1 / 30

Writing Mini Lesson 12:20-12:30

Writing Mini Lesson 12:20-12:30. (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals

alaula
Download Presentation

Writing Mini Lesson 12:20-12:30

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 1: Introducing Revision Materials: New revision folders with a copy of story from last unit for each child, Special revision pens, Chart: “Writers Revise”, Story written on chart paper to revise (shared class experience) Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  2. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 1: Introducing Revision Materials: New revision folders with a copy of story from last unit for each child, Special revision pens, Chart: “Writers Revise”, Story written on chart paper to revise (shared class experience) When conferencing… When students claim “I’m done,” have them reread story and discuss it with you. When they add more details in their story when telling it to you, prompt them to add it into the story.   Sharing Share writing of student who revised story – read it with and without the revisions. Have students each show their partners the revisions they made. Have them read their stories with and without revisions.

  3. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 2: Adding Into the Middle of Texts Materials: Example of writing in which a child squeezed revisions into the middle of their story, Strips of paper for revisions Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  4. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 2: Adding Into the Middle of Texts Materials: Example of writing in which a child squeezed revisions into the middle of their story, Strips of paper for revisions When conferencing… Look for students revising in a way that can be highlighted during share time – students who use flaps of paper or students who develop the main idea of their story.   Sharing Have partners meet to tell each other not only what revision work they did (cutting, taping, adding on) – but also why.

  5. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 3: Adding Dialogue Materials: Class story from Session 1, Sticky notes, Familiar picture book with dialogue (used sparingly) Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  6. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 3: Adding Dialogue Materials: Class story from Session 1, Sticky notes, Familiar picture book with dialogue (used sparingly) Mid-Workshop Teaching Point: Stop the class to point out a child who revised in a specific way – such as changing a word to replace it with a more precise word. When conferencing… Have children check to make sure that readers can easily read their story, that they spelled word wall words correctly, etc. Sharing Rewrite class story to include dialogue – use quotation marks. Ask students what they notice about the way the words were written. Introduce the term quotation marks and how they go right around the exact words a character says – they go around only the exact words that came out of someone’s mouth. Have students work with partners to add quotation marks to their stories in the right places if they added dialogue.

  7. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 4: Revising by Taking Away Materials: Chart – Writers Revise, Class story with added revisions – some are helpful additions and some detract from the main idea of the story Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  8. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 4: Revising by Taking Away Materials: Chart – Writers Revise, Class story with added revisions – some are helpful additions and some detract from the main idea of the story When conferencing… Minilesson concept will most likely have to be reiterated in conferences today – very difficult concept for students to grasp. Sharing Some of you have been working hard to revise the piece you published at our last writing celebration. If that piece is now as good as you can make it, go back to your writing folder and choose some other stories that you think deserve to be revised and add them to your revision folder. You can start revising those pieces using all of the strategies we’ve learned. Take a few minutes to select those deserving pieces now and move them to your revision folder.

  9. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 5: Planning Revision Materials: Story for me to revise during the minilesson, Writers Revise Checklist – big chart version and individual copies for students (enough for 1 checklist/story), Paper clips Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  10. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 5: Planning Revision Materials: Story for me to revise during the minilesson, Writers Revise Checklist – big chart version and individual copies for students (enough for 1 checklist/story), Paper clips Mid-Workshop Teaching Point: Writers may I stop you for a minute? I want you to share with your partners your revision plans for today. Listen to each other’s plans, and be sure your partner used sticky notes to remind themselves of where the revisions will go. When conferencing… Help plan revisions – ask: What are you trying to do? How will you do that? Look for students who think of new ways to revise – such as adding dialogue or speech bubbles to make characters talk. Remind them to think – what would make this story even better? Sharing Give students copy of Writers Revise Checklist. Use checklist with one of my stories first, then have students work with partners to check their own stories – if they haven’t done something, they should think “If I did this thing, would it improve my piece? Should I turn that item on the chart into a revision plan for my piece?” If so, leave a sticky note with your plan jotted on it on your story. When students have finished checking each of their stories, have them paperclip the checklist to the story.

  11. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 6: Revising Leads Materials: A Chair For My Mother and another book with a good lead to use as an example in the minilesson Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  12. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 6: Revising Leads Materials: A Chair For My Mother and another book with a good lead to use as an example in the minilesson When conferencing… Work with students on rewriting leads and endings. Sharing Have a student share their original lead and their revised lead – point out how their writing has grown! Have students share revisions with their partners, reading their first draft and then their revised draft.

  13. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 7: Teaching Children to Confer About Writing Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  14. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Sharing Have students meet with partners have them ask each other “What are you working on as a writer?” Have students make sure their partner is telling them their topic and exactly what they plan to do.

  15. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 8: Showing, Not Telling Materials: Story of student who told how he/she was feeling (“I was sad.” “I felt happy.”), Writers Revise Chart Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  16. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 8: Showing, Not Telling Materials: Story of student who told how he/she was feeling (“I was sad.” “I felt happy.”), Writers Revise Chart When conferencing… Work with students to support the minilesson – “If I’d been hiding behind a tree watching you, what exactly would I have seen?” “Pretend you’re feeling that we how and show me how you would look and what you would do.” Once they have demonstrated it, repeat back to them what they said and help them figure out where to add it. Then compare the original draft with the revised version. Sharing Share example of student who did a good job showing, not telling. Share original draft and revised version, emphasizing that the writer really helped us picture exactly what happened and how she felt. Add “We show, not tell” to “Writers Revise” Chart

  17. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 9: Learning More About Showing, Not Telling Materials: Have students bring their folders to the carpet, The Relatives Came by Cynthia Rylant Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  18. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 9: Learning More About Showing, Not Telling Materials: Have students bring their folders to the carpet, The Relatives Came by Cynthia Rylant Sharing Share writing of student who revised their writing to show, not tell. Have student share original draft and then read revised version. Read several excerpts from students’ stories and have them discuss with their partners how these stories could be revised to show, not tell. Writers, tomorrow and for the rest of your life, the important think will be to see places in your own writing where the piece could be stronger if you showed what was happening rather than just telling it.

