G4+Launching+the+Writer's+Workshop

**Launching the Writer’s Workshop 2012-2013** **Building and Growing Stewards: Dissecting Texts to Make Meaning**
 * Alain L. Locke Magnet School for Environmental Stewardship **


 * Enduring Understanding:** Accuracy, fluency, and independence are behaviors that support comprehension and create a better steward to a classroom commons


 * Essential Question:** How can you foster accuracy, fluency and independent reading behaviors?


 * Performance Task:** Write a narrative to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. You must orient the reader by establishing a situation and introducing a narrator and/or characters: organize a sequence of events that unfold naturally. Use dialogue description and sensory details to develop and convey experiences and events.

RL 4.1 RL 4.3
 * Common Core Learning Standard** W.4.3

Responsible Local and Global Citizenship: B2, B6 B7 Dynamics of Systems and Change: C1, C10, C15, C16, C19, C20 Healthy Commons: E2, E5 Inventing and Affecting the Future: G2
 * Education for Sustainability Standards:**

Possible revising and editing quickwrite as narrative product

Expectations || Become familiar with the components of writing workshop (Ind. Work, Conferring, Sharing, Expectations) || T asks: What are behaviors of successful writers? How does the classroom environment contribute to your success as a writer? What are your rights and responsibilities inside the workshop? || Chart: Rights and responsibilities of writers in the writer’s workshop || Who has kept a writer’s notebook before? What types of things do we write in it? Facilitate discussion based on what is appropriate for a writer’s notebook (anything they would not mind sharing with the class). T shares example entries from notebook and explains the decorations on the outside. Students will then personalize notebooks. || Teacher Exemplar (Writer’sNotebook) Chart What is a Writer’s Notebook? ||
 * Lesson ||  Vocabulary  ||  Objective/KBAD  ||  Procedures/Activities  ||  Resources  ||
 * 1. || Components
 * ** Launching the writer’s notebook/collecting entries ** ||
 * 2. || Writer’s Notebook || Reintroduction to the writer’s notebook || Discussion Questions:
 * 3. || Entry || Writers begin to collect different kinds of entries || We have been talking about how writers get ideas for their writing from the stories of their lives. You’ve seen my writer’s notebook and how I use it to collect different ideas for my own writing. The notebook is an important tool for a writer—it is a place to record the little things that can become more important when writers are looking for topics/ideas for a published piece of writing.”


 * Teach:** “Today I want to show you some of the entries I’ve written in my notebook. As I share some of them with you, I want you to pay attention to the types of entries in my notebook.”

The teacher reads all or parts of five to seven selected entries and names the type of entries—detailed description of an object, overheard conversation, list, memory, wondering, etc. The teacher starts a chart that will be co-created with the class over time and kept accessible in the classroom so that students can refer to it and add to it throughout the year.

The following is a sample of some of the different types of entries that might be found in a writer’s notebook: Memories, Observations, Wonderings/Musings, Lists, Drawings/sketches, Artifacts, Newspaper/magazine clippings, Photos, Lifelines/Timelines, Poems, Family Stories, Personal response to literature (self-generated), Opinions/Concerns, Facts, Overheard conversations, Noticings || Chart Types of Entries in the writer’s notebook (note: this chart may be ongoing and hung in place for students to add to it over time) ||
 * 4. || Observe || Writers will write what they observe- what they see, feel, hear, smell, taste || We’ve been talking about how writers collect notebook entries by paying close attention to the world around them. The poet, Valerie Worth, says that she can look at the most ordinary object and see it in new, surprising ways. In her poem, “//Soap Bubbles”//, she describes a bubble as ‘a planet revolving, hollow and clear, mapped with rainbows streaming curled, seeming a world too splendid to snap, dribble, and disappear’. Valerie Worth got the idea for her poem by looking really carefully as she was blowing soap bubbles.

Valerie Worth poem “Soap Bubble” ||
 * Teach:** “Today we are going to observe something and record our observations in our writer’s notebook. We are going to train our eyes to pay attention to close details. This attention to detail will help us in our writing.” || Chart
 * 5. || Timeline || Writers create timelines to remember important moments in their lives || We’ve been talking about the strategies writers use to gather ideas for their writing. We’ve shared our personal stories and then we’ve written those memories in our notebooks. Another way to help us remember important moments in our lives is to create a timeline. Writers can return to their timelines over and over again to get more ideas for their writing.”

