Name:LeanneKugelman Program:StudentTeaching Course:ST

LessonTopic/Title:LucyCalkinsWritingCurriculum:S
ession12E
ditingNonfictionWriting

LessonDate: LessonLength:1hourtotal Grade/Age:2ndgrade

11/8/17 10minuteminilesson
5minutetransition
45minuteworkshop(practicewriting)
LearningObjectives&ContentStandardAlignmentSelects,creates,andsequenceslearning
experiencesandperformancetasksthatsupportlearnersinreachingrigorouscurriculumgoalsbasedon
contentstandards.
LearningObjective(s) InstructionalDecisions/Reasoning

Studentswilledittheirwritingtomakesureitis Editingforspellinghelpsreinforce
freeofspellingerrors. properspelling,especiallythehigh
Studentswillpracticewritingnonfictiontextsthat frequencywordsstudentsneedto
areeasytoreadtoothers. knowhowtospell.
AfollowuponSession11 Makingiteasytoreadhelps
reinforcewhattheirtopicis,
reviewingitforclearwritingand
practicingslowingdowntomake
surewritingiseasytounderstand.
Followingupfromtheprevious
lessonhelpsreinforceandinstillthe
lastlesson.


ContentStandard(s) InstructionalDecisions/Reasoning
CCSS.ELALITERACY.W.2.5
Withguidanceandsupportfromadultsandpeers,focuson W.2.5:Studentswillbeworking
atopicandstrengthenwritingasneededbyrevisingand withtheirpeersandadultstofocus
editing. oneditingtheirwriting.
CCSS.ELALITERACY.W.2.6 W.2.6:Studentshavewriting
Withguidanceandsupportfromadults,useavarietyof partnersthattheyworkwith
digitaltoolstoproduceandpublishwriting,includingin throughouttheyeartohelpthem
collaborationwithpeers. produceandpublishwritingalong
CommonCoreTeachingStandards withhelpfromtheteachers.
8(h)Usesavarietyofinstructionalstrategiestosupport 8h:Theteacheru sesavarietyof
andexpandlearners'communicationthroughspeaking, methodstogetthelessongoal
listening,reading,writing,andothermodes. acrosstostudentsincluding
1(g)Understandstheroleoflanguageandculturein repeatedinstruction,smallgroup
learningandknowshowtomodifyinstructiontomake andoneononeinstruction.
languagecomprehensibleandinstructionrelevant, 1g:Teacherunderstandsthatsome
accessible,andchallenging. studentsneeddirectionsexplained
inavarietyofwaysandhas
methodstochangetheinstructionto
meetallstudentsneedsincluding
anchorchartsforvisuallearnersand
canmodifythelanguagetobemore
challengingorsimplifyitaccording
tostudentsabilities.
AssessmentUsesassessmentflexiblytoexpandanddeepenunderstandingoflearnerperformanceand
determinesbestsupportsforcontinuedlearnergrowth.
Assessment InstructionalDecisions/Reasoning

Formative Teacherworkswithstudentsinsmalland
largegrouptoassesstheirwritingand
reviewstheirwritingpostworkshoptimeto
seewhattheyaddedtotheirwritingand
howtheyshowedgrowthinthegoalthat
wastaught.
InstructionalMaterialsandResourcesStayscurrentincontentknowledgeandexpandsexpertisein
reviewinginstructionalmaterialsfromtheperspectivesofboththedisciplineandindividuallearner
needs.
Materials,Resources,and/orTechnology InstructionalDecisions/Reasoning

WritingPacket Desk/Table:Studentsaretoworkat
Pencil theird eskstohelpwiththeir
Desk/Table handwriting
LucyCalkinsCurriculumBook AnchorChart:Helpsrefocus
AnchorChart:U setheWordsYouknowtoHelpyouSpell studentsonwhattheyaresupposeto
HardWords bedoing,helpsthemunderstand
Exampleofagoodsecondgradewritingpiece(found whattheya retryingtodointheir
onlineinCalkinscurriculum) writing.
Secondgradewritinggivesstudents
agoaltoreach.Iftheycanhearand
lookatit,theycanstrivetomeet
thatgoal.

 InstructionalMethods:Selects,creates,andsequenceslearningexperiencesandperformancetasksby
usingavarietyofinstructionalapproaches,strategies,andtechnologiesthatmakelearningaccessibleto
alllearnersandsupportlearnersinreachingrigorouscurriculumgoals.
TeachingandLearningSequence InstructionalDecisions/Reasoning
WritingBeginsat9:40am.
MiniL esson:Shortandtothepoint.
Studentscometotherugandsitcrisscrosswiththeir Givess tudentsanexampleofwhat
writingpacketsinfrontofthem thegoalisforthedayandallows
studentstohavepracticetime
10minutesfortheminilesson:thisgoesoverthementor Workshop:LucyCalkins
text,anexampleofhowtheycanaccomplishthegoal.The philosophyispracticemakes
learningtargetisdiscussedandquestionsareanswered. perfect,soworkshopsare45
WritersWorkshop:4 5minutesaregivenforpracticing minuteslongtoallowstudentsto
thelearninggoalforthesubject.Studentsspendthistime practicetheirstrategiesandgivethe
producingqualitywriting,editingwiththeirpartnersand teacheropportunitiestopull
workingingroupstogooverareastheyarenotgrasping. studentsanddosmallgroups.
Share:Studentsgettosharetheirwritingwithpeersand Share:allowsstudentstosharetheir
receivefeedback,complimentsandquestions. writingandreceivefeedback,
complimentsandquestions.
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.