Week - Wappingers Central School District



WeekMondayTuesdayWednesdayThursdayFriday1Day 1Procedural LessonsWriting IdentityWriting TerritoriesMultigenre WebHow to Use a Writer’s NotebookDay 2On Demand NarrativeChoosing Topics to Write About – People and Places – Begin Entries – boiling down to small momentsUsing the Writer’s NotebookDay 3On Demand InformationalWriting in the Writer’s NotebookDay 4On Demand OpinionWriting in the Writer’s NotebookDay 5Bend One: Creating and Developing Realistic Fiction StoriesLesson 1 - Imagining stories from ordinary moments Unforgettable Stories and Wonderings - Ralph Fletcher (Moving, New School, Friendship-topics they’ve experienced)People and Places2Day 6Lesson 2 Imagining Stories We Wish Existed in the WorldWriters practice story telling with their partners. Day 7Lesson 3 – Developing Believable CharactersWriters learn to create characters approximately their age with similar experiences. Day 8Lesson 4 – Giving Characters Struggles and MotivationsWriters learn that characters act certain ways for certain reasons and learn that often they have to overcome obstacles. Day 9Lesson 5 – Plotting with a Story ArcWriters learn how to plan their stories using a story mountain including emotions, motivation and obstaclesDay 10Bend 2 - RevisingStrings of Action – What are you hands doing, feet doing, face etc Weight - Expanding Important Parts3Day 11Lesson 6 Show Don’t TellShow what is happening in the story through actionsPlanning and Writing ScenesDay 12Lesson 7 Heart of the StoryWriters focus in on the heart of the story and revise and develop their writing using strategies they have learned.Day 13Lesson 8 Great BeginningsTeach children how to write leads that capture the reader’s attention. Writers use mentor texts to learn how to write leads. Day 14Lesson 9 Orienting Readers with Setting - Weather the StormUsing weather to reveal tone as well as the characters feelings and moodDay 15Lesson 10 Memorable EndingsTeach children how to write endings that readers remember. 4Day 16 Stringing moments togetherWriters learn how to string 2-3 scenes together (1hr or less, 2-3 characters, no one in class)Sketch/Stretch 4 PanelStory MountainDay 17Reveal Characters Further using internal dialogue – Use the characters thoughts, feelings, wonderings to further reveal the characterDay 18Revealing Characters through Action and Dialogue – Add actions to dialogue to reveal your characters to the reader.Day 19Transitions – Teach children how to use words and phrases for transitions between action in their narratives.Day 20Symbolism, Simile and MetaphorWriters use symbols and simile and metaphor in important parts5Repeating Words, Phrases and Sentence StructuresWriters use repetition in important parts. Sentence variety Bend 3 – Preparing for PublicationLesson 11 - Revision – Rereading with a lensWriters learn how to revise their work using one or more of the strategies they have learned. Lesson 12 – Making a Space for WritingWriters learn to revise using a checklist. Lesson 13 – Using Mentor Texts to Flesh out CharactersWriters learn how to use mentor texts to elaborate on their characters internal and external characteristicsLesson 14 – Editing with Various LensesWriters learn how to edit with a checklist rereading for different types of errors separately. 6Lesson 15 PublishingMid OctoberEnd of Unit On Demand Draft(Assessment) Bend 4 – Embarking on Independent Fiction ProjectsLesson 16 – Writers learn that they will continue to write realistic fiction independently using the strategies they have learned. Lesson 17 – Planning and Drafting Stories with AgencyWriters learn independent pacing and accountability. Lesson 18 – Mining the Connections between Reading and WritingLesson 19 - Focusing the Reader’s GageWriters learn how to return to the Narrative Checklist with increasing independence. Lesson 20 – Choosing Punctuation for EffectWriters learn how to master punctuation and use it to communicate with their readers about how their writing should be read.Week One Procedural Lessons: Writing IdentityUsing a Writer’s NotebookHow to Confer with a PartnerWriting Territories and Multigenre maps for generating ideasThe Writing Process – When You think you’re done you’ve just begun…Building Stamina during Writer’s WorkshopOn Demand Drafts: One on demand draft should be done at the beginning of the unit without instruction and one at the end after instruction. It is suggested that children should be drafting new writing at least once a week. Conferencing and Sharing It is suggested that conferencing be done daily throughout any unit of study. It is suggested that you conference with each child at least once a week (individually or in strategy groups) and keep records of the conferences with goals for each child. Children should have many entries in their Writer’s Notebook and be writing long and strong every day. Children should be writing at least a page or page and a half daily in their Writer’s Notebook. The notebook should be going back and forth between home and school daily. It is suggested that children publish 1 piece per unit. Writers pick what they feel is their best writing and improve it based on your revision and editing lessons. Sharing should be done as often as possible (partner, small group, whole group) culminating with an Author’s Celebration at the end of the unit. Publishing should be done in a “real world” manner and for an audience. Editing Lesson: Get it Right - Writers learn how to re-read their writing for each type of error separately, Sentence Sense, Capitalization and Punctuation and Spelling (Editing). Children should do at least 3 readings for effective editing focusing on one type of error at a time. Conventions and editing can be taught outside of Writer’s Workshop during Word Study. Children should edit as much of their writing as possible, not just published pieces of writing. ................
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