Lucy Calkin’s Units of Study - PSD 401

[Pages:19]Lucy Calkins' Units of Study Narrative Writing Book 2

Lesson # ____01

GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, 4.1.1

Minutes

Teacher Behavior

Student Behavior

1-15

Teaching Point (TP) Writers emulate each Students listen to teacher

other by searching for an appropriate

reading a mentor text and

mentor text, experiencing the text, and

share the way that they have

then reading as a writer for techniques

used mentor texts in the

used in the text.

past to help them identify

what goes into a piece. Ex.

Read "Eleven" by Sandra Cisneros as a When I wanted to write a

mentor text of narrative. (pg 4 -5). Model speech for my student

the experience of the story by acting out council, I looked up

small parts. Model thinking like a writer examples on the internet,

as you point out what could be useful in a thought about other

future narrative you write.

speeches I've heard and

modeled my writing after

those.

15-20

Pull out the techniques that are used in the Verbally students identify

mentor text "Eleven"

and discuss at tables the list

that is being created.

20-55

Circulating/student monitoring Informally monitoring students and conferring about ideas

MidTeaching Point: Reread text to examine more closely how an author uses techniques previously identified.

Students explore mentor texts on table and create personal list of techniques that the authors use in Narrative writing.

55-60

Daily wrap up Have students recall one thing that was learned. Share that with your partner

Daily wrap/up Verbally sharing ideas that they took from mentor texts.

Lucy Calkins' Units of Study Narrative Writing Book 2

Lesson # ____02

Writing GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, 3.1.1,3.1.2

Minutes

Teacher Behavior

Student Behavior

1-15

Teaching Point (TP) Use turning points to Students listen to teacher

generate small moment/personal narrative sharing how a turning point

writing topics.

might be the start of a

narrative story.

Specifically: Students learn to list turning

points in their lives to use as story starters. e.g. My first day as a

Listing Firsts, Lasts and Ah-ha moments. teacher.

The last time I petted my

*Key to teaching before, middle and end very old and sick dog.

story concepts.

The lesson I learned about

giving gifts that matter to

the people they are intended

for.

15-20 20-55

55-60

Lead students in generating a list of these turning point moments for their writers' notebooks. Ask specific questions from pg 21.

Students brainstorm and write lists.

Circulating/student monitoring Informally monitoring students and conferring about ideas

Mid-Workshop Teaching Point: Writers Plan. Students should look over what they have written and what their ideas and utilize a graphic organizer or planning box to plan their next piece.

Student choice activity Students create lists of turning points. Students write the story or details of the turning point.

Daily wrap up Sharing writing with class Find an example of a student who has used a strategy you want more children to try. Have students recall one thing that was learned.

Daily wrap/up Share with partners pieces of their own writing.

Lucy Calkins' Units of Study Narrative Writing Book 2

Lesson # ____03

Writing GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, 3.1.1, 3.1.2

Minutes

Teacher Behavior

Student Behavior

1-15

Teaching Point (TP) Use emotions to

Students listen to their

generate story ideas

teacher demonstrate how a

list of moments revolving

Specifically: Students learn to list items around an emotion can turn

that evoke a feeling that may lead to a

into a story.

story topic (hope, fear, worry, joy, etc.)

e.g. Worry

*Key to teaching analytical story

The time I knew my mom

writing/reading.

had gone to see the doctor.

The time a report card came

in the mail.

The time the phone rang

and I felt it would be bad

news.

15-20 20-40

Lead students in generating a list of these emotional moments for their writers' notebooks. Ask specific questions from pg 32.

Students brainstorm and write lists.

Circulating/student monitoring Informally monitoring students and conferring about ideas

Mid-Workshop Teaching Point: Remembering to Paragraph. Review when to use paragraphs in narrative writing (pg 37).

Student choice activity Students create lists of emotions and story starters. Students write the story or details of the emotion. Students can revise another story they already started.

40-55 55-60

Share another strategy students can use to generate a story.

Telling family stories can also start writers thinking about times they want to write about. Daily wrap up Sharing writing with class

Students work in small storytelling groups and tell their family stories to each other. Add this to strategy to the class strategy chart. Daily wrap/up Share with partners pieces

Find an example of a student who has used of their own writing. a strategy you want more children to try.

Tell students another strategy is to retell family stories, demonstrate

Lucy Calkins' Units of Study Narrative Writing Book 2

Lesson # ____04

Writing GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, 3.1.1, 3.1.2, 3.3, 4.1.1, 4.1.2, 4.2

Minutes

Teacher Behavior

Student Behavior

1-10

Teaching Point (TP) Reviewing our own

writing teaches us the ideas that we've

Listen and watch what the

mastered. Those skills now become part of other child has learned as a

our drafting, not revising.

model of what to look for in

their own writing and

Share a story about a child that has

planning.

successfully examined their own writing to

identify how far they have come as writers.

10-20 20-25 25-55

Lead students in examining their own writing.

Students take a piece that they have already revised or finished and examines it for lessons they have already mastered

Students create a list of what they have learned in their notebooks.

Goal Setting with students.

Tell students that from this day forward they need to take action in their writing to insure that what they have learned appears in their writing. Circulating/student monitoring Informally monitoring students and conferring about ideas

Students establish what their personal writing objective is for the future pieces they are working on

Student choice activity Students look over stories they are currently working on further revise.

Mid-Workshop Teaching Point: Remembering to Paragraph. Review when to use paragraphs in narrative writing

55-60

Daily wrap up Sharing writing with class Find an example of a student who has used a strategy you want more children to try.

Daily wrap/up Share with partners pieces of their own writing.

Tell students another strategy is to retell family stories, demonstrate

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download