Personal Essay Unit
|Social Issues/Personal Essay Unit (Writing) |
|3rd Grade |
|Desired Results for the Unit |
|GOALS (What are our relevant goals for this unit?) |
|- Students will develop their own thesis statement with supporting details to create a well-written essay. |
|- Students will use details and examples from real life experiences. |
|- Students will incorporate the craft lessons taught throughout the year in their writing. |
|OUTCOMES OF UNDERSTANDING (To achieve our goals, what understandings will be needed?) |ESSENTIAL QUESTIONS: (What essential questions will focus our goals, stimulate |
|Students will understand… |conversation, and guide our actions?) |
|- A desire to advocate and a growing conviction of what is “right” related to a concept. |- How can writers make judgments and express their opinions on personal and literary |
|- The desire to support, learn more about and convince others of an idea. |levels? |
| |- What writing strategies did you implement in your writing? |
|Assessment Evidence |
|CULMINATING PROJECTS AND PUBLIC DISPLAYS OF LEARNING: |INFORMAL ASSESSMENTS: (What are the key observable indicators of short and long term |
|- Students will compose and publish a thesis essay using all strategies taught in writer’s |progress? What data should be collected?) |
|workshop. |- Conferencing |
|- Publishing party |- Writer’s notebook entries |
| |- Collection of first drafts with revision |
|Resources |
|UNIT RESOURCES: (What materials and resources are needed to support this unit?) |STUDENT RESOURCES: |
|- Mentor Texts |- Writer’s notebooks |
|- TC unit resources (personal essay resources) |- Mentor texts |
|- Teacher’s writer’s notebook |- Post-its |
|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 1: |Teaching Point: Readers can |Teaching Point: Readers |Teaching Point: Readers can summarize |Teaching Point: Readers can |Teaching Point: Readers can |
|READING WORKSHOP |identify the elements of |continue to listen to and |the big idea and the supporting |summarize the big idea and the |develop a rubric for personal |
| |Personal Essay |read personal essays. They |details in a personal essay as they |supporting details in a personal|essay to set the expectation |
|Immersion in Personal|Thesis statement |can identify the elements |read. (Active summarization) |essay as they read. |Preparation: Blank rubric chart|
|Essay |Specific structure - intro, |Preparation: A personal |Preparation: 2 personal essays on |(Active summarization) |– essays read from previous |
| |body, conclusion |essay on chart paper |chart paper |Preparation: 2 personal essays |days |
| |Preparation: A personal essay |Connect: Yesterday we |Connect: Good readers know how to |on chart paper |Connect: All this week we have |
| |on chart paper |started talking about |summarize by finding the main idea – |Connect: We’re going to continue|been thinking about personal |
| |Connect: We’re going to begin |personal essay and finding |which we have been practicing when we |thinking big and thinking small |essays. Today we’re going to |
| |a unit on essay reading and |the big ideas. |have been identifying the big idea, |today. |talk about setting a standard |
| |writing. During this unit |Teach/Model: Let me show |focus or thesis statement. Today |Teach/Model: Let me show you |for what makes a good essay. |
| |we’re going to practice |you that again. |we’re going to identify some of the |again – Read aloud a personal |Today we’re going to create a |
| |thinking bigger than we |Link: During reading today |supporting details – the ones that |essay-This is the big idea and |rubric for a personal essay. |
| |usually do. |continue with your |back up the thesis statement or big |these are the details that |Teach/Model: I think that one |
| |Teach/Model: Listen as I read|independent books and |idea. |support it. So, we need to |criteria for a personal essay |
| |this aloud. Listen for the |continue to try to identify|Teach/Model: Let me show you how I |continue thinking like essayists|should be a clear thesis |
| |kind of thinking the writer |big ideas or thesis |think about the big idea in this |and see the world more |statement. Add to chart |
| |shows. I notice she makes a |statements |personal essay and then realize that |critically. When we critique |Active Engagement: Let’s |
