1 st Grade Writing Workshop Unit: The Craft of Revision

Transcription

1 Goals 1.Strands a. Teaching Points UNIT GOALS: 1. Writers study authors and poets they admire and try-on the author s craft in their own writing. 2. Writers understand the characteristics of many moments stories vs. small moments stories. 3. Writers use words that describe (show, not tell). 4. Writers revise leads and conclusions. URGENT UNIT NOTES: 1. The writing units will not be rewritten this year. This updated version only includes the unit goals and notes added, everything else will remain the same. 2. This unit is a combination of the Authors as Mentors unit and the Craft of Revision unit. Since the writing units are not being rewritten this year, you will notice that this unit is still in its original format of two unit maps. You will need to pick and choose teaching points from both maps based on the needs of your students and the goals of the unit. 3. Save several copies of student work: A copy of the last published piece, a piece with a revision strip attached or a carat with a sentence or two inserted, as well a piece that only has 1-2 sentences on each page, and/or a piece that has a poor beginning, or middle sequence. Collecting: days Session 1: Introducing Revision (LC Session 1) TP: Writers revise a previously written story by rereading to add more details. Materials: Purple Pens (needed in almost every ssession in unit) Students need the copy of the published piece for this lesson. Make the Writer s Revise Chart: see page 5. Session 2: Adding into the Middles of Texts (LC Session 2) TP #1: Writers will reread and make a plan to add on to the end of their story. Students will need a previous piece that has a poor ending or no ending. Materials: Revision flap possibly (needed in most sessions in unit) Add We add missing information to the Writers Revise chart.

2 TP #2: Writers will reread to identify where to add into the middle of their texts by adding a flap. **Note this is a Maxi-Lesson Lesson Ideas: Model with your own piece on chart paper as a group by rereading and finding out where to add a flap, model adding in a giant flap. Then model again with a simple page from the middle of one of your stories written in booklet form, modeling how to specifically add the flap into the middle with tape. Then active engagement pass out a copy of another middle page from the same story example you used before and have students work in partners to write and add the flap into the story page. Session 3: Adding Dialogue (LC Session 3) TP #1: Writers learn purposes and strategies for adding dialogue. The purpose of adding dialogue is to make characters in our stories express themselves (talk). The actual words a character says is the dialogue. Add on We add dialogue to the Writers Revise chart. Quotation marks will be the focus of the next day s lesson. Today we want them to just add in the words of the dialogue, then tomorrow we will go back to the dialogue to add in the quotation marks. We are setting the foundation. Some students will already apply that convention skill and that s great. ***Do not use the after-the-workshop share you will use this as the next day s lesson. ****You may want to take more than one day on this. TP #2: When writers add dialogue they use quotation marks as a symbol for talking. Lesson Ideas: Use the After-the-workshop share as the lesson on page 25. Session 4: Revising by Taking Away (LC Session 4) **Optional TP: Writers notice when they repeat details over and over and choose to take out the repeating details. Session 5: Small Moment Review if you choose Review your favorite or necessary mini-lesson(s)from the Small Moments unit of study.

3 **Review Writers Big Idea plan, writing idea list from small moment unit. New Ideas for Mentor Texts: Come on Rain by Karen Hesse I Fly by Anne Rockwell Session 6: Planning Revision TP: RE-Vision RE=Reread carefully Vision= Assessing (Seeing) what needs to be done to make your writing better or the best it can be. Teach students how to use the sticky strategies to show their plans for writing. Lesson Ideas: Model with one of your own personal stories by rereading to find out where to add details, show where you plan to add details by using a + sign written on a small sticky note near the area details are needed. Also model adding missing words by using a carat while rereading. Active engagement idea: give students a copy of the last page of your story and have them work with a partner to discuss where to add details, then pass out small sticky notes to the partners and have them put it where they want to add the details. Also have them do the carat strategy on that same page. Independent writing time: each student goes off to reread and put carats for missing words and sticky notes in for where they want to add details. This is all for this day. The next day students will actually write in the details they want to add. Share idea: Have students come back to circle to share one sticky note and say the detail they plan to add. The share written by Lucy will be used in the next lesson. Day 9- Lesson Idea: Model with your planned revisions from yesterday on how to add in the missing details to the story with a revision strip. Then see the after-the-workshop share for the revision checklist idea. Session 7: Revising Leads (LC Session 6) TP#1: Authors write great beginnings (leads) and we can revise our own stories by adding a great beginning (lead). Lesson Ideas: Discuss that beginnings are also known as leads in writer s terms because they are the words that lead a reader into the story.

4 Mentor Texts: A Chair for My Mother by Vera B. Willialms, Owl Moon by Jane Yolen or any other story with a good lead. Also see page 50 for more texts. Maybe it would be helpful to focus on writing leads that show the weather or tell the time of day, season, year, etc. TP #2: Same mini-lesson idea again. Lesson Ideas: Students should pull out a different piece to try changing the lead on. Also they might switch their lead strategy. Session 8: Teaching Children to Confer About Writing (LC Session 7) TP: Writers hold revision conferences to share their plans for revision strategies they are going to use to make their writing better. Lesson Ideas: Put your revision chart on a card format for students to keep in their folders and for them to use as a guide while conferring with a partner. Session 9: Showing, Not Telling (LC Session 8) TP: Writers revise to make their stories better by using words that show, not tell. Focus on the show, not tell part. **Review the 5 senses from unit 2 small moments. Session 10: Learning More About Showing, Not Telling (LC Session 9) TP: Writers use words that show not tell to hook their readers into their stories. ***If you need to do another day look at the ideas on page 64 If Children Need More Time section. Note the next day s lesson begins a new piece of writing. Session 11: Revising While Writing (LC Session 11) TP: Writers remember and use revision strategies as they write a new piece.

