Name:LeanneKugelman Program:StudentTeaching Course:ST
LessonTopic/Title:LucyCalkinsWritingCurriculum:S
ession10C
learingUpConfusion
LessonDate: LessonLength:1hourtotal Grade/Age:2ndgrade
11/6/17 10minuteminilesson
5minutetransition
45minuteworkshop(practicewriting)
LearningObjectives&ContentStandardAlignmentSelects,creates,andsequenceslearning
experiencesandperformancetasksthatsupportlearnersinreachingrigorouscurriculumgoalsbasedon
contentstandards.
LearningObjective(s) InstructionalDecisions/Reasoning
Studentswillpracticewritingc learstoriesthat Helpsstudentfocusonslowing
canbeeasilyreadbyothers. downtomakesuretheyarewriting
Studentswillpracticeeditingtheirownwriting whattheyarethinking
throughchecklistsandpartnerreading. Checklistshelpstudentsthinkabout
theirwritingandreviewwhatthey
arelearning.
ContentStandard(s) InstructionalDecisions/Reasoning
CCSS.ELALITERACY.W.2.5
Withguidanceandsupportfromadultsandpeers,focuson 6d:Checklistshelpstudentidentifyquality
atopicandstrengthenwritingasneededbyrevisingand workandgivesthemachancetoimprove
editing. theirownwork.
CommonCoreTeachingStandards 6n:Itsimportantforstudentstogoback
6(d)Engageslearnersinunderstandingandidentifying andreviewtheirworktohelpthem
qualityworkandprovidesthemwitheffectivedescriptive understandtheimportanceofclearwriting
feedbacktoguidetheirprogresstowardthatwork.\ andhelpsthemunderstandthrougheasyto
6(n)Understandsthepositiveimpactofeffective readchecklistsandreceivingfeeding
descriptivefeedbackforlearnersandknowsavarietyof afterwards.
strategiesforcommunicatingthisfeedback.
AssessmentUsesassessmentflexiblytoexpandanddeepenunderstandingoflearnerperformanceand
determinesbestsupportsforcontinuedlearnergrowth.
Assessment InstructionalDecisions/Reasoning
Formative:
Walkingaroundtheroomtocheck
Theteacherwillgoaroundtheroomandcheckstudents helpsstudentsfocusontheirwriting
writingtoseeiftheyareusingtherevisionstripstoclear andpromotesstudentstoask
uptheirwriting. questionswhentheyhavethem.
Theteacherwillpullsmallgroupsandhavethemread Smallg roupsgivestudentsachance
theirwritingtoeachotherandworkonwaystoimprove tohaveoneononeorsmallgroup
theirwritingandwhattheyaredoingreallywell. sessionsthathelpthemrelearnthe
lessonandgetsuggestionsand
Share:Studentshaveopportunitiesattheendtosharetheir editingtipsfrompeers.
writingandpeerscanaskquestions,givesuggestionsand Share:Thisisamotivationaltool
complimentsinastructuredformat. forstudentstofocusontheir
writing.Aftertheyshare,they
receivecompliments,feedbackand
tips.
InstructionalMaterialsandResourcesStayscurrentincontentknowledgeandexpandsexpertisein
reviewinginstructionalmaterialsfromtheperspectivesofboththedisciplineandindividuallearner
needs.
Materials,Resources,and/orTechnology InstructionalDecisions/Reasoning
Theanchorchartgivesstudentsa
WritingPackets reminderoneachstrategythey
LucyCalkinsWritingCurriculum shouldbeusingwhileparticipating
Pencils inWritersWorkshopandhelps
Markers/Crayonsforpictures themrefocusistheyareofftask.
MentorText(Tigers) Revisionstripsallowstudentsto
AnchorChartT oTeachanAudience revisetheirwritingwithouterasing.
RevisionStrips Lucysphilosophyistohavetheir
firstdraftbereallymessyand
encouragesstudentsnottoerasebut
tocrossoutinordertohelpthem
visualizetheirediting.
InstructionalMethods:Selects,creates,andsequenceslearningexperiencesandperformancetasksby
usingavarietyofinstructionalapproaches,strategies,andtechnologiesthatmakelearningaccessibleto
alllearnersandsupportlearnersinreachingrigorouscurriculumgoals.
TeachingandLearningSequence InstructionalDecisions/Reasoning
TeachingandLearningSequence
WritingBeginsat9:40am. LucysCurriculumbelievesinpracticeand
givingstudentsasmuchtimetopractice
Studentscometotherugandsitcrisscrosswiththeir theirwritingaspossible.Therefore,the
writingpacketsinfrontofthem minilessonsare10minutesorlesswith
descriptionsandexamplesofwhatstudents
10minutesfortheminilesson:thisgoesoverthementor willbedoingduringtheworkshoptime.
text,anexampleofhowtheycanaccomplishthegoal.The
learningtargetisdiscussedandquestionsareanswered. Workshoptimeisfortheteachertopull
WritersWorkshop:4 5minutesaregivenforpracticing groups,helpwithwritingandreviewwith
thelearninggoalforthesubject.Studentsspendthistime studentswhoneedextrasupport.
producingqualitywriting,editingwiththeirpartnersand
workingingroupstogooverareastheyarenotgrasping.
Meetingstudentsneeds(differentiation,extensions, InstructionalDecisions/Reasoning
modifications,accommodations)
MotivationalTools
StudentwhohasADHD:Sitsclosetotheteacherduring Accommodationstohelpspelland
allofWritersWorkshop,studenthasasandtimerasa soundoutwordscorrectly
motivationaltool,foreverycycleofthesandtimer,they Editingwithpeershelpreinforce
needtoproducetwosentences.Foreachsentenceweearn theirwritingtobeclear.Iftheir
pointstowardssomethingoftheirchoice. peerscannotreadit,mostlikely
otherswillnotbeabletoaswell.
StudentwithaspeechIEPalsositsclosetoteachersothey
canaskforhelpsoundingoutwordsandgettingtheright
sounds.
Studentswhoneededitinghelpfromapeerareallowedto
findaquietspotintheclassroomtoedittheirwork.
