the most important people, memories, and experiences in the center?

ACTIVITY 2 Now have students complete their own Heart Maps independently. Before they begin working, explain that this stage of the Writing Workshop is “Practice with a Partner or Independent Writing” Display an anchor chart outlining the ‘Expectations for Practice with a Partner or Independent Writing’ and what it looks like and sounds like within the classroom. You may use the ideas in the ‘Work on Writing’ anchor chart found in the Anchors of Support section above. Explicitly teach and model what you want your students to do during this time. Be prepared to repeat this process several times during these first 20 days so your students will master this critical expectation and procedure.

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Day 2 - Heart Map Quick Write

Remind students of the Expectations of the Whole Group Mini Lesson. SE Focus Lesson Remind students of the previous day’s writing activity of starting a Writer’s Notebook with their Heart Maps by sharing your Heart Map again. Explain that today during the Whole Group Mini Lesson, you will model a Quick Write from your Heart Map. Choose one memory from your Heart Map, and model writing about that memory for about five minutes. Teach students that in a Quick Write, students respond to a question or prompt by writing down whatever comes to their minds without organizing it too much or worrying about grammar. Use “think alouds” to model what your Writer’s Brain is thinking during this writing. Let students know that “Quick Writes are writing to find writing, not planning or thinking through the writing before the words hit the paper. It is writing for the surprise of not knowing you were going to write what you wrote. ” ACTIVITY 1 Have students work with their partners/bilingual pairs to Turn and Talk about what memory from their Heart Map they will use for their Quick Write in their Writer’s Notebook. Practice and reinforce the ‘Turn and Talk’ Expectations from the day before. Again, you can use a timer to manage the length of the discussion using your judgment about gradually increasing the time over the next several days. Note: Throughout all five days, the teacher will be actively monitoring student pairs during Activity 1, clarifying instructions, checking for understanding and scaffolding as necessary. This is a student-centered learning time with partners/bilingual pairs and groups of students doing the talking and writing. ACTIVITY 2 Remind students about the Expectations of Independent Writing on the anchor from the previous day. Have students complete their own Quick Write independently. Have students only write for about five minutes, adjusting the time to fit your classroom. Note: Throughout all five days, the teacher will be conferring with students while they are writing independently or with a partner. During these conferences, students share their thinking and writing in brief one-on-one sessions with the teacher. The teacher listens to the student explain what he has done and offers advice to help the writer. The conference log attached at the end is a sample of record-keeping for writing conferences. Peer Sharing Introduce this part of the Writing Workshop by explaining to students they will share their Quick Writes with another student pair. Emphasize that the students will be good listeners and use correct voice levels. Peer Sharing Expectations include:

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* Note: The teacher will change the type of feedback listeners give to their peers over the course of the year, as your writers learn more about what to listen for in good writing. At the beginning of the year, a good way to build positive energy and create a safe place for writers to share is to have writers begin by saying what they like about the writing. Have students take turns reading aloud their Quick Write to the small group (pair of pairs or table group). Students who are reluctant to read their own writing should not be forced to read, but rather suggest that you or another group member read it instead or not at all. Our goal is to create a safe environment for writers to feel comfortable with sharing. Whole Group Closure Tell students that during Whole Group Closure, you will ask them what they heard today while listening to their writing groups. Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their writing. You can also pose a question that directly relates to the writing objective for that day. Remind students about collecting personal items from home to decorate their Writer’s Notebook on Day 5.

Day 3 - Writer’s Journey Quick Write

Remind students of the Expectations of the Whole Group Mini Lesson. SE Focus Lesson Begin today’s workshop by telling your students that today will be a little different than the previous days. Today you will have the workshop outside, so preparing them with outdoor classroom expectations is a must before continuing.

Peer Sharing:

Take your notebook and pencil. Move quickly to your partner and find a place

to work.

Sit facing each other.

Decide who will read first and begin immediately.

If you are the listener, look at the reader and listen carefully.

The reader will read his/her writing twice.

After reading, listeners say what they like about the writing.*

Be specific when giving feedback.

Switch jobs. The listener becomes the reader and the reader now listens and

gives feedback.

When we go outside to learn:

Stay with the group.

Listen with your full attention.

Follow directions.

Do your best learning.

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In advance, choose a spot outside that has distinctive landmark features such as a tree, bench, fence, etc. that students can safely go to. If your campus has an outdoor classroom, this would work as well. Gather your students outside with their Writer’s Notebook, and instruct them to go to the landmark. Do not tell them how to go there. Don’t tell them it is a race, or give them any instructions about what to do. What you will notice is that some students will race, others will take their time, and some will walk directly or even wander aimlessly. When all students have reached the landmark, point out the different ways the students took to get there. Tell them that they even though they took different methods to get to the landmark, they all got to the same place just in different ways. Make the connection that writing is the same thing in that the students may take different paths, at different paces but we are all going to end up in the same place with our writing pieces. This is a great community building piece to do with your students that connects well with SEL strategies. At this point, you can take your class back inside if the learning environment is not conducive to your classroom. Gather your students around you and read aloud The Perfect Spot, by Robert Blake. (Make sure you read this book ahead of time to mark places for questions and discussion.) In this book, a father and son search for the perfect spot for Dad to paint and his son to look for the sphinx caterpillar and the cricket frog. Connect the idea that sometimes writers need to find that perfect spot to write, and encourage your students to find that perfect in your classroom to write. Also, connect this to the writing process by pointing out that the father and son took different paths, and they will as well take different paths with their own writing journeys this year. ACTIVITY 1 Practice and reinforce the Turn and Talk Expectations from Day 1. Again, you can use a timer to manage the discussion increasing the time gradually over the next few days. Have students work with a different partner today to Turn and Talk. The students will participate in a Kagan Strategy called “Stand Up, Hand Up, Pair Up” as outlined below: 1. All students stand up and put their hands up. 2. Students mingle, mix, practice meeting and greeting, and find a partner with a hand up. 3. Students sit and put their hands down. 4. With their new partner, have them Turn and Talk about their experience with getting to the

landmark, and how they feel about writing this year. 5. Remind students of voice levels and the movement expectations within the classroom.