(possibly on chart paper) || Free write || Select a seed idea and free write || We have been collecting entries and reflecting on the events in our lives. It is time for us to devote our attention on one story that we will work through the writing process with to publish. Today we will begin by selecting one of our stories from the timeline and free writing about it. These stories will be our seed idea. A seed idea is one that is focused on a small period of time. We are going to work on focusing our narratives on one event and not the story of an entire day, trip or summer. T models this strategy. || Teacher Exemplar
 * Teach: “**Today I’m going to show you how you can write your own timeline. Watch me as I begin to create mine. I know that writers make little things important, so I’m thinking about some of those everyday things that have happened to me, as well as some of the more momentous occasions in my life. || Teacher Exemplar
 * 6. || Timelines Generate || Use the Timelines to Generate Entries || Yesterday we created timelines to highlight big events in our lives. Today I want you to select one of those events and write about it. Teacher refers back to the timeline and models selecting one event to elaborate on. Read aloud notebook entry based on timeline. || Teacher Exemplar ||
 * ** Drafting ** ||
 * 7. || Seed idea

Chart From seed to draft || Revision lead || Writers revise their leads in different ways || We have been working on revising our drafts for several days. Today we are going to focus on revising our lead to make it very engaging. Ralph Fletcher talks about the importance of revising leads. He says ‘that many writers start their pieces too far up the stream, away from the roar of the waterfall’. He encourages writers to find the roar of the waterfall, the energy source, and start the piece of writing from there. T models || Teacher Exemplar || Watch as I revise my narrative to include sensory details. || Teacher Exemplar || Punctuation Capitalization || Writers edit their writing for grammar, spelling and punctuation || We have revised our drafts working hard to create stronger beginnings and powerful endings. We’ve learned how to read like writers, noticing and borrowing crafting strategies. Now we are ready to share our writing with readers, but we will need to edit them focusing on spelling, punctuation and grammar so that others can read our stories.” || Teacher Exemplar || editing checklist ||
 * 8. || Sequence || Continue drafting with a focus on sequence || Yesterday we began working on our first piece of writing to be published. Today you will continue drafting your narrative focusing on sequential order of events ensuring a logical, coherent story is being told. We also have experience creating timelines so today I want you to create a timeline that outlines the sequence of events for your seed idea. T displays model timeline. Now, I want to reread my narrative and I want you to put your thumbs up when you hear a sequence word. || Teacher Exemplar ||
 * 9. ||  || Complete drafting || We have been spending time drafting our narratives. Today we are going to finish drafting and prepare to revise and edit our stories for publishing. Today focus your attention on making sure you have told a complete story || Teacher Exemplar ||
 * 10. || Revise
 * 11. || <span style="font-family: 'Cambria','serif'; font-size: 15px;">Sensory Details || Writers stretch their writing by cutting out sentences and adding in sensory details. || We have been working on revising our narratives to focus on a seed idea. Today I want you to reread your writing and eliminate anything that does not contribute to the seed idea. When you have shortened your narrative we will then stretch it out by adding sensory details: what do you see, hear, smell, taste, and feel? Refer back to lesson 4 (Soap Bubble) as a reminder.
 * 12. || <span style="font-family: 'Cambria','serif'; font-size: 15px;">Edit
 * 13. ||  || Writers use an editing checklist to help edit their writing with their partner || We began editing our work yesterday for spelling, grammar, and punctuation. Today is your final day to ensure your narrative is publishing form. Use the editing checklist to ensure you have met all the criteria || Teacher Exemplar
 * 14. || <span style="font-family: 'Cambria','serif'; font-size: 15px;">Publish || Students will publish and share their || Gather students to share narratives. Students will offer a compliment and a next step for classmates. ||  ||

**__Launching Writer’s Workshop: Outline, Suggested Mini-lessons and Charts__**
 * __The Process__** **(see Unit p.6-7)**
 * Section 1- Setting up the writers’ workshop and sharing our writing histories/stories
 * Section 2- Launching the writer’s notebook/collecting entries
 * Section 3- Re-reading, choosing and developing a seed idea
 * Section 4- Drafting
 * Section 5- Revising and editing
 * Section 6- Publishing, celebrating, reflecting

To have the students develop: • The habits of writers (writing daily) • An understanding of the rituals and routines of the writers’ workshop (ways of working independently, productively and resourcefully in a workshop environment) • An understanding of how oral stories can be remembered, told, and written down • An understanding that ideas for writing come from many sources • An awareness of writing for various audiences and purposes
 * __Goals of the Unit (see unit p.1)__**
 * • An understanding of the steps of the writing process


 * __Suggested Mentor Texts for Unit:__ (see attached typed texts)**


 * Wilfred Gordon McDonald Partridge by Mem Fox
 * How to Get Famous in Brooklyn by Amy Hest (excerpt see Unit p. 18)
 * Shortcut by Donald Crews
 * Fireflies! by Julie Brinckloe
 * Night in the Country by Cynthia Rylant
 * When I Was Little by Jamie Lee Curtis
 * When I was Young on the Mountains by Cynthia Rylant
 * The Relatives Came by Cynthia Rylant
 * Jamaica Lousie James by Amy Hest
 * Chrysanthemum by Kevin Henkes
 * The House on Mango Street by Sandra Cisneros

www.heinemann.com/davis-hill.com
 * __Samples of Student Work:__**


 * __Section 1__****Setting up the workshop and sharing our writing histories / stories.**


