Ps 203 Grade Unit

?Topic/Theme DurationTaking Charge of WritingEssential Question/sWhat do I need to know as a writer about the routines and procedures to make sure I am using my time wisely and efficiently during workshop time? How do I choose a topic to write about in narrative, poetry, informational, and opinion writing? How do I use components of language to strengthen my writing when I revise and edit?Standards W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe. L.2.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.2.5: Demonstrate understanding of word relationships and nuances in word meaningsKey Student Learning ObjectivesBend 1: Teach Students the Writing Routines and ProceduresLesson 1: I can develop transitioning signalsI can practice transitioning signalsLesson 2:I can decorate my writer’s notebook to personalize it for writing ideas for the year Lesson 3:I can work with a partner to help me create and listen to my writingBend 2: Sketching Writing Ideas of Different GenresLesson 4:I can think of a person, place or thing and quickly sketch one of those ideas and write. Lesson 5:I can think of a person, place or thing and quickly sketch one of those ideas for a poemLesson 6: I can think of a topic I know well and sketch an idea for an informative piece and writeLesson 7: I can think of a topic that interests meI can sketch an idea for an opinion piece and writeLesson 8:I can retell my story idea to a partner before I actually start writing.I can retell my story across my fingers Lesson 9:I can choose one of my ideas and make a sketch of what is happening in my story to add details to my writingLesson 10:I can tale one of my ideas and begin writing across pages Bend 3: Revising and EditingLesson 11:I can revise my writing by looking at the nouns I have chosen to see if I need to change my word choice I can understand the difference between collective nouns, irregular plural nouns and reflexive pronouns.Lesson 12:I can revise my writing by looking at the verbs I have chosen to see if I need to change my word choiceI can understand the difference between past tense and irregular verbsLesson 13:I can revise my writing by looking at the adverbs and adjective I have chosen to see if I need to change my word choiceI can understand the difference between adverbs and adjectivesLesson 14: I can revise and edit my writing by looking at the sentence lengthI can determine if my sentence is a simple or compound sentence Lesson 15:I can revise and edit my writing by looking at my word choice to see if I can change it to make it more interestingLesson 16:I can revise and edit my writing to see if I have properly capitalized proper nounsI can revise and edit my writing to see I have used a capital letter at the beginning of my sentences Lesson 17:I can revise and edit my writing by looking to see if I need to add apostrophes to contractions I can revise and edit my writing by looking to see I need to add apostrophes to show possession Lesson 18:I can reflect on the changes I have made to my writingI can publish my final writing pieceSequence of Key Learning ActivitiesSecond grade writers will be exposed to the many routines and procedures necessary to be efficient and effective writers in the writer’s workshop model. Writers will sketch ideas of different genres of writing as well as learn revising and editing strategies to strengthen their writing. Key Texts to be UsedCentral Texts Rotten Redheaded Older Brother by Patricia PolaccoBigmamma's by Donald CrewsA Chair for My Mother by Vera WilliamsThe Relatives Came by Cynthia RylantShortcut by Donald CrewsThunder Cake by Patricia PolaccoOne Morning in Maine by Picture PuffinsToo Many Tomales by Gary SotoThank You Mr. Falkner by Patricia PolaccoAmazing Grace by Mary HoffmanMirette on the High Wire by Emily Arnold McCullyWhistle for Willie by Ezra Jack KeatsAssessmentsChecklist Conference Notes Rubric Writing Folder Published Work Post-it Notes Post workshop Share of Skills and Strategies Writing CelebratingPre-Assessment (given prior to starting the unit)On-demand writing:“I’m really eager to understand what you can do as writers of narratives, of stories, so today, will you please write the best personal narrative, the best Small Moment story that you can write. Make this be the story of one time in your life. You might focus on just a scene or two. You’ll have only forty-five minutes to write this true story, so you’ll need to plan, draft, revise, and edit in one sitting. Write in a way that allows you to show off all you know about narrative writing. In your writing make sure you:●Make a beginning for your story●Show what happened, in order●Use details to help readers picture your story●Make an ending for your story”Along with the Writing Rubric, observe these behaviors:●Are students writing about one time?●Where they able to write a beginning, use transitions, and create an ending?●Do students bring their characters to life with details?●Do students choose strong words to help readers picture their story?●How are students using spelling and punctuation rules?Students will plan, draft, write and edit a narrative piece about "one time in their life" in one 45 minute setting Post Assessment: Same as pre-assessment. See page 182, 183 in the Writing Pathways bookMeeting Students’ needs provide support as needed during individual teaching sessions provide feedback in small group setting provide modified writing paper provide modified and/or alternate grade level checklists and rubrics to scaffold or stretch learning provide personal copies of teaching charts provide appropriate writer partners provide support as needed through conferencing provide support as needed through writing strategy groups scaffold or stretch learning through the use of various strategies such as digital media and resourcesCreate and review anchor chartsAdditional time Review of directions Concrete examples Support auditory presentations with visuals ChecklistsELL Support create a triad instead of partnership may be beneficial Demonstrate for students how to use writing checklists to set goals for their writing Provide consistent teaching structures Use consistent teaching language Offer plentiful opportunities for reading practice Provide access to a broad variety of texts Use assessment to provide extra support Use visual examples in your teaching Provide extra active engagement time in mini-lessons for extra practice Provide readers with topic-based text sets Provide opportunities for listening and learning the social language of the reading workshop Provide opportunities to read in both their home language and in English Plan instruction with the ELL teacher Extend the language ELLs are producing through questioning Support students in building vocabulary using their own reading as the context As the unit progresses, the teacher, in coordination with the students, will develop a word wall that will highlight vocabulary specific to the topic chosen ................
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