| |strong point about… and then |Conference: |there are tiny details – each in their|something we make judgments |brainstorm what we think the |
| |keeps on going back to that |Guided Reading Group: |own paragraphs – that help prove the |about it – That’s what you do as|criteria is for a personal |
| |point throughout the writing. | |big idea – and it’s really tight and |an essay writer. It’s very |essay. –Create rubric |
| |So, this is a personal essay. |Share: 1-2 students |focused writing. I am actively |different than writing a story. |Link: Today during independent |
| |It includes something called a| |summarizing as I read – I’m not |Active Engagement: So, have a |reading – I want you to |
| |Thesis Statement (add to chart| |waiting until I’m finished reading. |try locating the thesis |practice active summarization. |
| |– Elements of Personal Essay) | |Active Engagement: Let’s read this one|statement and the supporting |Guided Reading Group: |
| |It makes a point and it’s the | |together. Turn and talk about the big|details |Conference: |
| |big focus or big idea of the | |idea or thesis statement. Now try to |Link: Again, Even if you’re not |Share: 1-2 students |
| |writing – it’s called the | |find the supporting ideas. |reading a personal essay – let’s| |
| |thesis statement. | |Link: When you go back to read today, |say you’re reading non fiction –| |
| |Active Engagement: Does anyone| |you could try to do this with the book|well usually you can find a | |
| |notice anything else? -Add | |you’re reading. Even if you’re not |heading and then some details | |
| |structure to chart- | |reading a personal essay – let’s say |that support it – or if you’re | |
| |Link: During reading today you| |you’re reading non fiction – well |reading fiction and an author is| |
| |should read your independent | |usually you can find a heading and |describing a character- that’s | |
| |books and see if you can | |then some details that support it – or|the big idea and they usually | |
| |figure out the thesis | |if you’re reading fiction and an |describe the character so those | |
| |statement or the big focus | |author is describing a character- |are the supporting details. | |
| |that you are reading about – | |that’s the big idea and they usually |Guided Reading Group: | |
| |just to get practice thinking | |describe the character so those are |Conference: | |
| |that way. | |the supporting details. Try |Share: 1-2 students | |
| |Conference: | |summarizing actively – as you read | | |
| |Guided Reading Group: | |instead of after you read. | | |
| |Share: 1-2 students | |Guided Reading Group: | | |
| | | |Conference: | | |
| | | |Share: 1-2 students | | |
|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 1: |Teaching Point: Writers push |Teaching Point: Writers push |Teaching Point: Writers use a |Teaching Point: Writers |Teaching Point: Writers use a |
|WRITING WORKSHOP |themselves to develop thoughts|themselves to develop thoughts|graphic organizer “What I notice… |understand the difference |rubric for a personal essay to|
|Immersion in Personal |from their observations in a |from their observations in a |“What it makes me think” |between narrative and non |help guide the writing |
|Essay |writer’s notebook |writer’s notebook |Preparation: copies of graphic |narrative writing |Preparation: chart paper |
| |Preparation: Chart paper for |Preparation: |organizer and chart of graphic |Preparation: |Connect: Yesterday I read my |
| |modeling |Connect: Yesterday we reread |organizer to use as model |A small moment story written |story on ---- and I was able |
| |Connect: We’ve been collecting|out notebooks pushing |Connect: We’ve been trying to |during the year on chart paper |to think critically about ----|
|**Important for Teacher|seeds in our writer’s |ourselves to think about our |develop our thinking to help us to|A graphic organizer for a |I filled in my graphic |
|to have a model |notebooks during the year and |observations. Let’s practice |write personal essays so I’m going|thesis statement and 3 |organizer. This morning we |
|Writer’s Notebook** |today we’re going to revisit |that again today because that |to share with you a graphic |supporting details (teacher and|created the rubric for a |
| |our thinking |is the first step in our |organizer that will help your |student copies) |personal essay – so I’m just |
