Michele T. Figueiredo
An Aspiring Teacher
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The First Three Weeks of School
English Education 4414
April 2, 2000
This three-week unit plan is designed for an eighth grade language arts classroom. The plan consists of fifteen consecutive ninety-minute class periods. The unit covers the first three weeks of the school year. The focus of these first three weeks is the introduction and formation of a reading/writing workshop classroom. The reading/writing workshop concept is based upon practical research and application by Nancy Atwell and by Linda Rief. The initial theme of this first three-week unit is recognition of self. The students will be setting goals and scrutinizing where they are at the moment, and where they see themselves by the end of the school year. It is the first unit in a scheme of nine weeks. The second unit will continue with self-awareness and change into a relevant topic for eighth graders: the coming of age theme. We will read A Day No Pigs Would Die aloud and other short stories and poems dealing with this issue. Because the protagonist's father dies in A Day No Pigs Would Die, the third unit will focus on the awareness of aging and death. The read aloud novel will be The Pig Man with associated short stories, poems, and songs. In this third unit, the students will be taken out into the community to an assisted living home to communicate with the elderly. Throughout the students learning process, they will be adhering to Georgia’s Quality Core Curriculum (QCC’s) guidelines. I believe that students will gain the power of language through the continuous process of consistent reading and writing. This unit plan adheres to this belief and provides students every opportunity to be continually in the process of using and improving their language skills.
Initially, the first unit will focus on the QCC’s that concentrate on the understanding of oral and written directions, LA. 8.13 and LA.8.39. The focus will rapidly change to LA. 8.31 and 8.32, reading a variety of materials for information and pleasure. One of the concepts of the reading/writing workshop is that the students are continually reading literature of a variety of genres throughout the school year. Because of the focus on reading, the students will be introduced to making comparisons, predictions, and generalizations and drawing conclusions, LA. 8.41, from the first day of school. Also, the students will begin writing reflections on their reading and on themselves from this very first week of school. This early emphasis on writing will begin the focus of using a writing process that includes prewriting, drafting, revising, editing (can involve peer editing) and publishing, LA. 8.65.
My students will be reading independently from a book of their choice on the first day of school. Also, I will be reading aloud from a variety of materials, but I will begin the year with The Lottery Rose. As a group, we will discuss making predictions. The students will learn that as one reads, connections to surrounding issues, prior knowledge, and personal experiences are constantly surfacing. Throughout this nine-week unit plan the students will read independently and as a class. The students will respond to their reading in personal journals, small group literature circles and whole class discussions.
My classroom will be a literate environment. As Atwell notes, "the level of literacy defined as functional becomes increasingly more sophisticated" (29). Therefore, my students must be immersed in an optimum learning environment. By having a choice of reading material, the students become personally invested in their reading. Through increased reading, students become critical thinkers, expand their base knowledge, and become more adept writers. In addition, the students should be immersed in writing. The writing must be relevant to the student. When students are allowed to connect with their work, they will take ownership and responsibility for their creations. Students will become more motivated to take an initial draft to a polished state ready for publishing. In order for this higher order of literacy to take place, the students must be provided time to read and write in the classroom. I want to demonstrate the value or the learning and growing that takes place in the process of becoming more proficient readers and writers. The reading/writing workshop provides an atmosphere conducive to this philosophy.
I believe in questions. I will continually be asking students questions, so they can learn to ask questions themselves. I will begin each day with a specific time for questions, and then scatter mine throughout the class. Questions reinforce information that we may already know or they challenge us to have a deeper understanding of the knowledge we need to learn. Also, I believe that the students must know what they need to learn. Initially, the students will be provided with a syllabus that lays out the requirements and the expectations of those requirements. Every three weeks, the students will be provided with an overview of the coming unit and any additional expectations. Each day, at the same place on the board, the daily schedule will be posted.
Throughout the process of growing as individual readers and writers, my classroom environment will draw on the power of collaborative efforts. As well as group discussions in reading, students will have opportunities for collaboration in their writing efforts. There will be group projects as the year progresses. Collaboration leads to a continuum of ideas and growth. Group work assists students in a reality of their futures. Working with others provides insights into the experiences of other individuals that that one might never have encountered. Collaboration teaches respect, patience, leadership and management skills, and an appreciation for other people’s positions. In addition, writers must have reader response. Students will learn to become positive peer editors. By providing this type of constructive insight to peers, students will become even more proficient at editing their own writing.
My philosophy of teaching is one of Language as Expression. I believe in a student-centered classroom in which the students take responsibility and ownership for their learning process. I am a facilitator whose main function is to assist fellow readers and writers in gaining personal power associated with having a voice through language. Ann Gere clarifies the goal of teaching using the language as expression philosophy with the following quote:
To enable students to trust their own responses; to understand why they respond as they do; to respect the responses of others; to move beyond initial engagement to more sophisticated responses such as interpretation, evaluation, and construct-perception (146).
This philosophy combined with Language-as social-construct most closely matches my desire for the optimum learning environment. Language-as-social- construct brings the community to the classroom and the classroom to its community. Gere notes, this perspective "views language as a flexible, socially defined system through which humans negotiate meaning and understanding in their lives" (188). Students will interact with issues that are relevant and personally concern them. Because of the personal connection and investment, students will become engaged, motivated learners. One way of doing this is by having the students work on real community based projects, and by incorporating community members in the classroom.
I believe the reading/writing workshop environment will allow my students to gain personal development through the language-as-expression and language-as-social-construct philosophies. The dynamics of the reading/writing workshop creates an atmosphere conducive to the growth of the individual and to the growth of the students as related to the community in which they live.
Everyday: the class will begin with an "eye-opener," something I chose to read or do to open our eyes for the day. Next it will be "housekeeping" to cover any questions or pertinent information. Every class will end with my reading something aloud. Periodical oral status of the class checks will be conducted throughout the week.
Following Three Weeks:
We are now operating in the mode of the reading/ writing workshop format. Every day will begin and end the same way. There will be at least one mini-lesson everyday that deals with reading or writing. The students will be reading and writing everyday. This unit will deal with the coming of age theme. I will be reading A Day No Pigs Would Die aloud. We will do literary circles on this book because everyone will be reading it through my reading. We will begin to look at memoirs. The students will have a choice of writing a memoir. Although at some point in the year, they must write at least one memoir.
Following Three Weeks:
The reading/writing workshop will be operating in full swing. All of the procedural type mini-lessons will be completed. The students will have taken several pieces to completion for their portfolios. Every student will have presented an alternative book report. Everyone will have written several one page book reflections on his/her completed books. Because the protagonist’s father dies in the end of A Day No pigs Would Die, I am going to lead into a unit on aging and death. I will read aloud The Pig Man. We will read accompanying short stories such as The Moustache and The Last Dance. We will be working with poetry in this unit. Writing, reading and acting out poetry. The class will move out into the community with a visit and written communication with an elderly assisted living home.
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8th Grade – Language Arts
Reading/Writing Workshop
Fall 2001
Ms. Figueiredo
Classroom: P151
E-mail:
mfig4@yahoo.comPhone: 770-555-1212
Basic Information:
The purpose of this class is to provide you with the power of language. I believe that we can only improve through practicing the art of reading and writing. Therefore, we will be reading and writing in this classroom on a daily basis. Every three weeks, you will receive an over-view of our schedule. Following the first three-weeks of introduction, you can expect to have a mini-lesson, writing time, and reading time. Fridays will be reading, writing and conferencing with peers and me.
Reading Expectations:
You will be expected to read for at least thirty minutes per day, five days a week for a total of two and a half hours per week. You may include your in-class reading time in these totals. Keep your reading logs up-to-date; each entry will equal a minimum of thirty minutes. I will check them periodically during the week and every Friday.
For every completed book you will write a one-page response following the reading journal guidelines.
Once every twelve-week period, you will do an alternative book report on one of the books you have read during that time period. Please check the folder on alternative book reports for ideas. We will begin scheduling these after the first three weeks of class.
