7/30/2019 Writing Workshop - Oct 16

1/23

DAILYDOUBLEPLAN

Name:Megh

anRice

Subject/Time

:WritingWorkshop12:25-1:10

Date:

10/16/12

Overview

Key

LessonElements

Unpacked

Benchmark,CDAS,CRS,orILStateStandards.

W.1&2-5.Withguidan

Whatis

theTeache

rDoing?

What

are

theStudents

Doing?

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ceandsupportfromadu

lts,focusonatopic,respond toquestionsandsug

gestionsfrompeers,andadddetailstostrengthen

writingasneeded.

DoNow(3-5minutes):

Theteache

rwillinstruct

Studentswillgototheircubbiesand

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thestudentstogetthei

r

writingfolders,andforthemtocometothecarpet

at avoicelevelof0.

gettheirwritingfolders,wal

king atavoicelevelof0.Theywill,inturn,

findtheirplacesontherugandsitinrugposition.

StateLessonObjective&LessonAgenda

Asyouallsitin

rugposition,

at a

In avoicelevelof0,

studentswillsitinrugpositionandtrackthe

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voicelevelof0, Iwilltell

allof

youwriterswhatwewillbedoingtoday.We

aregoingto

continue topractic

ehavingconversati

onswith

ourpartners.

Referencethe

CHAMPSchart,whenneeded

.

teacher asshetalks tothem.

IDo

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Input(1-2Keyteachingpoi

nts):

CheckforUnderstanding:

Writers

,today Iwanttoteach

youthatgreat

writ

erstalkwith

other

writerstohelp

make

thei

rstoriesbetter!

Before

Iwrite astor

In avoi

celevelof0,studentswillsitinrugpositionandtracktheteacher asshetalks tothem.

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y orlessonplan

foryouall,

Italkwith

Ms.N

andMs.Crosbytohelp

mewrit

e tothebest ofmyability.And

wehav

econversati

onsabouthow Icanmakemywritings

better

foryouall!

Inthesameway, itis

imp

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ortantforallofustoma

kesure

thatwearetalkingwith

ourfellowwriters.

Ms.Crosbyand

Iaregoingtomodelwhat itlooks

liketo

have aconversationabout

ourwritings!

Iwillhave awritingsa

mple,

Salena

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willtalkwith

meaboutmy

sample,

andI

willrespond toherquestions.Then,

wewillquickly

dotheexactsamewith

her.

Then, Iwillwrit

eona

pieceof

constru

ction

paper

questions

thatwriterscanaskother

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writers.

Examples:

Whatis

your

writing/stor

yabout?

What

madeyouwantto

write

your

story?

What

isyou

rfavorite

partin

your

story?

Wh

oarethecharactersin

your

story?

Where

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isthesetting?

Isther

e aproblemin

your

story?

How

wastheproblem

fixed?

Whatwouldyouliketo

addto

your

story?

Objective(s)SWBAT:

WeDoGuidedPractice:

CheckforUn

In avoicelevel

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Partnerswillhelpdriv

e/guide/influencepeerwritingbyhavinganactual

conversation.

derstanding:

With anumberofthestudents, Iwillpracticemo

delinghowtohave aconversationaboutwriting

pieces.Thiswillbeinplacetosupportthe

mwithbeingable toseeandhearhowto

nohigherthanthatof a2,

studentswillreadaloudandconversewithpee

rsandtheteacher togenerateideasonhowto

addmoredetailstothestory.Theywillraise

theirhandstospeakout.

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haveaneffectiveconver

sation.

Iwillevenaskquestionsthatarenotontask,oronesthatdisplaysignsof

goingagainstoursmallgrouprules,inorder,to

generateconversationabouthowwritersma

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kethemostoftheirtim

ebecausetheywanttohavethebestwrit

ingpiecesthattheycanhave.

Th

e

qu

estions

wil

l

be

ge

ner

ate

d

by

the

instru

cto

r,

but

the

ide

a is

for

the

ir

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to

be

a

flui

d

mo

veme

nt

of

co

nv

ers

ati

on

bet

we

enan

d

am

on

gst

the

stu

de

nts,

an

dtea

che

r.

Vocabularywords/KeyConcepts:

Partners

Co

YouDoIndependentPractice:

CheckforUndersta

At avoicelevelof1,students

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nversations

nding:

Theteacherwillinstructstudents,togototheirrespective

writingtablesandwriteindependentlyforapproximat

ely10-15minutes.

Uponco

mpletion,with

their

writingbuddies,

they

willwor

konhav

willwalkquietlyback tothei

rworktablesandpracticehavingtwowayconver

sationswiththeirpeers.Ifstudentshaveque

stions,theymayraisetheir INeedHelp

cards.

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ingeffectiv

econversations

thatwillhelp

influence

their

individualwritingpie

ces.

Modifications/Accommodations

Forstudentswhocannotwriteco

mpletesentences,theywillbeable todraw

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picturesfortheirassign

ment.

Forstudentswhocannotwrit

esentences,theexitticketwilleitherbetranscri

bedforthemortheirresponseswillberecorded

viaiPad.

Alex,AdrianandBrando

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nwillbeable tosit,liedo

wnorextendlegsontherugtoaccommodate

theirmovementneeds.

Korey

isservicedundertheAutism-Spectrum.Hewill

beallowed toparticipatewithouttheneedfor

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directeyecontact.

DuetoADHDandothersensorydisorders

withinourclass,thestandarddefinitionof100%

willnotbeseen atallpointsthroughoutthelesson

. Inordertoensure100%engagement, Iwilluse

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ColdCallquestionsandI

willcheckforunderstanding.Theabovementionedstu

dentscanrespond tothosestrategieswithouthav

ingtogivetheinstructordirecteyecontact.

Ifneeded,Monicamaybeexc

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used totakecare ofanyiss

uesthatmayarisewithhernasal/esophagealpas

sageways.

ExitTicket(aligned tolessonobjective)orassessment:

Studentswillwriteona

Studentswillwritetheirexit

ticketresponsesandplacethemintheparkin

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post-itnoteandplaceit in

theparkinglot.Theexitticketwillcoveronething

thattheytalkedwiththeirpartnersabout.

glot.Thiswillbedone at

avoicelevelof0,astheywalk totheparkin

glot.

Materials &Technology

ConstructionPaper

WhiteBoard

Exp

Closing/Previewfornextlesson:

Greatworkwriters!Youallworkedhar

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oMarkers

Magnets

ExitTickets

WritingFolders

Pen

cils

d atfollowingourguidelines

forhavingaconversationwithyourwritingpart

ners!

Homework:N/A