| |Teach/Model: Work with one |planning to write personal |thinking |Connect: This morning I started|going to use it as a guide to |
| |student and her notebook to |essays |Teach/Model: Let me show you how |talking to you about how essay |make sure I get a 4. |
| |revisit and reread the |Teach/Model: Work with one |to use the organizer - On the one |writing is different from small|Teach/Model: First I read |
| |thinking in her notebook and |student and his notebook to |side it says What I notice - on |moment writing. |through the criteria. I’m |
| |model how to push the thinking|revisit and reread the |the other it says - what it makes |Teach/Model: Let me show you |going to start drafting my |
| |- like if there is an entry |thinking in his notebook and |me think . So using my own |how I can reread a story that I|first supporting paragraph. |
| |about an annoying older |model how to push the thinking|notebook (or a student’s) I notice|wrote earlier in the year and |Active Engagement: Have |
| |sibling you could model the |- topics will vary |that I wrote I’m glad I’m not |think about what I notice and |students help out after a |
| |thinking that “many older |Active Engagement: Let |Peter that makes me think - |what it makes me think. I’m |teacher model |
| |siblings are bossy” |students revisit the notebooks|parents have a lot of control |going to take my idea from |Link: Today when you get to |
| |Active Engagement: Let |and try to push themselves to |especially when they name their |narrative writing and show you |writing, you can continue |
| |students revisit the notebooks|come up with thoughts about |children |how I can use it to write an |looking for a thesis statement|
| |and try to push themselves to |their thinking - partnerships |Active Engagement: Let’s try |essay. Model how to fill in the|and continue listing noticings|
| |come up with thoughts about |Link: Go off and jot the |someone else’s noticing |graphic organizer. |and what it makes me think in |
| |their thinking - partnerships |thinking |Link: When you go off to work |Active Engagement: Let’s use |your writer’s notebook |
| |Link: Go off and jot the |Conference: as many as |today, I want you to record your |------- ‘s story and try to |Conference: |
| |thinking |possible |noticings (in your writer’s |make a thesis statement. |Share: 1-2 students |
| |Conference: as many as | |notebook) and then work on what |Link: Try to read through some | |
| |possible |Share: 1-2 students |that makes you think - we’re |of your writing and find a | |
| |Share: 1-2 students or more | |forming judgments |noticing and then try to make a| |
| | | |Conference: |judgment – a thesis statement. | |
| | | |Share: 1-2 students |You can fill out the graphic | |
| | | | |organizer as a practice if you | |
| | | | |find one | |
| | | | |Conference: | |
| | | | |Share: 1-2 students | |
|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 2: |Teaching Point: Good readers |Teaching Point: Good readers |Teaching Point: Good readers use |Teaching Point: Good readers |Teaching Point: Good readers |
|READING WORKSHOP |think critically when they |form opinions and make |their prior knowledge to make |visualize comprehension by |stop and reread when they want |
| |read and evaluate the writing |judgments as they read |connections to what they are |making pictures in their minds. |to clarify their thinking |
| |against a standard (the |Preparation: a personal essay |reading |Visualizing is a strategy that |Preparation: a personal essay |
| |rubric) |Read Aloud/Shared Reading: |Preparation: a personal essay |helps readers understand what |Read Aloud/Shared Reading: |
| |Preparation: The rubric |a personal essay |Read Aloud/Shared Reading: |they are reading |a personal essay |
| |charted, a personal essay for |Connect: In this unit we’re |a personal essay |Preparation: a personal essay |Connect: In continuing to |
| |modeling, many personal essays|reading and writing personal |Connect: So, for the thinking part|Read Aloud/Shared Reading: |practice what good readers do, |
| |for the tables |essays that are filled with |of this unit we’re going to be |a personal essay |today I want to show you how at |