Try to vary your reading genres. We will monitor this on your reading logs.
Writing Expectations: 
You will complete five pages of rough draft writing every week. This will be checked every Friday. Keep the weekly work in your binder in the work-in-progress section. After it has been checked, place it in your blue writing folder that is kept in the classroom. Date and keep all of your writing regardless of whether it is ever taken to final stages. If you are taking a piece to the final stages, keep these drafts in the working section of your binder. Keep your writing log up to date and keep it in the front of your work in progress section of your binder.
You will complete at least two pieces of work to a final stage every six weeks. You, two peers, and myself must edit these pieces. Attach the required edit sheets behind your final piece. These pieces should be placed in the purple portfolio folder that is kept in the classroom. An example of two finished pieces is a ten-page short story and several poems or songs. A variety of genres will be expected at the end of every twelve weeks.
You will keep a reading/writing log that is to be kept with you at all times. This log must have at least three to five pages of entries in response to your reading. Also, you may use this log to jot down ideas for future writing, issues that are concerning you, and other pertinent information for your reading and writing. I will collect your logs every other week. A-L will be collected the first week and M-Z the second week. You are responsible for turning in your log on your rotating Friday.
Adapted from Rief, Linda. Seeking Diversity. Portsmouth: Heinemann, 1992.
Grading Policies and Expectations
You will receive one grade for your reading log and your reading/writing log when it is turned in every other week. This will be based upon the number of pages written and number of reading entries.
The following is required to receive:
A more than ten reading entries, more than 10 pages of reflective writing.
B ten reading entries, 6-10 pages of reflective writing
C eight reading entries, 4-5 pages of reflective writing
D five reading entries, 3-4 pages of reflective writing
F below five reading entries, 1-2 pages of reflective writing
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You will receive a grade every week based on the amount of rough draft pages completed. Your completed spelling sheets will be included with your weekly drafts. These will be checked every Friday.
The following is required to receive:
A More than five pages and all spelling words for the week
B five pages and nine spelling words for the week
C four pages and eight spelling words for the week
D three pages and seven spelling words for the week
F less than three pages and less than seven spelling words for the week.
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You will receive a total of six grades for the portfolio pieces every six weeks. Each piece will receive three grades. The grades will based upon the following:
Process:
This part of the grade is based upon the effort put forth into taking a draft piece of writing to its final stage. Editing sheets from peers and me will be noted. All draft copies should be attached to the final versions.
Content:
The content grade is based upon the quality of the piece. The characteristics of effective writing are taken into consideration. Is the piece interesting? Does it hook the writer? Further details will be discussed and provided in specific.
Mechanics:
This grade is based upon the basic writing conventions such as punctuation, spelling, usage, legibility and so on.
In addition: you will provide three grades for you own portfolio based upon the above criteria and a self-evaluation form to be filled out every six weeks.
Please see the one-page response to reading page for grading criteria
Please see the alternative book report hand-out for grading criteria.
Percentage of Major Assignments:
Reading/Writing Journal: 20%
Reading Log: 10%
Alternative Book Reports: 5%
One-page Book Response: 5%
Weekly written drafts and weekly spelling words: 5%
Work-in-progress writing: 10%
Portfolio pieces: 25%
Class Participation and Daily Preparedness: 20%
Classroom Participation Grades
A – Complied with above list all five days
B – Complied with the above list for four days
C -- Complied with the above list for three days
D – Complied with the above list for two days
F – Complied with the above list for one day
You may earn back a day by bringing in a poem, song, or piece about an appropriate author to share with the class during the "eye-opener." Be prepared to say a few words about why you chose that particular piece.
EXPECTATIONS OVERVIEW
Weekly Expectations
These items will be checked every Friday, and journals turned in every other week.
Six Week Expectations
Twelve Week Expectations
Allen, Janet, and Kyle Gonzalez. There’s Room for Me Here. York: Stenhouse,
1998.
Atwell, Nancie. In the Middle. Portsmouth: Boynton/Cook, 1998.
Burke, Jim. The English Teachers Companion. Portsmouth: Boynton/cook, 1999.
Bushman, John, and Kay Bushman. Using Young Adult Literature in the
English Classroom.
New Jersey: Prentice-Hall, 1993.Carter, Candy and Zora Rashkis eds. Ideas for Teaching English in the Junior
High and Middle School
. Urbana, NCTE, 1980.Cope, Jim. "Syllabus." English 4414. Kennesaw State, 2000.
Costa, Arthur, ed. Developing Minds. Alexandria: Assoc. Supervision and
Curriculum Development, 1985.
Costa, Arthur, et al. Eds. If Minds Matter. Palatine: Skylight Pub., 1992.
Dahl, Roald. The Magic Finger. New York: Harper & Row, 1966.
Gere, Anne, et al. Language and Reflection.New Jersey: Macmillan, 1992.
Hunt, Irene. The lottery Rose. New York: Berkley Book, 1976.
Kay, Keith.The Little Giant Book of Optical Ilusions. New York: Sterling, 1991.
Kirby, Dan and Tom Liner.Inside Out. Portsmouth: Heinemann,1988.
Optimizing Intelligence: Thinking, Emotion & Creativity
. National ProfessionalResources. Videocassette, 1998.
Rief, Linda. Seeking Diversity. Portsmouth: Heinemann, 1992.
Schaff, Joanne. New Dimensions in English. Santa Monica: Goodyear, 1978
Seuss, Dr. Hooray for Diffendoofer Day! New York: Scholastic, 1998.
Stanford, Gene, and Marie Smith. A Guidebook for Teaching Creative Writing.
Boston: Allyn & Bacon, 1982
Sword, Elizabeth, ed. A Child’s Anthology of Poetry. New York: Scholastic, 1995.
Tchudi, Stephen, and Diana Mitchell. Explorations in the Teaching of English.
New York: Harper & Row,1989.
Tiedt, Iris, et al. Teaching Thinking in K-12 Classrooms: Ideas, Activities and
Resources.
Boston: Allyn and Bacon, 1989.Ur, Penny and Andrew Wright. Five Minute Activities. Cambridge: Cambridge
Press, 1992.
Wanner, Susan. On With the Story. Portsmouth: Boynton/Cook, 1994.
Wong, Harry, and Rosemary Wong. The First Days of School.Mountain View:
Harry K. Wong Pub., 1998.
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Daily
Lesson
Plans
Day 1-15
First Three Weeks
Of School
Date: Day one
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
This is the first day of school. I will begin by introducing myself. The students will introduce themselves. We will talk about the relevance of language in their lives. The students will become familiar with the classroom, the rules, the expectations for the class, and the immediate requirements and handouts. Students will begin writing with questionnaires and begin reading with listening to my reading aloud of TheLottery Rose. Students will check out books to begin individual reading.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
Ask the class if they have any questions. Ask the students what will be expected from them in this class. Ask if anyone has comments on the reading. Explain that tomorrow we will review the survey results, continue introductions with an interview and presentation of a partner, and continue with our reading.
Evaluation:
I will reflect on the first day of class. How did the students seem to feel about a reading/writing workshop classroom? Did everyone participate in the introductions? Were the students able to answer the questions of the closure? Did everyone pick out a book to take home? Were the students chattering about the class on the way out of the room?
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day One
I will begin the class by standing outside the door to welcome my new students. I will say hello, tell them to have a seat and fill out an index card placed on their desk. The information to write down is on an overhead. I will have the room set up in a circle for this first day. After everyone has been seated and filled out their cards, I am going to begin by introducing myself. "I am Mrs. Figueiredo. I have to work at learning, especially on my memory. I have been in Georgia for four years now, and I am really looking forward to getting to know each one of you this year." Each student will then introduce themselves from the information on their index cards. We will stop every five people or so to try to remember each person’s name. I will call on a student to have them name as many of the student names as possible.