  19. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 10: Revising Endings Materials: Book to read with a good ending Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  20. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 10: Revising Endings Materials: Book to read with a good ending Sharing Writers would you choose one piece from your revision folder that you really, really love and would you do this? Read it aloud to yourself. Read it like it’s worth a million dollars. Slow down at the ending. Stretch it out. Then, if you have more time, read your beautiful piece to your partner as well. Sometimes when you do this, you’ll find things you need to change.

  21. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 11: Revising While Writing Materials: Shared class experience on chart paper to revise Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  22. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 11: Revising While Writing Materials: Shared class experience on chart paper to revise When conferencing… Work with students to plan new stories, making sure they are focused small moments. Encourage them to pause as they write, reread and think about the story. Sharing Have students meet with reading partners to make sure the reading partner can read the writing. Check for word wall words spelling and punctuation. If they have trouble reading it, work together to fix it.

  23. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 12: Partnering for Revision Materials: 2 “Conferring Center” signs hung up in the classroom, Story I wrote to have students help me with, Chart: “A Writing Teacher’s Job” Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  24. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 12: Partnering for Revision Materials: 2 “Conferring Center” signs hung up in the classroom, Story I wrote to have students help me with, Chart: “A Writing Teacher’s Job” When conferencing… Confer less so that students can get used to going to other students for help – prompt students to act as writing teachers. They should act interested in the stories they are hearing and ask open ended questions to get the writer to say more, such as “What happened exactly?” “Can you tell me about that?” Sharing Have students act as the writing teacher for one student having trouble with his/her story. Go through 4 steps of being a good writing teacher: 1. Read story, 2. Ask a question, 3. Listen, 4. Prompt student to add info to story. Then have students work with writing partners – have one student be the writing teacher and work on the other student’s story. Coach writing teacher work, not writing work

  25. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 13: Revising One’s Genre Materials: Letter Paper, How-To Paper, Newspaper Article Paper, Poetry Paper Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  26. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 13: Revising One’s Genre Materials: Letter Paper, How-To Paper, Newspaper Article Paper, Poetry Paper When conferencing… Encourage students to see their writing in a variety of ways – poems don’t have to rhyme and students can think of another idea that wasn’t even mentioned (such as a song or a recipe or a speech or a list or directions). If students can’t think of any way to change their story, they can write a new piece. Sharing Have students share ways they changed their stories into a new genre. Share a few with the class, then have students share with their partners.

  27. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 14: Learning Revision from Authors Materials: Examples of dedication pages (copied and enlarged), Baskets of examples of different kinds of writing (poems, directions, recipes, articles, etc.) Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  28. Writer’s Workshop12:30-12:55 **pull small group (c) (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Writer’s Workshop Unit 4, Mini-Lesson 14: Learning Revision from Authors Materials: Examples of dedication pages (copied and enlarged), Baskets of examples of different kinds of writing (poems, directions, recipes, articles, etc.) When conferencing… Have students look at what other authors have done to get idea for what they can do that the author did. Sharing Many of you tried a new kind of writing for the first time today. I’m hoping that as you revised your stories into a different kind of writing, something surprised you. Smart learners try to learn something whenever we do something for the first time. Whenever you try to do something for the first time, you can expect to learn a lot. Think of something you learned today by taking your story and revising it to make it a different kind of writing. Smart writers don’t just do things – we also learn things.

  29. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 15: Preparing to Celebrate Introduction/ Connection: I Do: Mini Lesson We Do: Active Engagement Link to You Do:

  30. Writing Mini Lesson12:20-12:30 (K.4.A.1.a) SWBAT generate ideas and topics for writing (K.4.A.2.e) SWBAT dictate, draw, or write a response to text, such as response logs and journals (K.4.A.3.a) SWBAT prepare writing for display by revising and editing using rules, such as capital letters and periods SWBAT use descriptive words and other details to expand and improve student’s own writing SWBAT write letter-like forms, letters, and/or random letter strings to convey a message Unit 4, Mini-Lesson 16: Setting Up a Revision Museum: An Author’s Celebration Materials: Published stories, Timer, Book Nooks labeled with numbers, set up chairs for parents, Snacks/juice for the toast Unit 4, Mini-Lesson 16: Setting Up a Revision Museum: An Author’s Celebration Materials: Published stories, Timer, Book Nooks labeled with numbers, set up chairs for parents, Snacks/juice for the toast Welcome guests to celebration – explain how students worked to revise stories (added details, added more information, show not tell, revised beginning/ending, subtracted parts that did not build main idea, etc.) Explain tools for revision – flaps of paper to add more details. Have parents rotate from around to Book Nooks where students will read stories and explain how they revised their story. Have parents and students have snack/juice and toast the work the writers have done.

More Related