| |Read Aloud/Shared Reading: A |opinion and judgments about |practicing using strategies that |Connect: We’re continuing to |some times while readers read, |
| |personal essay |topics. |good readers use. |practice strategies that good |they stop and reread to make |
| |Connect: Last week we created |Teach/Model: Today I want to |Teach/Model: One of the strategies |readers use. |sure they understand what the |
| |rubrics to help us to know |show you how good readers form |they use is to use their prior |Teach/Model: Today I want to |are reading |
| |what was expected of us when |opinions and make judgments as |knowledge - what they already know-|show you how I make pictures in |Teach/Model: Listen as I read |
| |we write a personal essay. We|they read. Read aloud a |to make connections to what they |my mind - visualize - That helps|this essay and stop and reread |
| |can also use it to judge the |personal essay. Think aloud |are reading. Let me show you what |me to make the words come alive.|quickly to make sure I |
| |strength of personal essays we|and form an opinion about the |I mean… This is a personal essay |Listen as I read … This is what |understand what I’m reading. |
| |have read so far. |issue - then make a judgment |about dogs… I can think about all I|I see… |Model this think aloud. A good |
| |Teach/Model: Let me show you |Active Engagement and Link: |know about dogs which makes me |Active Engagement: Students can |time to stop and reread is when |
| |how I can judge the personal |We’re continuing to train |think about the thesis: People |have a try |you find yourself questioning |
| |essay against the first 2 |ourselves to be more critical, |should adopt dogs from shelters. |Link: Today I want you to try to|your understanding of what just |
| |criteria of the rubric |so today I want you to try to |Active Engagement: Practice using |visualize while you are reading.|happened. |
| |Active Engagement: Students |form and opinion and then make |what you know about a topic to make|You might want to write a |Active Engagement/Link: Practice|
| |can try judging the rest |a judgment while you read a |a connection to something you could|paragraph in your reader’s |this while you are reading |
| |Link: We’ve been training |different essay on the tables. |write about |notebook and share your thinking|either a personal essay or your |
| |ourselves to be more critical |You might want to write a |Link: Read a different essay from |with me on what you see while |independent reading book. Don’t|
| |of what we see, read and will |paragraph in your reader’s |your table and practice this |you are reading |just stop and reread because I’m|
| |write, so today take a |notebook and share your |strategy |Guided Reading: |asking you to - only stop to |
| |personal essay from your table|thinking with me. Then read |Guided Reading: |Conference: |reread when you truly want to |
| |and grade it with a rubric. |from your independent reading |Conference: |Share: 1-2 students |make sure that you understand or|
| |Turn and talk to share your |book and try to form an opinion|Share: 1-2 students | |if you want to clarify your |
| |ideas. Then read from your |about something and make a | | |thinking. |
| |independent reading book. |judgment | | |Guided Reading: |
| |Guided Reading: |Guided Reading: | | |Conference: |
| |Conference: |Conference: | | |Share: 1-2 students |
| |Share: 1-2 students |Share: 1-2 students | | | |
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|WEEK 2: |Teaching Point: Writers explore|Teaching Point: Writers explore|Teaching Point: Writers can form |Teaching Point: Writers can |Teaching Point: Writers reread |
|WRITING WORKSHOP |the world around them. They |the world around them. They |thesis statements from reading |form thesis statements from |small moment stories and try to|
| |can form a thesis statement |can form a thesis statement |their writer’s notebook entries |reading writer’s notebook |come up with thesis statements |
| |from observations and start a |from observations they make and|and continue adding to their |entries with a partner and |and continue adding to their |
| |list in their writer’s |continue adding to their lists |lists |continuing to add to their |lists |
| |notebooks |Preparation: Chart paper | |lists |Preparation: Writing folders - |
| |Preparation: | |Preparation: writer’s notebooks | |small moment stories |