After the introductions, I will ask the students to look around the room and tell me what they see. Words, books, tables, paper, file folders etc. All of these things have to do with reading and writing. "You can think of this class as your reading and writing workshop. I truly believe that by the end of this year you will all be terrific readers and writers. That is the focus of this class. In this class you will read and write, and then do even more reading and writing!"
Why would we want to read? (I’ll write their responses on the board). Fun, have to, escape, learn, become better readers, become better writers, become better speakers, try out things we can’t in reality. Why do we want to write? Communicate with people, tell stories, express feelings and emotions, for work, business, etc. Do you see some reasons on the board that you can relate to your needs for reading and writing? I know that I try to improve my writing so that I can express myself more clearly. I read for fun, entertainment and for learning. Language is POWER. You will have more power in your own lives if you can express yourself.
Pass out the reading and writing surveys. "Please fill these surveys out as honestly as you can. Take you time and answer each question. I am interested in where you are right now as writers and readers. At the end of the year we will fill them out again and note the changes that will have occurred."
I am going to be passing out your initial paperwork. We will take the time to read them in the class, so you can become familiar with the reading/writing workshop classroom and my expectations. I am sending a letter home to your parents explaining the upcoming year and the required supplies. Please have your parents sign the letter. You will need to have you supplies by Wednesday. Would someone like to read the letter that is being sent home? Next I am passing out your syllabus and expectations. Do not be overwhelmed. All of this will become very familiar to you in a very short period of time. The main idea is that WE will be reading and writing. You will be responding to your reading in a variety of ways (no traditional book reports!). We will be writing in many different genres over the year. Each of you will have a portfolio for all of your finished pieces. At the end of the year, you will be amazed at what you will have accomplished. Would anyone like to read the syllabus, grading procedures, and expectations?
Are there any questions at this time? Many of your questions will be covered in the days ahead. After all, Atlanta wasn’t created in a day. Everyday, I will begin the day with an "eye-opener," and a time for "housekeeping," which is a time for clearing up any relevant questions. I will not take personal questions during this time, instead please me before or after class for those.
I want everyone to become familiar with the classroom. At this time, I want to break into groups of three and create a labeled map of the classroom. It does not need to be to scale! I want you to know where to find the various centers and areas that will help you in your reading and writing endeavors.
Now, everyone back to your seats. I am going to pass each one of you a book. Take out a sheet of paper. Write the title of the book. Now begin reading. (students will read for 2-3 minutes). Write down a sentence or two about the book and rate it 1-10. 1 is awful, 10 is the greatest. Now, pass the book to your right. Begin reading. We will carry on with this process for 4-5 books. Now, I want everyone to pick out a book to check out. You will find a card located in the back of the book. Please write your name, class section and date on the card. Pass all the cards to your right. In the future please file your card alphabetically by author in your class section file box. Please take time to read the borrowing rules. You will be held responsible for the cost of the book if you lose or damage it.
Please put all the handouts in your binders, and sit where you will be comfortable for listening. Provide the closure for the day. Questions. What are we going to be doing in this class—Reading and Writing!! Read tonight for thirty minutes. Try to bring your supplies tomorrow, if not by Wednesday. Tomorrow we will continue introduction type activities.
Depending upon the amount of time left. The students will read. If not enough. I am going to read aloud. The Lottery Rose. We will look at the cover and title and make any predictions about the story that we can. I will read until the end of class.
Printed Handouts
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Welcome
To
Your Reading/Writing Workshop Class!
Please fill out the 5X8 card with the following information:
Name
Address
Phone Number
E-mail address
Class section
Answer the following questions:
Date: Day two
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Eye-opener. Housekeeping: collect signed letters and answer any questions. We will review the concepts of the reading/writing workshop. The students will receive the reading log form and fill it out for the book they began reading yesterday. We will go over the interviewing process for an interview with a partner for the purpose of introducing each other to the class. The students will pair up with a person that they do not already know very well and interview them according to the modeled process. We will write an interesting introduction from our interviewing process. Every person will introduce their partner by reading from their written work or with an improvisational introduction. I will continue reading from Lottery Rose.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
Ask the students what types of questions seemed to work in the interviewing. Did you learn more about each other through this process? The writing from this interview will go into their writing folders which we will set up tomorrow. Remind students to be sure to have the necessary supplies. Also, tomorrow we will begin our reading/ writing logs. Start making connections in your reading as to thoughts for writing about your reading.
Evaluation:
The students will be evaluated on their participation in the interviewing process. I will be participating and circulating if necessary during the written portion of this activity. Students will be evaluated on how interesting they make their introductions of their partners. Students will be expected to have approximately a page of written information (this includes a revision or added information).
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Two
We will cover any housekeeping (questions, collect paperwork). I will review the reading expectations for the class. Everyone must read at least 30 minutes, five days a week. You will have a log/journal for keeping your thoughts about your reading. You may write them in letter format. I am not just looking for the plot. What is the plot? The reading log form will be distributed, and the students will make their first entry for yesterday’s reading. I will occasionally do an oral reading status check during the week, and I will physically check the logs on Fridays. Also, what is the golden rule in this classroom? If you are done with your work, DO NOT DISTURB OTHERS--- READ! Any questions?
I said we would continue with our introductory phase of the class. Today we are going to interview a partner (one that we do not already know) and write an introduction for that person. Towards the end of the period, we will make an oral presentation of our partner. Before, I pass out the information, what type of questions are most helpful. If you ask yes/no questions, you will only get a yes/no answer. Do we learn very much by a yes/no? Do not ask questions that you would not want asked of yourself. I will model some questions with a willing partner.
I will either be with a partner if there are an odd number of students or I will join a group. So I can write and participate too.
Find a partner that you do not know. I will pass out instructions and index cards for this interview. Before you begin interviewing, we will go over all of the directions. Now, you may begin by numbering your cards as pictured and begin section 1. Write down you partners answers in section 2. What of those answers are you most intrigued by? Write five specific questions that focus on that one thing. As your partner answers these questions be sure to take note of body language, tone etc. I will model some examples. Try to write down specifics: direct quotes, cues, expressions. Read back through the examples on your instructions of opening to an introduction. Now begin writing a draft.
We want these introductions to be interesting, creative. Try to find an angle or a hook. Everyone has an interesting story to tell. Maybe you need to find that one extra question.
Read your draft to your partner. Make changes, clarifications. Add any other information. Rewrite your draft. Have everyone make his or her introductions. They may either read their written work, or do an oral introduction from their written work.
Discuss what works about interviewing. What can we learn by interviewing in person that we cannot by written questions? In what other instances would interviewing be helpful? Does anyone have ideas for other people they could interview? Throughout the year we will continue to hone our interviewing skills. We will be interviewing community members and other family members from time to time.
Closure
Hold on to this first piece of writing. Tomorrow we will be setting up our writing folders and binder. This piece will count in the five pages of draft work required for each week. You will not be held accountable for five pages this first week, but I will expect to see any writing from these first works. Remember to read tonight and put in on your reading log. Tomorrow we will organize ourselves. Bring your supplies. We will be beginning our journal writing tomorrow!
Once again, depending on time the students will read and I will read, or just I will read from The Lottery Rose. We will reflect on yesterday’s reading, predict what might happen before I begin.
Printed Handouts:
Daily Reading Log
Book Title Date Pages Minutes
_________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Interview a Classmate
Everyone will have a partner to interview in order write an introduction and orally present that person to the class. Everyone will receive an A for his or her creation of an interesting introduction.
about.
One of the things to keep in mind about a short piece of writing is the LEAD, the one or two sentences that pull the reader in and focus the piece. See the next page for examples of different ways other students and teachers began their writing.
