Link Get students fired up to go out and try this technique in their writing Also, remind them it would be wonderful if some of them reviewed the chart and tried other things that are listed there too Mid-Workshop Remind students how important it is to think about why we would use a particular crafting Teaching Point technique, we don’t put techniques in our pieces willy-nilly, in any ol’ place We intentionally think about the purpose and where it would best fit, where would it make sense Elaborate through an example – a willy nilly placement versus being driven by purpose Have students go back and consider, if where they put their repeated line makes sense based on its purpose Independent Writing and Conferring Celebrate attempts students have made using the craft technique that their author mentor did, encourage them to do this for the rest of their lives Share Share excitement for wanting to see other techniques beside the one that was studied today in their work Add to the revision checklist a new technique they have learned: Reread a mentor text, pick something the author did, and try it See Resource Materials Packet for other share options Lesson Plan – Session 9, Continued Revisit chart from previous session. Add information to last column. Anchor Chart – Sample #1 Craft Chart of Noticings Book: Hurricane! Author: Jonathon London Notice Why? Name it! Connections Try it! Comparing two Simile – like/as List titles students Bright as the sun; tall Give picture in mind things have to read as a building. Show one thing known to something unknown Acting like Show, not tell List titles students Tears flowed down Helps us picture what happening right have read her cheek. She happened now frowned and bent her head down. Starts a sentence Temporal/time words List titles students Late that afternoon,… Signals new idea or with word then a (CCSS vocabulary have read. Suddenly,… event comma: finally, suddenly, the next
Link Get students fired up to go out and try this technique in their writing Also, remind them it would be wonderful if some of them reviewed the chart and tried other things that are listed there too Mid-Workshop Teaching Point Remind students how important it is to think about why we would use a particular crafting technique, we don’t put techniques in our pieces willy-nilly, in any ol’ place We intentionally think about the purpose and where it would best fit, where would it make sense Elaborate through an example – a willy nilly placement versus being driven by purpose Have students go back and consider, if where they put their repeated line makes sense based on its purpose Independent Writing and Conferring Share Celebrate attempts students have made using the craft technique that their author mentor did, encourage them to do this for the rest of their lives Share excitement for wanting to see other techniques beside the one that was studied today in their work Add to the revision checklist a new technique they have learned: Reread a mentor text, pick something the author did, and try it See Resource Materials Packet for other share options Lesson Plan – Session 9, Continued Revisit chart from previous session. Add information to last column. Anchor Chart – Sample #1 Craft Chart of Noticings Book: Hurricane! Author: Jonathon London Notice Why? Name it! Connections Try it! Comparing two things Give picture in mind Show one thing known to something unknown Simile – like/as List titles students have to read Bright as the sun; tall as a building. Acting like happening right now Helps us picture what happened Show, not tell List titles students have read Tears flowed down her cheek. She frowned and bent her head down. Starts a sentence with word then a comma: finally, suddenly, the next Signals new idea or event Temporal/time words (CCSS vocabulary List titles students have read. Late that afternoon,… Suddenly,…
2nd_Grade_-_Unit_2_Lifting_the_Level_of_Narrative_Writing_Lesson_Plans_8-27-13.docx