ACTIVITY 2 Remind students about the Independent Writing Expectations on the anchor chart from Day 1, and have students complete their own Quick Write independently about what they talked about with their partner. Have students only write up to five minutes, adjusting the time to fit your classroom needs. Write your own Quick Write on a chart or in your notebook and display your writing while the students write. This shows them that you are a writer too and gives them a scaffold for how this writing should look or sound. Peer Sharing Remind students to be good listeners, and use the Peer Sharing Expectations anchor to model and review these expectations. The students will now share their Quick Writes with another student pair.

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Have students take turns reading aloud their Quick Write to the small group (pair of pairs or table group). Students reluctant to read their own writing should not be forced, but rather suggest that you or another group member read it instead or not at all. Whole Group Closure Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their writing. Remind students about collecting personal items from home to decorate their Writer’s Notebook on Day 5.

Day 4 - Generating Writing Ideas in a Quick List

Remind students of the Expectations of the Whole Group Mini Lesson. SE Focus Lesson Begin today’s workshop by modeling a Quick List strategy in their Writer’s Notebooks. Model the strategy by drawing three columns, and labeling them “Name, Adjectives, Anecdote or Memory” as shown below:

Name Adjectives Anecdote

Mom Loving, helpful, chef Bug collection project

Model this list with a few names, adjectives to describe that person, and an anecdote that goes with that person on your own. Explain that the students can use immediate family members, friends, and even pets within their lists. Give students several minutes to generate their ideas. Remind students that each person on the list could be an idea for a writing draft. ACTIVITY 1 Practice and reinforce the Turn and Talk Expectations from Day 1. Again, you can use a timer to manage the discussion using your judgment on how long you want your students to talk. Have students work with a different partner today to Turn and Talk. The students will participate in a Kagan Strategy called “Mix, Pair, Share” as outlined below:

1. Students mix around the room. 2. Teacher calls “Pair!” 3. Students pair up with someone closest to them and gives them a high five. 4. A variation could be that the teacher can play music, and when the music stops the student

closest to them becomes their partner. With their new partner, have them Turn and Talk about one person (or pet!) on their Quick List that they would like to write about. ACTIVITY 2 Remind students about the Independent Writing Expectations on the anchor from Day 1, and have students complete their own Quick Write independently about what they talked about with their partner. Have students only write up to five minutes, adjusting the time to fit your classroom. Write your own Quick Write on a chart or in your notebook and display your writing while the students write. This shows them that you are a writer too and gives them another scaffold for how this writing should look and sound. Peer Sharing Remind students of the Expectations for Peer Sharing. The students will now share their Quick Writes with another student pair.

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Have students take turns reading aloud their Quick Write to the small group (pair of pairs or table group). At this point you should encourage reluctant writers to share something with their peer sharing group. They may not want to share everything they wrote, but encourage them to share one or two sentences. Whole Group Closure Have student volunteers name one thing that stood out to them while they were listening to their peers read aloud their writing. Remind students about collecting personal items from home to decorate their Writer’s Journal on Day 5.

Day 5 - Personalizing the Writer’s Notebook

On this day, allow students to decorate the covers of their Writer’s Notebook using materials from home or in the classroom. Be prepared for students who do not bring anything from home for decorating. Have magazines and other art supplies handy for these students. When students are finished, the front cover of the Writer’s Notebook can be sealed with clear contact paper. While students are decorating their notebooks, read aloud What You Know First by Patricia MacLachlan. In this book, a girl must leave her prairie home and everything she has loved first in her life. Connect this girl’s experience with all the experiences that the students are beginning to collect in their Writer’s Notebook with the cover, the Quick Lists, and the Quick Writes they have done this week.

Closure Activity

To end this week, have the students share in small groups their covers of their Writer’s Notebooks. Some guiding questions could be:

Why did you choose these things to decorate your cover?

How is your Writer’s Notebook going to help you with your writing?

Check for Understanding (Evaluation)

Formative: Teacher observations with Turn and Talk activities, and monitoring independent writing for completion and/or writing on topic. Summative: Teacher observations with completion and/or writing on topic of Heart Map, Quick Lists, Quick Writes, and Writer’s Notebook.

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Heart Mapping: Writing from the Heart What’s special in your life? Fill this heart with people, places and memories that are most

important to you. Be creative with shapes and sizes and color code using the key below.

Things I do in my free time: blue Places I’ve lived in/visited: green

People I care about: purple Favorite memories: yellow

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___________________ Writer’s Conference Log

Date Writing Stage Genre or Topic Observations Goals

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

__ Prewriting

__ Drafting

__ Revising

__Editing

__ Publishing

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