 * Suggested Mini-lessons:**
 * Writers need to understand the parts of writing workshop so they know what is expected of them (see Unit p.9)
 * Writers share their writing histories and make writing goals(see unit p19-20)(see p.58-59 No-Nonsense Guide to Teaching Writing)
 * Writers share their stories orally (see Unit p.11-13)
 * Writers tell stories based on the memories that objects/treasures hold
 * Personalize writer’s notebooks


 * Suggested Charts:**
 * What Do All Good Writers Need and Do in Order to Write Well?
 * What is a Writer’s Notebook/Folder?
 * What Does Writing Workshop Look Like and Sound Like?
 * Expectations of Writing Workshop
 * Structure of Writing Workshop (Mini-lesson, Independent Work, and Share)
 * Our Writing Goals
 * The Different Types of Notebook Entries (modified for earlier grades)
 * The Writing Process (see photographs)
 * The Elements of a Good Story/Personal Narrative
 * Things to Consider When Selecting A Seed Idea
 * Ways We Can Revise and Stretch Our Writing
 * Book/Author..Strategy…Quote the Lead
 * Our Seed Ideas (that they will then publish)
 * Ways We Can Revise our Writing
 * Ways We Can Edit Our Writing
 * Writing Workshop Structure
 * What does Writing Workshop Look Like?
 * Telling a Story Well (see Unit p.13)
 * Teacher Modeled Survey and Timeline


 * __Section 2__**
 * Launching the Writer’s Notebook / Collecting Entries**


 * Suggested Mini-lessons:**
 * Writers collect different kinds of entries (see Unit p.14-15)
 * Writers create a map of the heart as a way to think about the stories they have to tell. (see attached “Life Map”)
 * Writers brainstorm ideas to write about (see attached survey)
 * Writers push themselves to write a lot – at least 1 page
 * Introduce a checklist to stretch our writing for exposure (go over each category)
 * Writers get ideas from stories they read/ from other writers (see Unit p.22-23)
 * Writers write what they observe- what they see, feel, hear, smell, taste (see Unit p.17-19)
 * Writers create timelines to remember important moments in their lives (see Unit p.19-20)
 * Writers write about the story “behind” the photograph or object


 * Suggested Charts**
 * What is a Writer’s Notebook
 * How Writers Get Ideas
 * Different Kinds of Notebook Entries
 * Ways Writers Can Stretch Their Writing
 * Literature Noticings
 * Writing Habits


 * __Section 3__**
 * Re-reading, Choosing a seed idea, Nurturing/ Gathering around seed idea**
 * Writers reread their notebook to select a seed idea. (see Unit p.26-27)
 * Writers nurture their seed idea by “lifting” (stretching) a line or word from an entry and writing more about it. (see Unit p.25)
 * Writers nurture their seed idea by making a list (or web) of all the things that come to mind when you think of your idea. (see Unit p.30)
 * Writers dig deeper for meaning
 * Writers think about the kind of writing they want to publish (i.e. nonfiction, narrative, vignettes) and then plan what to include in draft. (see //Workshops That Work//)


 * Suggested Charts**
 * How to Choose a Seed Idea
 * Display of Student Seed Ideas
 * Ways to Nurture your Seed Idea
 * Teachers Modeled Webs and Lists


 * __Section 4__**
 * Planning and Drafting**
 * Writers reread entries related to seed idea and highlight sections you want to keep and number them in the order you want them to appear in your draft. (see Unit p.31)
 * Writers reread to create graphic organizers (i.e timeline, web, list) and use them to begin drafting.


 * Suggested Charts**
 * Moving from Notebook to Draft
 * Procedures for Drafting
 * Teacher modeled timeline


 * __Section 5__Revising and Editing**
 * Writers revise their leads in different ways (see Unit p.34-36 and //Workshops that Work//)
 * Writers stretch their writing by cutting out sentences and adding in sensory details. (see //Workshops That Work//)
 * Writers use a mentor text and borrow a craft strategy.
 * Writer revisit their checklist to improve their writing with their partners (see Attached)
 * Writers use an editing checklist to help edit their writing with their partner. (see Unit p.39-40 and Attached)


 * Suggested Charts**
 * Ways Writers Revise
 * Teacher Modeled Edit Checklist
 * Reminder of Deadline to Publish


 * __Section 6__Publishing, Celebrating, and Reflecting (see Unit p.41)**