Map of Home

1. Map of Home Demonstration Lesson Katrin Beinroth MWWP SI 2014 Pre-Institute May 24, 2014

2. About Myself… Where I’ve Taught… Where I’m Teaching… SESO a private college-prep school in Mayagüez, Puerto Rico Fifth grade English About 20 students per group/ 3 groups Suburban • Boston Public Schools, Dorchester MA • 6th-8th grade English Language Arts • Urban • International Charter School, Pawtucket RI • Two-way bilingual school • Grades 3, 4, 5 all subjects • Mathematics Instructional Coach • Urban

3. My classroom Student -centered Responsive Classroom Approach High expectations Differentiated Instruction Community of Learners

4. Educational Philosophy Students should: Teachers should: model writing and explicitly teach skills and strategies. meet students at their level. respect student’s interests and talents. honor students’ experiences. write everyday and need explicit writing instruction. do real writing. write for themselves and a real audience, not just the teacher. choose their own topics to write about to be fully engaged and invested in their writing. Children makes decisions about their writing. cycle through the whole writing process: write, draft, revise, edit, and publish their work.

5. Theoretical Framework • Constructivism & Social Constructivism - • Jean Piaget - Humans generate knowledge and meaning from their own experiences • Eleanor Duckworth - The Having of Wonderful Ideas • Lev Vygotsky - each learner is a unique individual with unique needs and background; the learner’s culture is valued • Child- Centered Learning - • Carl Rogers - focused on student’s needs, abilities, and learning styles with teacher as the facilitator of learning • Critical Pedagogy- • Paulo Freire - the more you write the more think

6. DE Grade Level Expectations • WRITING: •  The student effectively communicates to a variety of audiences in all formsof writing through the use of the writing process, proper grammar, and age-appropriate expressive vocabulary. • The student: • W.5.5 Follows the writing process; applies prewriting strategies to generateideas; uses the dictionary as an aid in the writing process; identifiesspelling, capitalization, and ending punctuation errors

7. Introduction to today’s Lesson • Launching the Workshop and Writing Personal Narratives • Objectives: • Students will be introduced to the structure and routine of Writer’s Workshop. • Students will begin to view themselves as writers. • Students will learn a strategy for generating personal narrative entries.

8. Mini-lesson • Pre-writing Strategy: MAP OF HOME • 1. Take 5-10 minutes to draw a sketch of your home. Draw from a bird’s eye view. • 2. Once you have drawn your map, mark 3 places where you have stories. • 3. Choose one story to write about in your writer’s notebook.

9. Student work

10. Author’s Chair

11. Professional References • Donald Murray - Writing as Process: How Writing Finds Its Own Meaning • Katie Ray Wood-The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts) • Lucy Calkins - The Art of Teaching Writing; Units of Study for Teaching Writing • Nancie Atwell - In the Middle: New Understandings of Writing, Reading, and Learning • Ralph Fletcher - Writing Workshop, the Essential Guide ; A Writer’s Notebook, Unlocking the Writer Within You