In this lesson students used a graphic organizer to come up with their own character, some type of animal, that has a silly problem, like the characters in the books we read together. I first filled out a graphic organizer as a class so that they would know how to complete their own. This was not very easy for students to do because some of them started off with one idea and then got off topic half way through their graphic organizer. I walked around while they filled them out and a lot of my students needed me to read and explain the graphic organizer to them. It was a complex graphic organizer, however it did help them get their ideas written down and organized, so when they went to start their writing, they already had them in their graphic organizers.
Date: Thursday-December 10th, 2009 GLCEs: W.PS.03.01 Exhibit personal style and voice to enhance the written message in both narrative (e.g. varied word choice and sentence structure, character description) and informational writing (e.g. examples, transitions, grammar and usage). Objectives: Students will be able to model there skills in developing descriptive details by writing a descriptive story to a prompt. Materials:
Graphic organizers
Writing journals Pre-Assessment/ Prior Knowledge: Students will be familiar with descriptive words to use to enhance a story. Procedure:
Student will get out their graphic organizers they completed yesterday from their VIP folders.
Once the graphic organizers are out they will start to write their rough draft of their story in their writing journals. They will need to be writing continuously and quietly for the entire writing block.
I will be walking around to answer questions and help students who are having difficulty. Students will need to have a complete rough draft by the end of the hour and I will conference with students who are finished.
Graphic organizers will be collected and I will go through the drafts and make spelling corrections and give comments on how to improve their final copy.
Homework: None Assessment: I will be able to informally assess them by walking around and talking with students about their stories. Their rough drafts will be used as a formal assessment. Extensions & Simplifications: If students are having a hard time getting through their stories I will prompt the class as a whole or individually, depending on the amount of students who are stuck. Once students are finished I will have them free write in their writing journals.
Writing-day 3
Lesson: Descriptive Details
In this lesson students used a graphic organizer to come up with their own character, some type of animal, that has a silly problem, like the characters in the books we read together. I first filled out a graphic organizer as a class so that they would know how to complete their own. This was not very easy for students to do because some of them started off with one idea and then got off topic half way through their graphic organizer. I walked around while they filled them out and a lot of my students needed me to read and explain the graphic organizer to them. It was a complex graphic organizer, however it did help them get their ideas written down and organized, so when they went to start their writing, they already had them in their graphic organizers.
Date: Thursday-December 10th, 2009
GLCEs: W.PS.03.01 Exhibit personal style and voice to enhance the written message in both narrative (e.g. varied word choice and sentence structure, character description) and informational writing (e.g. examples, transitions, grammar and usage).
Objectives: Students will be able to model there skills in developing descriptive details by writing a descriptive story to a prompt.
Materials:
Graphic organizers
Writing journals
Pre-Assessment/ Prior Knowledge: Students will be familiar with descriptive words to use to enhance a story.
Procedure:
- Student will get out their graphic organizers they completed yesterday from their VIP folders.
- Once the graphic organizers are out they will start to write their rough draft of their story in their writing journals. They will need to be writing continuously and quietly for the entire writing block.
- I will be walking around to answer questions and help students who are having difficulty. Students will need to have a complete rough draft by the end of the hour and I will conference with students who are finished.
- Graphic organizers will be collected and I will go through the drafts and make spelling corrections and give comments on how to improve their final copy.
Homework: NoneAssessment: I will be able to informally assess them by walking around and talking with students about their stories. Their rough drafts will be used as a formal assessment.
Extensions & Simplifications: If students are having a hard time getting through their stories I will prompt the class as a whole or individually, depending on the amount of students who are stuck. Once students are finished I will have them free write in their writing journals.