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Name: Meghan Rice Subject/Time: Writing Workshop 12:25-

1:10

Date: 10/16/12

Overview

Key Lesson Elements

Unpacked Benchmark, CDAS,CRS, or IL State Standards.

W.1&2- 5. With guidance andsupport from adults, focus ona topic, respond to questionsand suggestions from peers,and add details to strengthenwriting as needed.

What is the Teacher Doing? What are the Students Doing?

Do Now (3-5 minutes):

The teacher will instruct thestudents to get their writing

folders, and for them to cometo the carpet at a voice level of

0.

Students will go to theircubbies and get their writingfolders, walking at a voice leveof 0. They will, in turn, findtheir places on the rug and sitin rug position.

State Lesson Objective &Lesson Agenda

As you all sit in rug position,at a voice level of 0, I will tell

all of you writers what wewill be doing today. We are

going to continue to practicehaving conversations with our

partners.

Reference the CHAMPS chart,when needed.

In a voice level of 0, studentswill sit in rug position andtrack the teacher as she talksto them.

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I Do Input (1-2 Key teachingpoints):

Check for Understanding:

Writers, today I want to teachyou that great writers talk withother writers to help make their

stories better!

Before I write a story or lessonplan for you all, I talk with Ms.N and Ms. Crosby to help me

write to the best of my ability.And we have conversationsabout how I can make mywritings better for you all!

In the same way, it is importantfor all of us to make sure thatwe are talking with our fellowwriters. Ms. Crosby and I aregoing to model what it lookslike to have a conversation

about our writings!

I will have a writing sample,Salena will talk with me aboutmy sample, and I will respondto her questions. Then, we willquickly do the exact same with

her.

Then, I will write on a piece ofconstruction paper questions

that writers can ask otherwriters.

Examples: What is yourwriting/story about?

What made you want to write

your story?

What is your favorite part inyour story?

Who are the characters in your

story?

In a voice level of 0, studentswill sit in rug position andtrack the teacher as she talksto them.

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Where is the setting?

Is there a problem in yourstory?

How was the problem fixed?

What would you like to add toyour story?

Objective(s) SWBAT:

Partners will help drive/guide/influence peer writing byhaving an actual conversation.

We Do Guided Practice:Check for Understanding:

With a number of the students,I will practice modeling howto have a conversation aboutwriting pieces. This will be inplace to support them with

being able to see and hearhow to have an effectiveconversation.

I will even ask questions thatare not on task, or ones thatdisplay signs of going againstour small group rules, in order,to generate conversation abouthow writers make the most oftheir time because they wantto have the best writing piecesthat they can have.

The questions will be

generated by the instructor,but the idea is for their to

be a fluid movement of

conversation between andamongst the students, and

teacher.

In a voice level no higher thanthat of a 2, students will readaloud and converse with peersand the teacher to generate

ideas on how to add moredetails to the story. They willraise their hands to speak out.

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Vocabulary words/KeyConcepts:

PartnersConversations

You Do IndependentPractice:

Check for Understanding:

The teacher will instructstudents, to go to theirrespective writing tablesand write independently forapproximately 10-15 minutes.

Upon completion, with their

writing buddies, they willwork on having effective

conversations that will help

influence their individualwriting pieces.

At a voice level of 1, studentswill walk quietly back to theirworktables and practice havingtwo way conversations withtheir peers. If students havequestions, they may raisetheir I Need Help cards.

Modifications/Accommodations

For students who cannot writecomplete sentences, they willbe able to draw pictures fortheir assignment.

For students who cannot writesentences, the exit ticket willeither be transcribed for themor their responses will berecorded via iPad.

Alex, Adrian and Brandonwill be able to sit, lie downor extend legs on the rug to

accommodate their movementneeds.

Korey is serviced under theAutism- Spectrum. He will beallowed to participate withoutthe need for direct eye contact.

Due to ADHD and other

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sensory disorders within ourclass, the standard definitionof 100% will not be seen at

all points throughout thelesson. In order to ensure100% engagement, I will useCold Call questions and I willcheck for understanding. Theabove mentioned students canrespond to those strategieswithout having to give theinstructor direct eye contact.

If needed, Monica may beexcused to take care of

any issues that may arisewith her nasal/esophagealpassageways.

Exit Ticket (aligned to lessonobjective) or assessment:

Students will write on a post-itnote and place it in the parkinglot. The exit ticket will coverone thing that they talked withtheir partners about.

Students will write their exitticket responses and placethem in the parking lot. Thiswill be done at a voice level of0, as they walk to the parkinglot.

Materials & Technology

Construction PaperWhite BoardExpo MarkersMagnetsExit Tickets

Closing/Preview for nextlesson:

Great work writers! You allworked hard at followingour guidelines for having aconversation with your writingpartners!

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Writing Folders

Pencils

Homework: N/A