| Unit Number: 1 | Unit Title: Launching Writing Workshop: Writing Small Moment Stories | ||||||||||
| Course: | Subject: ELA: Writing Workshop | Grade: 1 | |||||||||
| Designer: Molly Heyman | |||||||||||
| Estimated Time Frame: One month | Topic(s): Launching Writing Workshop Writing small moment stories | ||||||||||
| Unit Summary Note: In your unit summary, please place the unit in context within the year, outline major goals, introduce/describe the performance assessment and identify important learning activities. | |||||||||||
| Guiding Question: Is the unit put into the appropriate context? This is the first unit in writing for a first grade self-contained class. Therefore the main objective is to guide students to put words on paper to tell a story. This unit is focused on setting a purpose for writing, brainstorming ideas to write about and using personal experience and emotions to write small moment stories. Students will work on using story structure to frame their story with a beginning, middle and end. The first lessons will be based on teaching the routines and structures of writing workshop to students them develop as independent writers. The unit that follows will focus more on the writing process and editing student’s writing. | |||||||||||
| Stage 1: Desired Results | |||||||||||
| Established Goals (Standards, etc.): | G | ||||||||||
| Identifier | Standard | ||||||||||
| Standard ST 2 Writing | Student will read, write and listen and speak for literary response and expression. Develop original literary text to create a story with a beginning, middle and end using words that can be understood by others | ||||||||||
| Standard ST 3 Writing | Students will read, write, listen and speak for critical analysis and evaluation. | ||||||||||
| In the space provided, justify how the identified standards directly align with the overarching important idea(s) of this unit. The overarching idea for this unit is to guide students to develop an original literary text. I chose one standard from ELA to set the overarching theme for the first writing workshop unit. Because of the all encompassing nature of the standard I selected only two broad standards. I will focus more closely on the performance task: Develop original literary text to create a story with a beginning, middle and end using words that can be understood by others, connected to the second writing standard. In this unit students will be immersed in small moment genre and then have the opportunity to write their own small moment story. In this unit students learning the writing process. They will learn to use authors, their teacher and classmates as mentors to guide their own writing. [r1] | |||||||||||
| G | |||||||||||
| In the space provided, list generalization(s) identified on Day 1. (interdisciplinary idea) Writing must have a purpose | |||||||||||
| Enduring Student Understanding | EU | ||||||||||
| Guiding Question: Is the unit focused on a few clear and crucial student understandings? Students will understand that… Discipline-Based Understanding: Writers have a purpose for writing. Unit-Based Understanding: Personal experiences make stories interesting Every story has a beginning, middle and end | |||||||||||
| Essential Question | EQ | ||||||||||
| Guiding Question: Is student learning driven by a small number of real, relevant, and burning questions? How can writers use a moment in which they felt strong emotions to help select a topic to write about? [r3] How do author capture their reader’s attention? How do good writers use story structure to make their writing readable? [r4] | |||||||||||
| Guiding Question: Are key considerations made about important student learning, vocabulary, and potential misconceptions? | |||||||||||
| Students will know… (testable, multiple choice base) | K | Students will be able to… (take 2-3 days to teach) | S | ||||||||
| Set a purpose for writing before writing. Use their own feelings to brainstorm a topic to write about. Write a complete sentence. Write phonetically to sound out unfamiliar words. Use story structure to sequence a story into a beginning, middle and end. Use details to make their writing more vivid. | Students will be able to listen to a story read a loud. Students will identify the beginning, middle and end of a story read aloud. Students will be able to identify an author’s use of details in a story. Students will be able to retell a story using words. Students will be able to brainstorm a topic to write about using personal experiences. Students will be able to write a complete sentence. Students will be able to use letter sound relationships to spell new words. Students will use describing words to enhance their writing. Student will be able to add details to their writing to create a picture for their reader. Students will be able to develop original literary text that uses beginning, middle and end using words that can be understood by others. | ||||||||||
| Enduring Key Terms/New Vocabulary | V | ||||||||||
| |||||||||||
| M | Clarifications | ||||||||||
| Students may have trouble brainstorming a topic to write about. Editing and revising as synonymous Students may want to write about many different things that happened to them in a list rather than narrative form. Student may be resistant going back and revising their writing once it is written. Students may be resistant to writing if they do not know how to spell each word perfectly. | When writing a small moment story you stretch out one single moment over many pages by using details to write about the small moment. Editing makes it easier to read, while revision makes it more exciting to read. As a class we will brainstorm moments we have experienced when we felt a strong emotions. I will chart student responses and hang them up in the writing center as inspiration for students who have trouble thinking about what to write. I will model going back to my own writing to edit and add details. I will teach students that good writers are never done, and are constantly in the process of revision. I will model how to stretch out a word to write the letters for each sound they hear. | ||||||||||
Molly Heyman (unit 1)
| Stage 2 – Assessment Evidence | | ||||||||||||