| |Chart paper |Connect: Yesterday we practiced|Connect: We’re continuing to |Preparation: writer’s notebooks|Connect: We’re going to |
| |Connect: This morning we |with noticings and what they |practice developing our thinking |Connect: Today we’re going to |continue to look for thesis |
| |practiced using the rubrics and|make us think. Today we are |Teach/Model: Writers can think up|work in partnerships to read |statements today and by Monday |
| |grading a personal essay. We’re|going to look outside of the |thesis statements by reading |certain entries in our |we will begin choosing and |
| |going to be doing a lot of |classroom to do our work. |through their writer’s notebook. |notebooks |developing our thesis |
| |thinking before we actually do |Teach/Model: Let me look out |Let me show you how I do that. |Teach/Model: Who would like to |statements |
| |a lot of writing. |the window ( or go outside) I |Here’s a question I had about the|use their notebook and be my |Teach/Model: Remember when I |
| |Teach/Model: Today we’re going |notice cars parked on both |world - why do we have a five day|partner? Model reading through |wrote the story… in the |
| |to push ourselves to look |sides - that makes me think |work/school week? I could turn |and finding a thesis statement |beginning of the year? Well |
| |around the room and make |about alternate side parking - |that into a thesis by stating: |Active Engagement: work in |now I’m going to reread it and |
| |observations and try to turn |that makes me think about |There should not be a five day |partnerships to give it a try |try to notice something. I |
| |those observations into thesis |having to move your cars and |work week. |Link: List your noticings and |think I can make that into a |
| |statements. Let me show you |getting a ticket if you don’t -|Active Engagement: Give it a try |what it makes you think - try |thesis statement |
| |what I mean… When I look around|I can come up with the thesis -|- read through your notebooks now|to make a statement |Active Engagement: Let students|
| |the classroom I see that there |People should not have to move |- did anyone find a noticing? |Conference: |try with your stories or a |
| |are girls and boys. I can add |their cars every other day. |Link: List your noticings and |Share: 1-2 students |volunteer story |
| |that to my What I notice side…|Active Engagement: Turn and |what it makes you think - try to | |Link: List your noticings and |
| |Hmmm that makes me think… Boys |talk about your observations |make a statement | |what it makes you think - try |
| |and girls should be taught in |and what it makes you think |Conference: | |to make a statement |
| |separate classrooms Now, I |Link: List your noticings and |Share: 1-2 students | |Conference: |
| |might go with that idea or not |what it makes you think | | |Share: 1-2 students |
| |- I’ll just jot it down - Let |Conference: | | | |
| |me try another one - I see |Share: 1-2 students | | | |
| |student work…Student work | | | | |
| |should not be posted… | | | | |
| |Active Engagement: Turn and | | | | |
| |talk about your observations | | | | |
| |and what it makes you think | | | | |
| |Link: List your noticings and | | | | |
| |what it makes you think | | | | |
| |Conference: | | | | |
| |Share: 1-2 students | | | | |
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|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 3: |Teaching Point: Good readers |Teaching Point: Good readers |Teaching Point: Good readers grow |Teaching Point: Good readers |Teaching Point: Good readers |
|READING WORKSHOP |can summarize - they can |can summarize - they can |an idea across a text |make predictions |ask “I wonder why…” questions |
| |identify the main idea and |identify the main idea and |Preparation: a personal essay |Preparation: |Preparation: |
| |supporting details |supporting details |Connect: In personal essays we need|Connect: |Connect: |
| |Preparation: a personal essay | |to understand that one idea is |Teach/Model: |Teach/Model: |
| |(it can be one already read) |Preparation: a personal essay |going to be the focus and that idea|Active Engagement: |Active Engagement: |
| |Connect: Today we’re going to |Connect: We are going to |is going to be proven in paragraphs|Link: |Link: |