Date: Day three
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Eye-opener. Housekeeping: I will answer any questions from the students regarding any of the procedures that we have already covered. The students will set-up their writing folders and reading/ writing journals. Before beginning these procedural items, the students are going to set goals for themselves. The students will be given fifteen minutes of reading time. I will quickly check to see that everyone is reading from the books they chose the first day or from a new one. Following the reading, we will regroup. I will model an entry in my reading journal. The students will be provided time for writing a journal entry. With any remaining time for the day, I will continue reading Lottery Rose.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
Ask for any general questions on the writing folders or journals. Ask how goals help us in our school and personal lives. Review the types of information that should be written in the journals from their readings. Explain the time line concept that we will be working on tomorrow, and how it will be used for generating future writings.
Evaluation:
I will have the students put their goals in their work in progress folder. I will check with each student on his/her reading progress with a status of the class call after reading. I will circulate during the writing time to make sure students are beginning an entry to their reading/writing journals.
Materials:
Assignment:
Provisions for differences: remains the same:
Teacher Notes: Day Three
I will begin with my eye-opener. We will cover any housekeeping issues. Before beginning any procedural items, we are going to set goals for ourselves for the next six weeks.
What are goals?
Why do we set goals?
How can goals help us in our school and personal lives?
What is the difference between short-term and long-term goals?
Can we change our goals once we have set them?
Each week on your weekly calendar, there is a space for a goal. This would be a short-term goal based on that particular week. Today we are going to write ourselves some goals for the next six weeks of class. You want to make your goals as specific as possible. Why? What happens if they are too general?
On the board
I am going to model goal writing by making some goals for myself. To begin we are going to set goals that are related to school. At the bottom, you may set some personal goals if you choose.
We want to be sure to keep our goals reasonable. Some of your goals will follow the expectations of this class. Some of you will want to do more. By setting your goals against the expectations, you will not be crunching at the end of the six-week period. This would be a good opportunity to review the expectations. They should always be kept in your binder.
Personal goals:
Class time will be given to write out goals. I will ask if anyone would like to share his or hers. The goals will be put in their binders in the working section.
Now it is time to set up our writing folders and binder. Everyone should have his or her binder and dividers. The first divider will be for "housekeeping". This should be your syllabus, overview, weekly calendars, and some blank sheets of paper for writing any questions you may have during our housekeeping time each day.
The second divider will be for your weekly writing work. At the front of this section please place the Student Writing Record. This is for you to keep track of your writing. Everything that you write should be kept in this section. Every Friday, I will be checking with you during a brief conference. At this time, I will check to see that you have at least five pages of draft for the week. After it has been checked, it should be put in your blue working folder. Any piece that you are continuing to work on should remain in this section. Do not every throw out any writing. Any drafts that are turned into final pieces will accompany the final piece into the portfolio. Your other work will be available for referencing and to look back upon at the end of the year.
The third section will be for spelling. I am handing out the spelling forms to you now. It will be your responsibility to keep these up to date and get new ones as needed from the spelling folder. You are to write down the words that you commonly misspell in your writing and any words from your reading that you want to work on during a particular week. We will have a separate mini-lesson on spelling next week. For now, please put these forms in this section.
The fourth section will be for poems/songs and other pieces of writing that are important to you, or that we have worked on this year. You may title it what you choose. The poem from day two should be placed in this section for now.
The last divider will be for your reading information. Every time you finish a book you will be writing a one-page journal. The instructions for this page of reflection, I am passing out right now. You will turn those into me and after I return them, I want you to keep them in this section for the entire year. Please put it in this section. Once every twelve weeks, you will be doing an alternative book report on one of the books you have read. This information is also being passed around to put in this section. The binder is now complete for the time being. Please put the packet of paper in the back section to use as needed.
Now, we well set up your reading/writing journal. I am passing the Reader’s-writers log information to you. You may staple it in the front of your log/journal or tape it in there. On the back page of your journal/log, I want you to staple in your Reading List. Once a list has been completed it should be placed in your Portfolio as your record. I will be checking this list every Friday. Remember; do not write anything in there that you will not want to share with others and me. As the year progress, your peers will also be responding to your responses. Keep the writing in this journal clean!
Any questions? Everyone all organized? It is time for independent reading. You will have 20 minutes. I will read during this time too. After, I will call out each student’s name, ask for book name, page number and whether he or she are enjoying it.
Next, we will review the information on the reader’s-writer’s log sheet. I will model an entry on the overhead. The students will be given time to write their first journal entry.
I will finish the class with a discussion and predictions of our read aloud book. I will continue reading The Lottery Rose until the end of class.
Printed Handouts:
Date: Day 4
Subject: Language Arts Grade 8th
General Objectives:
The students will:
purposes (e.g., for learning, enjoyment, persuasion, and the exchange
of information.
of a literacy community.
Introduction:
In conjunction with our introducing ourselves, we will have finished writing from our interviews and the students will present the student they interviewed either by reading their written piece or just providing an oral introduction. We will have a discussion about the interviews. What worked and what could have been done differently. I will have an answer any questions from the students regarding any of the procedures that we have already covered. The students will be given fifteen minutes of reading time. I will quickly check to see that everyone is reading from the books they chose the first day or from a new one. Following the reading, we will regroup. I will model a brainstorming of significant events in my life for a time line. The students will brainstorm and begin a time line of significant events in their lives. With any remaining time for the day, I will continue reading Lottery Rose.
Specific Objectives:
Students will:
Closure:
Ask the class if they have learned more about each other through the interviewing and introducing activity. Ask when and how interviewing works for gaining information. Explain that we will be continuing/ finishing the time lines tomorrow. We will share them with each other. If time allows the students will then choose one of the events to begin a piece of writing.
Evaluation:
The students will be evaluated on the clarity of their presentations. Also, I will look at whether they tried to make their introductions of their partners interesting. Students will evaluate themselves and the process through a discussion following the introductions. Whatever written work was done will either go into the rough pages for the week or be put in the work in progress folder. I will check with each student regarding their reading during their fifteen-minute read time. I will evaluate participation on the timeline by walking throughout the classroom observing and providing assistance.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Four
I will begin the day with an eye-opener and housekeeping. I will review the many procedures we went over yesterday. Briefly!
I want to start looking at how we make connections while we are reading without even realizing that is happening. By making connections to our own lives, the reading becomes more personal and enticing.
Will make a list on the overhead of the types of connections we might make:
While you are reading, if a connection comes to mind, jot it down. It might be a good idea for writing about in your journal. You might want to use a 3X5 card as your bookmark, so you can make little comments to yourself. Often these connections are brief, and we forget about them later. Or you can make the time to stop and write in your journal when you have these thoughts, reflections and ideas.
We are going to have a change of direction here. This next activity is to help you reflect on you life, become more self-aware, and provide you with a wealth of ideas for your future writing. I say that because, when you write about something you know, or care about, something that is close to your heart, your writing improves.
I want you to make a list of nineteen significantly good things that have happened in your life.
I will be doing mine on the overhead. See the attached list
Share
Now, I want you to write a list of seventeen events that have been significantly bad in your life.
Same as above
Share
I am going to show you two examples of how students have put these events onto a timeline. You can use one of these or come up with you idea. I will pass out graph paper for you to chart your list. You may put this into your work in progress category. It is up to you, whether you choose to take it to a more finished state to post on our bulletin board. I will be working on mine during this time.
Closure:
What did you learn about yourself from this timeline? Did anything surprise you? Can you already see some ideas that would make great stories, poems, or songs for your writing? Remember that tomorrow will be our reading and writing day. Be sure to have all of your materials with you. Prepare any specific questions you might have for me during our brief conference. The moment you come into the class, take out your binder. You will work on bringing one of your drafts from this week to a more final state, or you may choose to begin writing something brand new from you timeline. If you do not know what to write, write that, "I do not know what to write." Something will come to you. This is known as freewriting.