5 1 st Revision: 1-2 days Session 12: Revising Endings (LC Session 10) TP: Good writing has an ending that stays with you. Mentor Text: Koala Lou by Mem Fox Essential Questions: Does the ending stay in the moment? Can you feel the ending? Does your story feel finished when you read the ending? Choosing: 1 day Session 13: Sorting Writing by Using the Revision Chart TP: Writers reread all of our pieces to find our best revised work. Lesson Ideas: Model rereading and making a pile of best revised work and so-so revised work. Model using the Revision Chart from previous lessons as a guide for assessing their best revised work. Narrow down to 2 best revised pieces and paperclip on the front of the folder. 2 nd Revision: 1 day Session 14: Partnering for Revision (LC Session 12) TP: Writers know how to be a good writing teacher for their partner. Lesson Ideas: Make a chart of the writing teacher s job. See page 94. Have partners help each other choose their piece for publication and clip onto the front of the folder. Note save the work left in the folder for the celebration idea at the end of this unit. SKIP SESSION 13 from unit 4 Peer Editing (Fix-Up): 3 days **These lessons are from UNIT 3 Session 15: Peer Editing: Spelling (LC Session 13 from unit 3 PEER EDITING: SPELLING) TP: Writing partners help each other find and fix word wall words by using word wall strategies. *Continue this as an interactive editing activity throughout the year. Session 16: Peer Editing: Punctuation (LC Session 14 from unit 3 PEER EDITING: PUNCTUATION) TP: Writers use periods and capitals to tell where one sentence ends and the next begins. Then they also check for capitals on names. **You may choose to do this as a self-edit first and then as the midworkshop you may want to do a mini-lesson that teaches partners how

6 to read for punctuation by reading together and exaggerating together the rest or pause of their voice with a sigh while pointing to where the period should go. Publishing (Fancy-Up): 1-2 days Session 17: Learning Revision from Authors: Dedication Pages (LC Session 14 from unit 4 Learning Revision from Authors: Dedication Pages) TP: Writers look at author s works to learn how to write a dedication page. Session 18: Preparing to Celebrate (LC Session 15 from unit 4 Preparing to Celebrate) TP: Writers prepare to celebrate by identifying the revision strategies that they used to create their best work. Lesson Ideas: Modeling how to talk about the steps they took to get there. Model with your own piece or a student s writing by putting small sticky notes with labels: + for adding details, draw a speech bubble for dialogue or quotation marks, B for revised beginning and E for revised ending. Independent work time: students do this same activity with their published piece on their own. Share idea: have students show and tell their writing partner the sticky notes that they put on their work to mark their revision strategies. Celebration: 1 day Materials and Resources: Session 19: Celebrating (LC Session 16 from unit 4 Setting Up a Revision Museum) TP: Writers can identify and share the revision strategies they used to create the published piece. Do or don t do this lesson however you see fit. Suggested Mentor Texts Used in this Unit: A Chair for my Mother by Vera Williams Owl Moon by Jane Yolen My Rotten Red Headed Older Brother by Patricia Palocco Where the Wild Things Are by Maurice Sendak Mike Mulligan by Virgina Lee Burt Koala Lou by Mem Fox Come on Rain by Karen Hesse

7 Materials Needed for this Unit: Purple (Bic) Pens- found at Wal Mart Revision Strips prepared: see attached sample for idea Large sticky notes Jot your own mentor text suggestions here: Workshop Structures: Other Literacy Components: Work Students are Doing: Support Struggling Writers: Support for Strong Writers: ** Interactive Writing or Shared Writing as a review of the writing experience, genres, strategies and activities they ve encountered throughout the year. Interactive Read-Aloud or Shared Reading Interactive Writing Writing small moment stories. Sharing their writing with a partner. Pull strategy groups and work closely with them to encourage them to name the progress they have shown- they may need help naming the skill/strategy. You may want to support these students when creating their goal to ensure it is realistic. Check to make sure that they choose a challenging goal that will continue to push them throughout the summer. Home/School Write a parent letter explaining the goals of the Summer Writing Unit and explain the Summer Reading/Writing journal project that you are sending home. ***NOTE: You may choose not to do this. Assessment: Use the suggested checklist on page 173 for ideas. Celebrations: See Author s Celebration above. Standards addressed: Common Core State Standards Addressed: Writing Standards

8 Text Types and Purposes: 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. 3. Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal events order, and provide some sense of closure. Production and Distribution of Writing: 1. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. 2. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers. Research to Build and Present Knowledge: 1. Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions.) 2. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Language Standards Conventions and Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print all upper and lower case letters. b. Use common, proper, and possessive nouns. c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops, We hop). d. Use personal, possessive, and indefinite pronouns (e.g., I,

9 me, my, they, them, their, anyone, everything). e. Use verbs to convey a sense of past, present and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. g. Use frequently occurring conjunctions (e.g., and, but, or, so, because) h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Capitalize dates and names of people. b. Use end punctuation for sentences. c. Use commas in dates and to separate single words in a series. d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Vocabulary Acquisition and Use 1. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a cat with stripes). c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

10 d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 2. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). Speaking and Listening Standards Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. 2. Ask and answer questions about key details in a text and read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas 1. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 2. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 3. Produce complete sentences when appropriate to task and

11 situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) Resources used to create this unit of study: The Craft of Revision by Lucy Calkins