| |look back at this essay, and |practice summarizing – when |throughout the essay. Good readers|Conference: |Conference: |
| |summarize because that’s |readers summarize they kind of |know that about essays and can grow|Share: 1-2 students |Share: 1-2 students |
| |something that good readers do |sum up the main or big idea of |that idea over the course of the | | |
| |while they are reading to make |the essay. I can summarize |reading | | |
| |sure they understand. We are |what I think the essay is all |Teach/Model: Let me show you what I| | |
| |going to identify the main idea|about. |think while I read an essay. Read | | |
| |and then also identify the |Teach/Model: Let me show you |aloud the intro Hmm… so it’s going | | |
| |supporting details. I want you|what I mean – When you read |to be about… read the next | | |
| |to pay close attention to the |essays it’s pretty easy to |paragraph – okay so this is about… | | |
| |word “because”. What does the |summarize. Read a personal |which supports the main idea or | | |
| |word signal to the reader? |essay aloud and stop when you |thesis. Etc. | | |
| |Teach/Model: Let me show you |find the thesis. It’s always |Active Engagement: See if you can | | |
| |what I mean… Read aloud essay |kind of in the beginning and |mimic my thinking with a personal | | |
| |and find the word – because… |the author reminds you of it |essay from the table on your own | | |
| |Think aloud – this word is a |with each paragraph. |Link: Then read from your | | |
| |signal to me that a supporting |Active Engagement: See if you |independent book and try to do the | | |
| |detail is about to come. Let’s|can locate the other places in |same kind of thinking. Try to grow| | |
| |see if that’s true. |the personal essay where the |an idea across the text. | | |
| |Active Engagement: Give it a |main idea is stated |Conference: | | |
| |try |Link: When you are reading I |Share: 1-2 students | | |
| |Link: When you are reading |want you to try that on your | | | |
| |today, I want you to select an |own and then try it in your | | | |
| |essay from the table and try to|independent book. | | | |
| |find the signal words – we’re |Guided Reading: | | | |
| |going to be using that idea in |Conference: | | | |
| |our writing today. |Share: 1-2 students | | | |
| |Guided Reading: | | | | |
| |Conference: | | | | |
| |Share: 1-2 students | | | | |
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|WEEK 3: |Teaching Point: Writers can add|Teaching Point: Writers can |Teaching Point: Writers can frame|Teaching Point: Writers choose |Teaching Point: Writers choose |
|WRITING WORKSHOP |“because” to their thesis |frame their work – thesis and |their work – thesis and bullets |a different thesis statement |the thesis they would like to |
| |statements to construct them |bullets |They choose one thesis statement |and add subordinate ideas on a |develop and begin to collect |
| |one part at a time. They |They choose one thesis |from their list and add |graphic organizer with bullets |stories to support subordinate |
| |choose one thesis statement |statement from their list and |subordinate ideas on a graphic | |points - introduce folders |
| |from their list and add |add subordinate ideas on a |organizer with bullets |Preparation: graphic organizer |Preparation: graphic organizers|
| |subordinate ideas on a graphic |graphic organizer with bullets |Preparation: graphic organizer |with bullets |Connect: We’ve spent a lot of |
| |organizer. | |with bullets | |time doing the thinking that’s |
| | | | |Connect: We’re continuing to |going to go into our essays. |
| |Preparation: graphic organizer |Preparation: graphic organizer |Connect: We’re continuing to |think about big ideas and small|Today we’re going to choose one|
| |with because…, students |with bullets |think about big ideas and small |details that support that big |that we are going to develop |
| |writer’s notebooks |Connect: We’re continuing to |details that support that big |idea |into an essay. |
| |Connect: This morning we |think about big ideas and small|idea | |Teach/Model: I’m going to pick|
| |started talking about signal |details that support that big | |Teach/Model: Let me show you |this one because I feel I have |
| |words like the word because. |idea |Teach/Model: Let me show you how|again how I choose a different |a lot to say about this topic… |