Printed Handouts:
Date: Day Five
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
We will look back on our first week and reflect on what we have accomplished. We will cover any housekeeping details. I will remind the students that on Fridays they should come to class with the book they are currently reading and be ready to read. They should also be prepared for me to consult with them individually for their current reading and writing updates. The students will have thirty minutes to read. The students will have forty minutes to write in their logs, on their current writing in progress, or on beginning a new piece. Finish with reading aloud Lottery Rose.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
I will ask the students what they have learned this week about reading and writing. Ask what they most enjoyed and most disliked about the week. Cover any lingering questions. Remind the students that weekends are to be used to make up any reading or writing that was not completed for the week. Let the students know that next week we will be looking at the writing of a memoir from the timelines we created. "Keep on reading and writing!"
Evaluation:
Evaluation of the students will take place during their individual conference time. We will briefly review their reading log for the week, their writing folders, their reading/writing log and any specific questions. If students require additional time, they may come see me at the end of the day or first thing in the mornings. This first week will be a status check to make sure the students have everything they need to participate effectively in the reading/writing workshop atmosphere. Specific grades will not be given. Checks, Check pluses, and Check minuses will be used for the first two weeks to show completion, effort and amount of reading and writing.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Five
Fridays are designated as my conferencing day. This first three Fridays, I will make sure that I meet with every student. In the future, I will implement a system for signing up for specific conferences as needed and more status of the class checks
The students know that the first thirty-five minutes have been designated as the writing time. I will have a list of items on the board that they can be working on. The room should be quiet, unless students are quietly asking someone a question or conferencing with me.
The next thirty minutes have been designated as reading time. Everyone must read from a book. If they have forgotten theirs, they are to choose another one. I will continue to conferencing with the students. We will be checking on their reading and the work in their work in progress section.
Closure:
What did you like/dislike about having this time for reading and writing? What have you come to learn about yourself this first week of school? Next week we will continue with a few more self-discovery activities. By mid-week we will move into our regular schedule for the reading/writing workshop. An example might be (it will be posted on the board every day):
Date: Day Six
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Last week we worked on introducing ourselves to each other as individuals and as readers and writers. We set goals. We have been reading and writing. Today you are going to look at your accomplishments thus far. You are going to write your resume. After resume writing, we will cover the requirements for their individual spelling lists. The students will have reading time. I will continue to read The Lottery Rose.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
We have been looking at ourselves. What we have accomplished and what we want to accomplish. How might you use your resume? What did you learn about yourself? Tomorrow we will be moving on from these self-awareness activities to actual writing. We are going to look at the narrative form and the various types of genre that fall under the narrative category. Each of us will begin our first narrative in earnest.
Evaluation:
I am going to have the students turn in their resumes to me tomorrow. I will be grading the resume for completion, not content and mechanics. I will, however, encourage my students to take both of these items into a final state. I want to read the resumes, so I can better understand who my students are, understand what they see as their accomplishments, and get a small picture of their backgrounds.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Five
I will remind the student’s about last week. How we have been taking an up close and personal look at our own lives, who we are in general, but in particular who we are as readers and writers.
Another way that we can take a look at ourselves is to look at our accomplishments. We all have accomplishments or we would not be sitting in this room today! What are some of the ways that we can list our accomplishments?
List, letter, and RESUME
Great, today we are going to make a resume and a short cover letter about ourselves.
What are some of the categories on a resume?
Name, address, and phone number, email address
Biographical information
Skills
Educational Background
Other experiences
Work experiences
Hobbies
Any other pertinent information
I am going to put up this example from a past student on the overhead, so we can review a resume. Review the example
Also, I want you to write a cover letter to go along with your resume.
I am giving a workshop for the other teachers in this school at the end of the year to show them how great our class is and how great the reading writing workshop is. I want you to write a letter telling me why I should choose you to help me show these other teachers about our experiences as readers and writers.
What is some of the information we might put in a cover letter?
Why we are writing the letter (to be chosen for our reading & writing knowledge)
Brief information
What we are looking for
Why I should be chosen
I am going to write a letter on the overhead.
Write letter
Leave letters and resume example on during the writing process. Students will write a letter and resume.
I will circulate during this time, or work on my own resume if I am not needed.
I mentioned last week that we would have individual spelling lists.
Show personal spelling lists
You are to choose 5-10 words each week from your reading or from your writing that you know you are misspelling. Write the word the way it should be spelt, why it on your own and then write it once more without looking at the previous ones. Think about these words during the week. On Fridays we will take a few minutes during our housekeeping time to have a peer quiz us on the words. These will be kept in your spelling section of your binder.
Closure: See closure
It’s time for reading Lottery Rose. Also, I wanted to share some information about the author. Just like we wrote about our accomplishments today, these are some of the things that Irene Hunt would put on her resume.
Printed Handouts, Overheads etc.
Michele T. Figueiredo
100 Reading Drive
Writing, GA 30101
March 12, 2000
Ms. Lieder
English Teacher
Georgia’s Greatest Middle School
Houghton Road
Acworth, GA 30101
Dear Ms. Lieder,
I would like to attend your teacher workshop to show the other teachers in this school about my reading and writing knowledge.
I have lived in several different states, and I have been in several different schools. In each school I have learned about reading and writing. I am even in a reading and writing workshop class at this present time.
I am a pretty good student. I do well in all my classes, except keyboarding. I am still learning how to type faster. I really like my language arts class. I will be reading and writing everyday. I know that by the end of the year I will be an even better reader and writer.
I will be able to share all that I have learned in this class. I am going to be writing stories, poems, dramas, and memoirs. I could bring several examples of my work to your workshop.
I hope you will consider me for your workshop.
Sincerely,
Michele T. Figueiredo
Date: Day Seven
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
We are going to begin looking at the big, broad, category of narratives. We will review the voices that are used in the narrative form. We are going to review the many different genres that fall under the narrative umbrella. The students will begin a narrative of their own drawing from one or two of the many ideas that they have created over this last week or by following the general characteristics of a specific genre that we discuss.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
I will ask the students to share what their narratives are about by the means of a status of the class. I will ask them what genre this narrative falls under. Tomorrow we are going to look at the idea of setting within the narrative and discuss literary circle discussion. We will divide into groups of three tomorrow; everyone will be given a job for the discussion on Thursday because we will be finishing The Lottery Rose.
Evaluation:
I will evaluate the students’ participation within the mini-lesson. I will help those who need help during this initial writing stage. I want to keep this first writing wide open, so it is a broad range to choose from. As time goes on, we will become more specific. Also, I will be able to get a feel for the student’s current writing abilities when we look at this draft on Friday’s conference.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Seven
Today we are going to move away from looking at ourselves. I sure have enjoyed all of the information that I have learned about you through these activities. Please be sure to keep everything you have done. We will be using some of the information as idea inspirations and some of it for re-evaluation at the sex-week, twelve-week and year end times.
Everyone take out paper to take notes on today’s lesson! I will write on the overhead.
Today we are going to begin writing our own narrative.
What is a narrative?
A story
Tells events/ Plot
Who tells the story?
Author
From the author’s point of view
From someone else’s point of view that the author decides
What are some of the different kinds of genres?
Horror thriller
Western mystery
Fantasy
Real life
Science fiction
Detective
Romance
And each one of these different genres has some particular conventions that let us know, as readers, what is going to be happening. When we pick up a romance- what do we know as readers that we are going to find in that book?
Kissing, love, someone tortured by love, usually a happy ending, more than one person in love with the same person, someone loving a person but that person does not know about it.
What about setting.
Can be anywhere but often in the country, some remote place, in the workplace, at school.
What about the detective story? What is a reader going to KNOW that they will find?
Don’t you as readers find it comforting to find these conventions? What if you were reading a detective story and found romance? It throws you off. Remember this when you are writing.
Back to the detective:
Male or female detective, undercover work, dark, undesirable locations, questioning, detective being pulled in different directions, more than one suspect.
Okay, the list will go on with the mentioned characteristics or conventions of the various genres.
Now, It is time for you to begin your first narrative. You nay choose any of the different genres. You may choose from your own life, your time lines, your goals etc. This first narrative we will take from beginning to end so that everyone gets the process. After that, you will choose which pieces that you want to take to the final stage.
