AUGUSTA COUNTY SCHOOLS CURRICULUM MAP Submitted by Beverley Manor Elementary CONTENT: 4.7 The student will write cohesively for a variety of purposes. TOPIC: Number and Number Sense CONTENT DEMONSTRATORS ASSESSMENT ACTIVITIES What do your students What do your students need to be able to DO? How will you assess HOW will you teach it? need to KNOW? what your students **There should be an Smartboard attachment ALREADY KNOW, and with this to provide you with the materials you assess WHAT THEY’VE need. LEARNED? All students should Apply knowledge of the writing domains of composing, written  Comparison 1. See presentation on Smartboard for Wilfrid demonstrate the capacity expression, and usage/mechanics. between initial Gordan McDonald Partridge to generate, focus, and Produce clear and coherent writing in which the development sloppy copy and a. Introduce Mem Fox using link for organize ideas for and organization are appropriate to Create a plan and organize writing. final paper biography thoughts to convey a central idea before writing.  Individual http://www.memfox.com/welcom.ht All students should Use a variety of prewriting strategies (e.g., brain-storming, student ml revise the language, listing, free-writing, and using graphic organizers). organization and content conferencing b. Share links: Mem’s name story, Who of a piece of writing for Focus, organize, and elaborate to construct an effective  Use of are the Foxes? And So where does a specific purpose. cohesive message for the reader. www.writingfix. Mem live? com writing 2. Introduce Mem’s poem Loves and Loathings. rubrics for Ideas Discuss. Then pass out handout to go with it, and Word “Loves and Loathings.” Goal is to encourage Choice rich vocabulary and rich language with an  Student easily manageable writing activity for presentation students. QUICK WRITE: Set timer for five minutes. Have students work nonstop on this sheet while teacher does it on Smartboard in front of students or in teacher’s own writing journal. a, When timer goes off have students share aloud or bring up under doc. camera. b. Ask for other students’ comments/suggestions. 3. Story Presentation of Wilfrid Gordan McDonald Partridge a. Go back to Mem Fox link and go to: The stories behind the stories- Wilfrid Gordan-story behind. b. Go to link from Screen Actor’s Guild. http://www.storylineonline.net/wilfrid/fullscreen _yt.html

c. Have students listen to story. Prior to listening show students the next slide. Tell them they are going to be listening for each of these things (characters, setting…) d. After listening to story, go to next slide (repeat of slide above) and fill in the chart: characters…setting….. as a whole group e. Discussion on next five slides demonstrating comprehension f. Fill In chart. Have each student drag checkmark to favorite type memory g. Explain homework for tonight

Type the following on a label to stick in planner: Bring 3 things which trigger special memories. You will take pictures of them tomorrow. We will complete a writing activity from these. If you cannot bring in the objects, please draw a picture of each one.

4. Teacher shares three items that trigger a memory and discusses what kind of memory. Uses rich vocab. and language 5. Teacher fills in graphic organizer using his/her three objects. Work through each section of graphic organizer together.

6. Number off in groups of three. Students will use the digital camera to take pictures of their three items. (You can always take this factor out and have the students illustrate their papers with the three special items rather than taking Student can either take three separate pictures or one single picture of the three items.) While students are taking pictures the others will be working on the writing process. Once all pictures are taken, upload them and save them on the P: drive. Students will be able to easily access them when they are logged onto the computer. If you are doing this with more than one class it is easier to save them by each class name. They won't have to sort through so many pictures. Writing Process: A.Brainstorm sheet-fill in graphic organizer. May want to model this with the whole class using your objects. The objective is to create a paper with a topic sentence, minimum of three separate paragraphs using descriptors, rich language, and a conclusion. The very simplistic organizer helped the students to better understand supporting details and paragraph formation. B. Mini conference with teacher to look at brainstorm Sheet. C. Proceed with "sloppy copy" now. Students are naming objects, describing, and telling why it is memorable or what memory it triggers. D. Self-revision: utilize the simple rubrics from www.writingfix.com. for Ideas and Word Choice. Small post-it note style sheets: http://writingfix.com/classroom_tools/post_its.h tm

E. Revise with a friend F. Add Revisions G. Edit conventions with a friend H. Teacher conference: go over their self evaluations (mini rubrics) while discussing their papers I. Publish paper - using word and saving to P: drive/writing4/their class name/their filename J. Insert their pictures by retrieving them from the file on the P drive where you have saved all the pictures. K. View completed project as a whole class and discuss good word choice, ideas, etc.

DIFFERENTIATION How will you meet the RESOURCES TEACHER NOTES: needs of all students? http://writingfix.com * Use of Co-Writer or Read Aloud software http://www.storylineonline.net/wilfrid/fullscreen_yt.htm program to assist l (Predictive writing software & read aloud (there is a _ after the word fullscreen above) access)