| |Teach/Model: Let me show you |Teach/Model: Writers do a lot |I choose a different thesis from |thesis from my list add the |Active Engagement: |
| |how I choose one of the thesis |of thinking and planning before|my list add the word because and |word because and then add |Link: |
| |statements from my list and |they actually start their |then add subordinate or |subordinate or supporting |Conference: |
| |transfer the statement onto |writing. Let me show you how I|supporting details |details |Share: 1-2 students |
| |this organizer. For example: |choose a different thesis from | | | |
| |People should adopt dogs from |my list add the word because |Link: Choose another thesis add |Link: Choose another thesis add| |
| |shelters – now I’m going to add|and then add subordinate or |the word because on the organizer|the word because on the | |
| |because… and then I’m going to |supporting details |and then list some supporting |organizer and then list some | |
| |brainstorm why. |Link: Choose another thesis add|story ideas that would prove your|supporting story ideas that | |
| |Active Engagement: Open up |the word because on the |thesis – stories from your own |would prove your thesis – | |
| |your writer’s notebooks to your|organizer and then list some |life. |stories from your own life. | |
| |list of thesis statements and |supporting stories that would | | | |
| |choose one thesis statement. |prove your thesis – stories |Conference: |Conference: | |
| |Add the word because to it and |from your own life. |Share: 1-2 students |Share: 1-2 students | |
| |then – turn and talk to a |Conference: | | | |
| |partner and begin to brainstorm|Share: 1-2 students | | | |
| |the supporting details | | | | |
| |Link: During writing today, | | | | |
| |transfer that thesis statement | | | | |
| |onto the because graphic | | | | |
| |organizer and jot down | | | | |
| |supporting detail ideas. | | | | |
| |Conference: | | | | |
| |Share: 1-2 students | | | | |
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|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 4: |Teaching Point: Good readers |Teaching Point: Good readers |Teaching Point: Good readers read |Teaching Point: Good readers |Teaching Point: Good readers |
|READING WORKSHOP |self correct when comprehension|reread when necessary to self |fluently, slowing down to figure |read fluently, with phrasing |notice and use punctuation to |
| |breaks down. They ask |correct but not as a habit |out new words and then resuming |Preparation: |assist smooth reading |
| |themselves - |Preparation: |speed |Connect: |Preparation: |
| |Does that sound right? |Connect: |Preparation: |Teach/Model: |Connect: |
| |Does that look right? |Teach/Model: |Connect: |Active Engagement: |Teach/Model: |
| |Does that make sense? |Active Engagement: |Teach/Model: |Link: |Active Engagement: |
| |Preparation: |Link: |Active Engagement: |Conference: |Link: |
| |Connect: |Conference: |Link: |Share: 1-2 students |Conference: |
| |Teach/Model: |Share: 1-2 students |Conference: | |Share: 1-2 students |
| |Active Engagement: | |Share: 1-2 students | | |
| |Link: | | | | |
| |Conference: | | | | |
| |Share: 1-2 students | | | | |
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|WEEK 4: |Teaching Point: Writers |Teaching Point: Writers |Teaching Point: Writers continue to|Teaching Point: Writers continue|Teaching Point: Writers |
|WRITING WORKSHOP |continue to collect compelling |continue to collect compelling |collect compelling evidence. They |to collect compelling evidence. |continue to collect compelling |
| |evidence. They collect mini |evidence. They collect mini |collect mini stories to support |They collect mini stories to |evidence. They collect mini |
| |stories to support their thesis|stories to support their thesis|their thesis in folders |support their thesis in folders |stories to support their thesis|
| |in folders |in folders | | |in folders |
| | | |Preparation: |Preparation: | |
| |Preparation: |Preparation: |Connect: |Connect: |Preparation: |
| |Connect: |Connect: |Teach/Model: |Teach/Model: |Connect: |
| |Teach/Model: |Teach/Model: |Active Engagement: |Active Engagement: |Teach/Model: |
| |Active Engagement: |Active Engagement: |Link: |Link: |Active Engagement: |
| |Link: |Link: |Conference: |Conference: |Link: |