The rest of the class time will be devoted to your writing. I will be circulating if you need help, or I will be working on my own narrative.
See Closure
Read for the last ten minutes from Lottery Rose.
Printed Handouts, materials, overheads, etc.:
Date: Day Eight
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Yesterday, we began our narratives. Today we are going to look at the setting of our narrative. How important is the setting. How does the setting affect the reader? The students will have fifteen minutes to work on their narratives. We will regroup to discuss the concept of literary discussion circles. Because we have all been listening to The Lottery Rose that is the book we will focus on for our first discussions tomorrow. We will divide into groups of three. Everyone will be given his or her job for tomorrow’s discussions. I will complete reading The Lottery Rose.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
I will ask how setting is important to a story. I will ask the students why we are going to do literary circles. What do they think are the benefits? I will explain that next week we will come back to procedural minilessons on writing, editing and the process. For this week, I really just want everyone to be writing and enjoying the process of creating a story. Tomorrow be ready with whatever your job is for the literary circle discussion.
Evaluation:
Once again, the evaluation will come from class participation, student effort in the writing process and student cooperation with literary circle set-up and group formation.
Materials:
Assignment:
Provisions for individual differences:
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Teacher Notes: Day Eight
Yesterday, we looked at the conventions of the different genres.
One of the important characteristics of the narrative is the setting.
What does the setting do for the readers?
In order for this to happen what must you do as a writer?
Be descriptive. Let the reader feel the setting.
The setting can be:
For example, what are the settings in Lottery Rose?
Physical- his home, the catholic school
Occupational- mother drunk, boyfriend an abuser, nuns
Time period- not so long ago
General environment – catholic, morals of the school, emotional conditions- having been abused by his own mother, put down by his teacher
All of these elements help us to better understand the story but even more so to be able to feel the story. To be able to associate with what is happening. The setting allows us to connect with the story.
Now you have 15 minutes to work on your narratives, look at your setting. Can you picture yourself really there?
Re-Group for mini-lesson on literary circles
An exciting way to look at literature and understand it at a deeper level is to talk about it with other people who have read the same book. We will be doing this with the Lottery Rose. I will divide you into groups of three. Each of you will have a different job. One of you is the Journal writer- the journal writer writes about his/her reactions to the story. I will be similar to what you are writing in your journals.
One of you will be the passage master. You have the job of picking out specific passages that have a real meaning to you. You will decide how you will handle the reading of the passages-aloud, silently. The third person is the discussion director. The discussion director’s job is to make a list of questions that will provoke a meaningful discussion about some aspect of the book. For example: what would you do if your teacher thought you were stupid?
Divide them into groups.
Let the individual choose their function
Pass out the required handouts
Any questions, does everyone know what will be expected of you?
I will collect everybody’s finished job sheets.
Everyone must do their part so the discussions tomorrow will be worthwhile. Those of you who are passage master may borrow one of my copies.
See closure
FINISH reading The Lottery Rose
Printed Handouts, materials etc.:
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Journal Writer
Your job is to write about the readings. You need to make connections to things that you know or have experienced. Write about how the reading has made you feel. Has it brought up memories? Does it make you want to find out more? Are you left with questions and if so what questions? Have you read similar books? Reflect upon the reading. Please write a minimum of this one page; feel free to add on extra pages if necessary.
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
DISCUSSION DIRECTOR
Your job is to develop a list of questions (at least 10) that your group might want to discuss about today’s reading. Don’t worry about the small details; your task is to help people talk over the big ideas in the reading and share reactions. Usually the best discussion questions come from your own thoughts, feelings, and concerns as you read. You will start the discussion and make sure the discussion stays on track.
1.__________________________________________________________________________________________________________________________________________________________
3
.__________________________________________________________________________________________________________________________________________________________4.__________________________________________________________________________________________________________________________________________________________
5._________________________________________________________________________________________________________________________________________________________
6.__________________________________________________________________________________________________________________________________________________________
7.__________________________________________________________________________________________________________________________________________________________
8.__________________________________________________________________________________________________________________________________________________________
9._________________________________________________________________________________________________________________________________________________________
10.___________________________________________________________________________
PASSAGE MASTER
Your job is to locate a few special sections of the reading the group should look back on. The idea is to help people notice the most interesting, funny, puzzling, or important sections of the text. You should decide which passages or paragraphs are worth reviewing and then hot plans for how they should be shared with the group. You can read the passages aloud yourself, ask someone else to read them, or have people read them silently and then discuss them.
Location Reason for Picking Plan for Reading
1. Page_________ ___________________ _______________
Paragraph_______ ___________________ _______________
2. Page_________ ___________________ _______________
Paragraph_______ ___________________ _______________
3. Page_________ ___________________ _______________
Paragraph_______ ___________________ _______________
4.Page__________ ___________________ _______________
Paragraph_______ ___________________ _______________
5. Page _________ ___________________ _______________
Paragraph_______ ___________________ _______________
6. Page_________ ___________________ _______________
Paragraph_______ ___________________ _______________
7. Page_________ ___________________ _______________
Paragraph_______ ___________________ _______________
Date: Day nine
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
As we discussed yesterday, today we will begin the class by working in small groups of three and having a literary discussion about The Lottery Rose. After the literary circles, we will have a mini-lesson on what real writer’s do when they are writing. The remainder of the class will be devoted to writing and conferencing.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
Did the literary circle help you better understand the book? Were you given other ways of looking at some of the same themes? What are some of the things that real writer’s do when they are writing? Are you doing some of these things? Next week, we will come back to minilessons on editing, peer editing, and evaluating your own writing. Remember that those students with last Names A-L will be turning in you reading/writing journals. What we will be doing tomorrow? It is Friday. You will all need to be ready for you mini-conferencing and reading/ writing updates with me.
Evaluation:
I will evaluate the students’ participation within their groups. Take note of those that are prepared with their journals, questions and passages. I will be conferencing during the writing time of today’s class.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Nine
Today we will go directly into the discussion circles. You can decide amongst your group how you want to handle the discussion.
Some example: discussion director asks a question – talk about it Passage master read a passage. Journal writer read a part of your writing
The main point is to have a meaningful discussion on what The Lottery Rose meant to you.
I will join the different groups, help stimulate conversation if necessary.
Regroup for mini-lesson
TAKE NOTES
See page written up on what real authors do
The remainder of today’s class will be for writing. Are you doing what authors do?
I will conference as needed.
See Closure
See Assignment reminders
Remember tomorrow is Friday!! BE PREPARED
Overhead:
What Authors Do
Writers:
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Date: Day ten
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Today is Friday. I will remind the students that the reason it is quiet during our reading and writing time is because we are thinking. We will be writing for the first thirty-five minutes. The students will read for thirty-five minutes. I will conference with every student. Most students will be completing their first book, I will suggest that they choose another before leaving today. I will provide closure and read aloud Dr. Seuss’ Hooray for Diffendoofer Day!
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
I will ask the students to think about their writing process during this week. What worked for them, what was difficult? When reading think about asking questions, choosing passages, and making connections for writing a journal. These can be used in helping you with your reading journal responses. As I mentioned, next week we are going to work on editing, revising, peer editing, and what to do with a final piece of writing. I will be reading short stories, and poems next week during our read aloud time.
Evaluation:
I will be evaluating the students during the conference time. I will be checking their work according to my expectations and grading specifications. I will be reading the journals of those that were turned in to me. I reflect on the answers that the students gave me for the closure period.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Ten
Today is Friday!
I will circulate during the writing and reading time. For those that I don’t get to during writing, they are to leave all necessary information out for conferencing.
I will be looking at:
SEE Closure
Pick up all journals M-Z
Read aloud Hooray for Diffendoofer Day!
Keep on reading and writing! Do not let yourself fall behind!
