Lessn Name: First 20 Days f Writing- Week 4 Grading Perid: 1 st 9wks ARC 4 Grade level: 2 nd Grade Writing Estimated timeframe: Mnlingual: 5 Days (Sept.14-18) (60 minutes daily) Dual Language: English Language Arts- 10 Days (Sept.14-25) (30-35 minutes daily) Lessn Cmpnents Lessn Objectives: The students will learn the necessary prcedures and hw t use the tls in the classrm t supprt their wn writing. The students will learn hw t chse ideas and start t expand n tpics with wrds and illustratins thrugh the writing prcess. Language Objectives: The students will generate and write abut tpics in grade level apprpriate cnventins. Prir Learning: The students will knw hw t generate ideas abut tpics that they care abut and that writers can write in many different ways. They will knw hw t use different strategies t spell wrds. Standards(Texas Essential Knwledge and Skills): 2.17 Writing/Writing Prcess. Students use elements f the writing prcess (planning, drafting, revising, editing, and publishing) t cmpse text. 2.17B develp drafts by sequencing ideas thrugh writing sentences 2.19 Writing/Expsitry and Prcedural Texts. Students write expsitry and prcedural r wrk-related texts t cmmunicate ideas and infrmatin t specific audiences fr specific purpses. 2.19C write brief cmments n literary r infrmatinal texts. Cllege and Career Readiness: Cmpse a variety f texts that demnstrate clear fcus, the lgical develpment f ideas in well-rganized pieces, and the use f apprpriate language that advances the authr s purpse Essential Questins: Hw d authrs chse their tpics? Hw d authrs incrprate illustratins t enhance their meaning? What strategies t writers use t get the wrds nt the page? Hw d authrs chse their genre? Hw d writers make their pieces even better? Enduring Understandings: Authrs chse t write abut tpics f interest t them. They build upn meaning by revising their writing t include precise details in their wrds and illustratins. Authrs use a variety f strategies and resurces t spell wrds. Authrs write in many different genres t fit their purpse. Vcabulary Essential: writer, authr, illustratin, tpic Supprting: tls, mentr text Lessn Gather materials needed fr minilessns. Preparatin Gather materials fr authr s celebratin. Anchrs f Supprt When I Dn t Knw Hw t Spell a Wrd, I Can Write the sunds I hear Check the wrd wall Check with a friend Lk in a bk I knw Read the rm Try writing it anther way Circle it and mve n
What D Authrs Write? List Letters Stry Pem Play Thank yu nte Schedule T d list Directins Interesting Facts Bk Review The Writing Prcess Prewriting: I Can Think! Drafting: I Can Write! Revising: I Can Make It Better! (Hw my writing sunds.) Editing: I Can Make Sure Others Can Read It! (Hw my writing lks.) Cnferring: I Can Meet With My Teacher Or My Peers Abut My Writing! Publishing: I Can Share My Best Wrk! Questins I Ask Myself When I Revise 1. Des this make sense? 2. Hw can I fix it? 3. What can I add? When I Edit I Use My Finger T Reread And I 1. Fix wrds that dn t lk right
Writing Prcess Wheel (Day 15) Differentiatin Strategies Special Educatin: Prvide students with specific instructins regarding tls t help them write wrds (e.g. letter sund cards, ABC bks, picture dictinaries, wrd wall, etc). Refer t the student s IEP fr ther rutinely ffered accmmdatins. English Language Learners: Fr students wh are just beginning t learn English, allw them t chse t write in their native language r English. Prvide students with specific instructins regarding tls t help them write wrds (e.g. letter sund cards, ABC bks, picture dictinaries, wrd wall, resurces in their natie language, etc). Extensin fr Learning: Fr students wh are cmfrtable writing at the beginning f the year, prvide them with mdified paper that has mre rm fr them t write and grw their ideas. 21 st Century Skills The students will generate tpics that interest them. They will evaluate and critique the quality f their writing in rder t find pprtunities fr revisin in their writing and the writing f thers English Language Prficiency Standards: Mandated by Texas Administrative Cde (19 TAC 74.4), click n the link fr English Language Prficiency Standards (ELPS) t supprt English Language Learners. Lessn Cycle Engage Remind the students f the gals that they set fr themselves at the end f the previus week. Talk abut hw yu are ging t accmplish yur gal as a writer and give the students a chance t turn and talk t a partner abut hw they might accmplish their gal. Lessn Stages Day 15: The Writing Prcess Minilessn: 1. Tell students that they have been wrking as writers. Thinking abut, drawing, writing, and ging back t yur writing is called the writing prcess. 2. Tell students that writers start by thinking abut their writing ideas and planning hw they will write abut these ideas. This thinking step is called Prewriting. Prewriting means I can think! Discuss the ways they have already engaged in prewriting. 3. Tell students that when writers write the best they can and keep writing, this is called Drafting. Drafting means I can write! Discuss the ways they have already engaged in drafting. 4. Shw the writing prcess wheel that will be used t help students mve thrugh the writing prcess. (This chart can be implemented at the beginning f the next writing unit r utilized nw) 5. Tell writers that tday they will cntinue t d the wrk f real authrs by using the writing prcess t prewrite and draft.