| |Conference: |Conference: |Share: 1-2 students |Share: 1-2 students |Conference: |
| |Share: 1-2 students |Share: 1-2 students | | |Share: 1-2 students |
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|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 5: |Teaching Point: Good readers |Teaching Point: Readers can |Teaching Point: Readers find and |Teaching Point: Readers find and|Teaching Point: Readers can |
|READING WORKSHOP |actively acquire new vocabulary|connect important ideas to each|understand the important ideas in a|understand the important ideas |integrate new knowledge with |
| |as they read |other by thinking about a |text and make inferences |in a text and make inferences |prior understandings |
| |Preparation: |common link (focus of an essay)|Preparation: | |(summarization) |
| |Connect: |or the use of transitional |Connect: |Preparation: | |
| |Teach/Model: |words (another way that…) |Teach/Model: |Connect: |Preparation: |
| |Active Engagement: |Preparation: chart for listing |Active Engagement: |Teach/Model: |Connect: |
| |Link: |transitional words |Link: |Active Engagement: |Teach/Model: |
| |Conference: |Connect: |Conference: |Link: |Active Engagement: |
| |Share: 1-2 students |Teach/Model: |Share: 1-2 students |Conference: |Link: |
| | |Active Engagement: | |Share: 1-2 students |Conference: |
| | |Link: | | |Share: 1-2 students |
| | |Conference: | | | |
| | |Share: 1-2 students | | | |
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|WEEK 5: |Teaching Point: Writers can add|Teaching Point: |Teaching Point: Writers can polish |Teaching Point: Writers can |Teaching Point: Writers can |
|WRITING WORKSHOP |transitions and transitional |Writers can add transitions and|introductions |polish conclusions |edit for mechanics (use |
| |phrases |transitional phrases | | |classroom data) |
| | |Preparation: |Preparation: |Preparation: | |
| |Preparation: |Connect: |Connect: |Connect: |Preparation: |
| |Connect: |Teach/Model: |Teach/Model: |Teach/Model: |Connect: |
| |Teach/Model: |Active Engagement: |Active Engagement: |Active Engagement: |Teach/Model: |
| |Active Engagement: |Link: |Link: |Link: |Active Engagement: |
| |Link: |Conference: |Conference: |Conference: |Link: |
| |Conference: |Share: 1-2 students |Share: 1-2 students |Share: 1-2 students |Conference: |
| |Share: 1-2 students | | | |Share: 1-2 students |
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|Date | MONDAY | TUESDAY | WEDNESDAY | THURSDAY | FRIDAY |
|WEEK 6: |Teaching Point: Readers make |Teaching Point: Readers make |Teaching Point: Readers use |Literary Essay |Teaching Point: Readers can |
|READING WORKSHOP |predictions before reading |predictions during reading |relevant prior knowledge to form |Teaching Point: Readers can |support their predictions with |
| |Preparation: |Preparation: |and justify their predictions |identify the features of |evidence from the text and |
| |Connect: |Connect: |Preparation: |Literary Essay |explain their inferences |
| |Teach/Model: |Teach/Model: |Connect: |Preparation: |Preparation: |
| |Active Engagement: |Active Engagement: |Teach/Model: |Connect: |Connect: |
| |Link: |Link: |Active Engagement: |Teach/Model: |Teach/Model: |
| |Conference: |Conference: |Link: |Active Engagement: |Active Engagement: |
| |Share: 1-2 students |Share: 1-2 students |Conference: |Link: |Link: |
| | | |Share: 1-2 students |Conference: |Conference: |
| | | | |Share: 1-2 students |Share: 1-2 students |
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|WEEK 6: |Teaching Point: Writers publish|Teaching Point: Writers publish|Teaching Point: Writers celebrate |Literary Essay |Teaching Point: |
|WRITING WORKSHOP | | |in a public display of learning |Teaching Point: |Preparation: |
|Immersion in |Preparation: |Preparation: | |Preparation: |Connect: |
|Literary Essay |Connect: |Connect: |Preparation: |Connect: |Teach/Model: |
| |Teach/Model: |Teach/Model: |Connect: |Teach/Model: |Active Engagement: |
| |Active Engagement: |Active Engagement: |Teach/Model: |Active Engagement: |Link: |
| |Link: |Link: |Active Engagement: |Link: |Conference: |
| |Conference: |Conference: |Link: |Conference: |Share: 1-2 students |
| |Share: 1-2 students |Share: 1-2 students |Conference: |Share: 1-2 students | |
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