Date: Eleven
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Last Thursday, we made a list of what authors do. On Friday you were drafting, reading, revising and conferring with neighbors. Today we are going to look at the next stage of writing, the polishing. Polishing is when we make final word choices, clarify and tighten our writing. We will continue to come back to these items throughout the year because it is a huge category. But, for the narratives you are currently working on, I want you to be able to start looking for these types of improvements. The remainder of the class will be writing workshop time and I will read three different poems from A Child’s Anthology of Poetry. Also, I will discuss the reasons why I chose those specific poems.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
I notice that you are all getting the hang of what information I am looking for in our status-of-the-class time. Would anyone like to reinforce that information for us? What types of word changes did you make in your writing today? Can anyone share some specific examples? Is it better to have lots of pages, or is it clearer to be concise and say what you want with fewer words? What can you use if you want help finding different words? Tomorrow I will introduce the editing process that we will use for the rest of the year with our writing. I noticed today that most of you are just about ready for the editing process on your first piece. If you are not, don’t worry, you will still need this information.
Evaluation:
I will evaluate the students the students understanding of the minilesson from their class participation and from conferencing and circulating during their writing time.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Eleven
I want everyone to get out your notes from last Thursday about what authors do. What is the step after drafting, reading, writing and conferring?
Polishing, yes! What is polishing? When I was little I had to polish my Mother’s special silverware until it shone. That is the same thing we do with writing. We polish our writing until it shines.
One of the ways we polish our writing is to look at our word choices.
Do we want to say our main character walked, or she sauntered?
What would be the difference in meaning?
The first type of words to look at are the verbs. They create the action. We want the action to speak loudly by our word choice.
I am going to write a few sentences, and I want all of you to think of ways that we can change them.
I got out of bed, and I turned off my alarm clock. I went downstairs and ate some breakfast. Afterwards, I brushed my teeth before I went outside to get on the bus.
Ex: I jumped out of bed, and I smashed my alarm clock. I flew downstairs and gobbled some breakfast. Afterwards, I brushed my teeth before I flew outside to jump on the bus.
Which is more expressive, more interesting?
Also, if you can say the same thing in ten words that you can say in 30, which is better for the reader. I do not want you writing just to get a certain number of words or pages.
You want to write clearly and succinctly!
What is succinctly?
Using the fewest number of words to say exactly what you want to say.
Today, I want you to go back through your narratives. Polish them.
Look at each word. Are you saying what you want to say? Can you say the same thing without so many words? Are you using the same words over and over?
What writer’s tool can you use if you are using words repetitively?
The thesaurus. Now the idea is not to use words that you don’t understand or that don’t sound like you. It is to find a variety of words that work for you.
DO Not Panic!
These are concepts that we will continue to come back to time and time again. The more you write, the easier it will be for you to recognize these types of polishing. The more you read, the more you will become aware of how other authors are saying what they want to say. So keep on reading, and keep on writing!
It is time for writing workshop time.
I will conference with you. You may quietly confer with a peer for their opinion. Tomorrow we will talk about peer editing.
Depending upon the length of time leftover, I might put in 15-20 minutes of individual reading time.
See Closure
I am going to read "maggie and milly and molly and may" by E.E. Cummings because I love the sea and I can picture each girl doing what is said at the beach. Also, one can always find oneself in the sea; I do.
"Good Sportsmanship" by Richard Armour because it makes me laugh. I am a big proponent of good sportsmanship. I find it very ugly to see a poor sport. It ruins the fun of the game!
Good sportsmanship we hail, we sing,
It’s always pleasant when you spot it.
There’s only one unhappy thing:
You have to lose to prove you’ve got it.
The last poem that I will read will be " I Shall Not Pass This Way Again" by Anonymous. I like this poem because as I get older I realize how true this poem is for me. We only get one chance at many things, so you may as well show kindness while you can.
I Shall Not Pass This Way Again
Through this toilsome world, alas
Once and only once I pass;
If a kindness I may show,
If a good deed I may do
To a suffering fellow man,
Let me do while I can.
No delay, for it is plain
I shall not pass this way again.
Printed Handouts, overheads etc.:
Return to Top
It’s all in the word choice!
Boring Verbs
I got out of bed, and I turned off my alarm clock. I went downstairs and ate some breakfast. Afterwards, I brushed my teeth before I went outside to get on the bus.
Expressive Verbs
I jumped out of bed, and I smashed my alarm clock. I flew downstairs and gobbled some breakfast. Afterwards, I brushed my teeth before I flew outside to jump on the bus.
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Date: Day Twelve
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Yesterday we looked at the polishing stage of writing, and today we are going to look at the editing process. Remember that we will be continuing to revisit all of these topics throughout the year, but you need a place to jump off from in your writing process. The students will edit their own paper and switch with a peer. Before switching with a peer, I will provide brief guidelines for the first peer editing session. Students will have individual reading time. I will begin reading The Magic Finger by Roald Dahl.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
What was the most helpful part of editing? What was difficult about editing a peer’s paper? What types of comments are most helpful? What types of editing changes are we looking for at this point in the process? Tomorrow we are going to step away from editing and return to the various forms of narratives that we discussed last week. Be ready for writing and working in a group.
Evaluation:
I will evaluate the students’ understanding through their class participation, the types of questions asked, and not asked. I will be circulating during the individual and peer editing times. The students will be filling out the editing sheets for their writing.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Twelve
Yesterday we polished to make our words shine. Today we edit, to make sure our reader will have the easiest time reading it.
In the past, you probably finished writing your papers and turned them into you very fine English teachers. They, in turn, dutifully edited them for every grammatical error known to mankind and returned them to you. My question is—What did you do with the paper when you got it back? Did you dutifully check every correction and make a note of it. Did you get it out the next time you were writing?
If you answered yes to these questions—my hat goes off to you. However, if you are like the majority, you filed that paper away (maybe even in the circular file) and never looked at it again. In order to learn from our mistakes a better way to write, we have to take part in the editing ourselves!
Therefore before your peers or I ever edit your work, you are going to be the first editor in chief. One of the things that helps me the most when I am editing is to read the work aloud. If you are in the classroom you are going to have to go to one of the conferencing tables and be sure to do it quietly. If you are at home, use a speaking voice. It is wonderful to hear our own words, and we are far more likely to HEAR our mistakes. You ear will send the message to your brain that something needs improving. You will be able to tell if your story is making sense, if the images are clear etc.
Step one: read the work aloud
Step two: make a note of the parts that may need improving
Step Three: try to decide what kind of improvement it needs
Step four: be specific about what kind of help you want.
Think about what you specifically want help with. Do you want help with the language, ideas, images, organization, coherence, and just a part of the work or the whole piece? Tell the responder what you want response to in words.
Now, it is time for a peer to read you work after checking what items you want help with.
Responder, it is very important for you to listen carefully to what the reader wants. Always find something positive to so say first!
What are some examples of positive things to say to a writer?
Paraphrase back what the writer wants to know, "so you want me to look at the organization, the flow of ideas?"
Ask questions if you need clarification. "What exactly do you mean in this part here?"
I will role model several more questions. The students will receive the peer editing form. They will fill it out for their own work and then find a peer to work with. The rest of the time will be spent in peer editing and writing.
Peer editing forms should be kept with the draft pages. Keep them for your writing records.
See Closure. Be ready for a writing adventure tomorrow!
I am going to read aloud The Magic Finger because it makes the reader think about being in someone else’s moccasins. I will tie these feelings into peer editing and being helpful. I will tie back to the last poem I read yesterday about a moment of kindness. It is very important that the editing process is positive!
Printed Handouts, materials, etc.:
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Date: Day Thirteen
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
I want to return to the subject of the various types of narratives and their basic forms that we covered last week. Mini-lesson on the certain aspects found in different genres. We are going to break into groups of 6-8 people for a writing adventure. The students will write in 6-8 different genres, illustrate their short narrative and share the end results with the class. I will finish reading The Magic Finger and we will discuss the theme of walking in someone else’s moccasins.