| Performance Assessment(s) Note: Frame your performance using GRASPS. G (goal) You will write your own small moment story that you will present to the class and display in our classroom library. R (role) You are an author writing a small moment story about a moment in which you felt a strong emotion. A (audience) Readers who want to be entertained and learn about an author’s personal experience. Your teacher is part of your audience. You are one of your teacher’s new students and she wants to get to know you through your writing. Your classmates are also a part of your audience. They will be reading your story in the classroom library. S (situation) An author’s writing workshop and a classroom library P (Performance) You will produce an original literary work in the form of a small moment story. You will use proper story structure, to show the beginning, middle and end of a story. Your story will share a personal experience in which you felt a strong emotion to stimulate your writing. S (standards) Do your illustrations match your writing? Are the important people and places in your story labeled? Did you use the word wall to help you spell? Are all your sentences complete? Did you use correct grammar so that others can read your story easily? Does your story have a clear beginning, middle and end? Did you select on moment in your life when you felt strong emotion to write about? Did you stretch your small moment out across multiple pages? | PA | ||||||||||||
| Guiding Question: Is there a realistic performance assessment that provides enough evidence to make reliable inferences about the nature of student understanding? Please address the following two questions in this section: 1) How will this performance assessment help you determine whether students have reached the targeted understanding? My end product for my students will be their own small moment story. By reading their stories and seeing them engage in the writing process I will be able to assess their understanding of writing to share a personal experience. Students will have the opportunity to revise their own work based on their self-assessment. I will be able to assess their use of story structure of reading their stories critically for a beginning, middle and end. From reading their stories I will be able to evaluate whether they used a personal experience to stimulate their writing. I will grade their stories by using the Writing Rubric used at my school. 2) How is this performance assessment authentic and framed within realistic challenges that adults face in the world beyond the classroom? (Explain how your performance assessment fits within GRASPS.) This performance task is authentic because it requires students to write as authors, using personal experience and story structure to write an original small moment story. It is realistic because real authors struggle with expressing themselves with words and making their stories readable. Through this performance task I am challenges my students to write as real authors by using a story structure of beginning, middle and end to make their story readable. I am also challenging my students to express themselves through words, by guiding them to use a moment in which they left a strong emotion to stimulate their writing. In this way they are exposed to the challenges that adults face when writing, expressing themselves through writing in a way that is easy to read and entertaining for their audience. | |||||||||||||
| Evaluation Criteria: Does the student select one true to life moment to write about? Does the student’s story have a clear beginning, middle and end to frame their story? Does the student use complete sentences? Does the student attempt phonetic spelling to the best of their ability, do they use resources such as the word wall, sight word baggies to spell correctly whenever possible? Does the student attempt correct grammatical conventions? Does the student write about a personal experience when they felt a strong emotion to make their writing entertaining for their reader? | |||||||||||||
| Other Evidence:
| OE | ||||||||||||
| | |||||||||||||
| Stage 3 – Learning Plan (Part 1) | ||||
| Learning Activities | L | |||
| | Guiding Question: Are key learning steps laid out in a way that makes sense to students and their learning? In the space below, describe your learning plan designed to help your students reach the goals and EUs laid out in Stage 1. Be sure to describe how you are previewing the unit for your students, the hook for the unit and summarize major learning experiences that will meet the different learning needs of your students. Lastly, describe any learning experiences that will help your students self-reflect and self-assess their learning. I will preview the unit for my student by showing them an exemplar small moment story that my student published from a previous year[JG6]. This will provide my students with a concrete visual of their final performance task. Students will feel a sense of empowerment that they too can write their own story. In this way I will hook my students and inspire them to write their own story, as well as give them a preview of where they are going at the end of the writing unit. I will also hook my students by having them listen to a read aloud of a small moment story written by an author they are familiar with, who writes about characters they can identify with. Students will be hooked by the powerful experience of listen to quality literature.[JG7] Students will also have the opportunity to see me as their teacher and a fellow writer grapple with the writing process. Through mini-lessons I will model the writing of my own small moment story. This way students will apply the crucial understand that everyone is a writers to their own teacher. They will also see their mentor going through the same writing process of brainstorming, writing and revising that they will soon begin on their own. Through modeling my own small moment story I will walk my students through the steps of the writing process. We will be going through; brainstorming a topic to write about, drawing pictures into a graphic organizer to frame story structure, labeling the pictures to identify the key characters and setting for a story , talking out their story with a peer, and finally beginning the process of writing their own small moment story.