ACTIVITY 1 (students will wrk with a partner) Partners/bilingual pair (pre-write) discuss ideas f tpics t write abut. ACTIVITY 2 (students will wrk with a partner) students select ne f their ideas and (draft) write abut it. Chse sme students t share their writing whle grup. Day 16: Revising- Fixing Up Writing Minilessn: 1. Tell students that authrs publish their writing at the end f the writing prcess. Befre they publish, they lk ver everything they have written and chse a piece t revise fr publicatin. 2. When writers fix up their draft, they are Revising. Revising means I can make it better! Revising is hw ur writing sunds. 3. Ask children t help yu fix up, r revise, a stry yu ve written abut an event the class knws well. ACTIVITY 1 (students will wrk with a partner) Create a chart with students: Questins I Ask Myself When I Revise (See sample chart in the Anchrs f Supprt sectin). Partners/bilingual pair add t chart as students acquire mre revising strategies. ACTIVITY 2 (students will wrk with a partner) Students revise their wn writing tday. They shuld wrk n the piece they previusly selected t publish. Select sme pieces f student writing t share with the class. The pieces shuld demnstrate what yu hpe the children will all try t d. Day 17: Editing Writing Mini lessn: 1. Remind students f the prcess they have gne thrugh up until nw, and let them knw they will be learning hw t edit their writing. 2. Tell students that when we edit ur writing, we check t make sure peple can read it. Editing is hw ur writing lks. Editing means I can make sure thers can read it! 3. Edit yur wn writing in frnt f yur students. Slw dwn yur demnstratin s the students can see the kinds f strategies yu use. 4. Mdel rereading yur piece using yur finger and stpping t fix a misspelled wrd. Write the crrect wrd abve the misspelled wrd instead f erasing. (Establish this expectatin fr hw students fix misspelled wrds.) ACTIVITY 1 (students will wrk with a partner) Create a chart with students: When I Edit, I (See sample chart in the Anchrs f Supprt sectin.) Partners/bilingual pair add t chart as students acquire mre editing strategies.
ACTIVITY 2 (students will wrk with a partner) Students edit their wn wrk by making sure their wrds lk right. Select sme pieces f student writing t share with the class. The pieces shuld demnstrate what yu hpe the children will all try t d. Day 18: Publishing-Fancying Up Writing Mini lessn: 1. Let students knw that they are getting their pieces ready fr an audience. 2. Tell students that when authrs publish, they get their writing ready t g ut in the wrld. Publishing means I can share my best wrk. 3. Demnstrate publishing yur wn writing by ging back and clring yur pictures r making a clred brder with clred pencils t make the piece mre beautiful and mre meaningful. ACTIVITY 1 (students will wrk with a partner) Partners/bilingual pair think and discuss hw they will add clr and share their plan with a buddy befre they write. ACTIVITY 2 (students will wrk with a partner) Students fancy up their wrk with clred pencils. Engage students in a gallery walk. Say, Writers, tday let s leave ur wrk ut n the tables and walk arund and admire the ways in which we made ur writing beautiful. Day 19: Reading Int The Circle: An Authr s Celebratin ACTIVITY 1 Students practice frming a circle with their bdies; they have their favrite parts f their writing ready and rehearsed. Students learn that when they are finished reading, they must turn t the persn n their right, s the next persn knws when t begin reading. 1. Make sure the day has a special feel frm the mment the children walk int the rm by sharing yur wn excitement. 2. Open the celebratin with an air f ceremny and pride in the wrk the class has dne in this unit. Clsure Activity Check fr Understanding (Evaluatin) ACTIVITY 2 A writer is selected and begins reading in the circle t start the ritual. 3. Encurage children t cmpliment and praise each ther s writing. 4. Bring the reading time t a clse and ffer a tast t begin the time fr refreshments and chatting. Writing celebratin- I am an authr Frmative: Anecdtal recrd frm cnferences with individual writers Summative: Evaluatins f students finished writing samples against teacher-generated rubrics.