Specific Objectives:
Students will:
Procedures:
The teacher will:
Closure:
What did you learn from our writing adventure today? What genres are more difficult for you, and which ones were easier? Was it difficult coming up with an illustration? Tomorrow, we are going to move back to our writing with a discussion on writing conventions. What are writing conventions? Why do we have writing conventions? And we will create an individual proofreading list of conventions for ourselves.
Evaluation:
I will evaluate the students’ understanding through their class participation, the types of questions asked, and not asked. I will be participating in the group writing activity. I will evaluate the students on their creativity in writing, in creating their illustration, and in their reading aloud. (If anyone really cannot read his/hers aloud, I will ask for a volunteer from his or her specific group)
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Thirteen
As I mentioned yesterday, today we are going to have a writing adventure. Last week, we spoke about the various genres and the peculiarities to each genre. Can you get your notes out from that mini-lesson?
Revisit the genre characteristics.
Why are conventions important? If a reader knows they are going to read a mystery, they want the particular elements generally found in a mystery. It provides a comfort level for the reader. It is like opening a can of tomato soup. If you open it and inside is cream of mushroom, you are disappointed. The same is true with genre conventions! It is not really rules that you as a writer are having to follow, it is conventions that must be followed for the readers’ sake.
We are going to divide into groups of six-eight people. The desks should be rearranged to form a circle or where everyone can talk and face each other. Each person is going to receive a particular genre on a piece of paper. You will each be given four minutes to begin a short story in that genre. Use the conventions that have talked about.
After four minutes you will pass the paper to person on your right. They will have to read what you have written, and they will write for four minutes with adding on to your story and genre. This will continue until you receive your paper back again. I want everyone to read his/her story to themselves. Illustrate your story. Then everyone will share his or her story. If anyone does not want to read aloud, someone else in the group may read for him/her. See if the others can figure out the genre. Did the other writers follow that genre’s characteristics? How did the story change from your original vision?
Why did you choose to illustrate the story as you did?
As a class, I will ask if anyone wants to share as time allows.
I will have participated with a group on this adventure.
See Closure
I will finish reading The Magic Finger and discuss the story.
Printed Materials:
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Instructions for our Writing Adventure
Date: Day Fourteen
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Just as there are conventions in the different genres which we learned about in our writing adventure yesterday, there are conventions in writing in general. Why do we have conventions? How do they help the reader? How is that similar to conventions in genre? We will discuss in brief some of the conventions that help readers: spelling, punctuation, word order, word choice, etc. The students will receive an individual convention-proofreading list. They will fill out several conventions that they need to work on from their editing of day twelve. The rest of the time will be devoted to writing and getting their piece ready for the final version. I am going to read aloud three more poems from an anthology.
Specific Objectives:
Student will:
Procedures:
The teacher will:
Closure:
Answer the questions from the introduction. What are some of the more difficult conventions? Why are they necessary? How will you try to work on them? Keep your conventions sheet at the beginning of your work in progress section of your binder. You will update them as necessary. I will check on them on our Friday conferences. Tomorrow is Friday. You all know what that means by now. During the writing workshop, I want you to work on finishing this first narrative. In the future, you will choose on whether you will take a piece of writing to the final stage, or perhaps you already scratched your first and now you are finishing a second, but I wanted you all to see the process of taking a piece of writing through the stages an author does. In the future, you will make the decisions regarding what pieces you are going to take to the final stage.
Evaluation:
I will evaluate the students’ understanding through their class participation, the types of questions asked, and not asked. I will be circulating during the individual and peer editing times. The students will be filling out the editing sheets for their writing.
Materials:
Assignment:
Provisions for individual differences:
Teacher Notes: Day Fourteen
Just as we worked on genre conventions yesterday, today we are going to begin looking at writing conventions. What are writing conventions? Why are they important?
As a reader are you distracted or put off a piece of writing if there are a lot of grammatical, spelling, and punctuation type errors. Does it make it more complicated to read? Do they break the flow of reading?
Do you stop paying attention to the story and focus on the errors?
If you answered yes to some of these questions, then you know why conventions are important. We as writers must always strive to improve the quality of our writing. We want the content and the interest to be there; well we want correct conventions too.
Each of you is going to have your own Conventions to be Improved Record. As you are editing, or a peer is editing, or I am editing, make a note of the particular errors you may be making. We all have different strengths and weaknesses. I will check to see in your writing that you are working on a few conventions.
I do not want to see a huge list! We can only concentrate on a few (1-3) at a time. When you feel that you have mastered those, then move on to some new ones.
We will have minilessons on the conventions of writing throughout the year. It is important to look at conventions in real writing. It will help you far more than those grammar worksheets that you love!
I want each of you to fill out 2-3 conventions that you would like to concentrate on with this piece of writing. What are some examples of conventions?
Capitalization
Spelling
Commas
Quotation marks
End punctuation
Semi-colons etc.
I am also handing out an Editing Checklist. This is to be filled out before I receive a piece of work that is at the final editing stage. I want to know which conventions I should be concentrating. These should be the same conventions that you are concentrating on in your own editing. Attach it to the front of any piece that you want edited by your final "editing manager."
The rest of the class will be devoted to the finalizing of this first piece of work. As I mentioned, I will be collecting this first narrative. I want us both to have a record of where you have begun, and I wanted you all to take this first piece through the process so that you will be able to do it with your chosen pieces in the future.
See Closure
I am going to read:
"Life Doesn’t Frighten Me" Maya Angelou – because it is a strong poem.
"I’d Love to Be a Fairy’s Child" Robert Graves –because sometimes I feel that way.
"Roger the Dog" Ted Hughes –because I love dogs, I enjoy the images.
Printed Materials:
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Date: Day Fifteen
Subject: Language Arts Grade: 8th
General Objectives:
The Students will:
Introduction:
Today is Friday. I will remind the students that the reason it is quiet during our reading and writing time is because we are thinking. We will be writing for the first thirty-five minutes. The students will read for thirty-five minutes. I will conference with every student. I will introduce our next novel which is A Day No Pigs Would Die. We will talk about the author and the coming of age theme.
Specific Objectives:
Student will:
Procedures:
The teacher will:
Closure:
I will ask the students to think about their writing process during this week. What worked for them, what was difficult? How does editing effect the writing process. Does it help to have a peer edit? Why do I want you to make specific notes of your needs before turning your paper over to others? Why do we need writing conventions? Next week most of you will begin new writing projects. We will be discussing ideas for those. We will begin to look at memoirs (perhaps something you will want to work on next). What are memoirs, what makes them different? I will be reading aloud A Day No Pigs Would Die. We will do literary circle discussions from it.
Evaluation:
I will be evaluating the students during the conference time. I will be checking their work according to my expectations and grading specifications. I will be reading the journals of those that were turned in to me. I reflect on the answers that the students gave me for the closure period.
Materials:
Assignment:
Provisions for individual differences:
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Teacher Notes: Day Fifteen
Today is Friday!
I will circulate during the writing and reading time. For those that I don’t get to during writing, they are to leave all necessary information out for conferencing.
I will be looking at:
SEE Closure. Pick up all journals A-L
Introduce Robert Peck and A Day No Pigs Would Die
Keep on reading and writing! Do not let yourself fall behind!
This completes these first three weeks of school. We are moving on to a new unit: the coming of age idea. We will read aloud from Robert Peck’s book. Read other short stories and poems pertaining to the coming of age theme. You will all be writing what you choose to write about. Remember, closer to the bone juicier the meat, the same is true with writing. The closer to the heart that your writing is, the more interesting and meaningful the writing. You will choose what pieces you will take to the final stage from here on out.
We will be in the writing/reading workshop format in earnest now. You all have the rhythm down. We will do minilessons. The occasional different item all together and writing and reading. See you all on Monday. I can’t wait to read your writing!!
Printed Materials etc.:
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I have many more extender activities in my file. If you are interested contact me at mfig4@yahoo.com