I will read aloud different small moment stories by mentor authors for students to identify what makes stories interesting to read (one read aloud per day). I will also model the writing process of by writing my own small moment story.
Reflection/Self-Assessment Students will have checklists in their writing folder that asks them to reflect on how they did following the routines of writing workshop. For example, did I listen well during the mini-lesson? The students will then give themselves a smile face or frown face to self-assess how they did. [JG9] Students will have the Writing Rubric in their writing folder. During each writing conference I will ask students how they assess they are doing on each aspect of the rubric. For example, did I select one true to life moment to write about? Students will have to show me evidence in their work that they achieved each facet of the writing rubric. I will do this with student throughout conferences so they have an opportunity to improve upon they areas they see they could have done better on according to the rubric. | | ||
| Stage 3 – Learning Plan (Part 2) |
·
· Use the calendar below to sequence lesson objectives for the unit to maximize learning opportunities and to maintain student interest in the unit.
| · MONDAY | · TUESDAY | · WEDNESDAY | · THURSDAY | · FRIDAY |
| · Launching Writing Workshop: · ·Students identify what a small moment story is verses a big moment story · · As a class we sort story titles. Which are a small moment stories about a single moment? Which stories span across a longer period of time? · · | · Brainstorming · ·Student will be able to brainstorm a list of story ideas based on times when they felt a strong emotion · · As a class we create a · list of emotions and write an experience students associate with each emotion. · · Independently students write their own experiences they felt each emotion. · · Assessment: Journal Entries · · | · Brainstorming · ·Students will create a list of people that are real important to them. They will think about a times that were meaningful experiences they shared with that person · · Ex: When I got to go camping with my dad · · Assessment: Journal Entries · · | · Brainstorming · · Students will create a list of three places they have gone when they felt a strong emotion · · Ex: a baseball field where they made their first homerun · · Assessment: Self-Assessment on their own journal entries us the | · Selecting a Writing Topic ·Students select a topic to write about by using the following criteria: · · You felt a strong emotion You could write across many pages · You can remember lots of details to include · You will be excited to share this story with a friend · You can include characters in your story · · Selecting a Topic · ·Students will share their small moment with a classmate. · · Writing pairs will give each other feedback about what which of their moment would be the most exciting to read. · · Assessment: Oral check for understanding when circulating and listening to writing pairs share their topics · |
| Creating Story Structure · ·Students will use a graphic organizer to sketch the beginning, middle and end of their story · · Assessment: GOs | Creating Story Structure ·Students will label their small moment story to identify important characters and setting to include in their story · Assessment: Students illustration | Creating Story Structure ·Students will add at least one detail to each section of their sketch to prepare for stretching out their story across several pages | · Preparing for Writing · ·Students will plan to write by talking to a partner. Students will talk or act out their story (using their sketches as a guide) to their writing partner. Their writing partner will provide feedback about what parts of the story would be most interesting to focus in on. · | · Beginning to Write · · Students will begin to write their small moment story using their graphic organizer. · · Assessment: first draft of writing |
| · Writing · ·Students will continue to write their small moment story independently · · · · Assessment: Draft of Writing · | · Writing Conferences · · · Assessment: Can student read their writing? Is the student writing about one small moment? Is the student including the emotions they felt that make to make their writing exciting to read? | · Revising Writing · ·Students will revise their writing based on teacher feedback | · ·Students will share their writing with their writing partner. Partners will offer feedback about what they liked about their writing and what they could add to make their writing more exciting to read. Partners will identify the beginning, middle and end of each other’s stories. | · Writing Completion · ·Students will complete their small moment story. · · Assessment: More finalized draft of story |
| ·Students will write an author’s page introducing themselves to their readers · · · · | ·Students will write a dedication page dedicating their book to someone they care about | ·Students will make a cover for their small moment story · · Assessment: Students final small moment story | ·Students will share their small moment story with the class · · Assessment: Students oral presentation of their own story. | · Reflection/Self-Assessment · · Students will reflect on what parts of the writing process they did well, and the facets they could they improve upon next time. [JG12] · · Students will assess their own story based on the writing rubric. Using their self -assessment students will return to their story and revise it one more time before the end of the unit. · · Students will write writing goals for themselves based on the areas they feel they are most in need of improving. |
No comments:
Post a Comment