Tier II Literacy Enrichment Module Writing As a Process

Windham Middle School Tier II Literacy Enrichment Module Writing as a Process

Developed by the WMS Tier II Enrichment Module Team Summer 2011 Revised 9/1/11 Table of Contents

Introduction...... iii WMS Tier II Enrichment Module Team...... iii Understanding by Design Framework for WMS Tier II Literacy Intervention Module Writing as a Process...... 1 Common Core State Standards Addressed by WMS Writing Module...... 2 Text Types and Purposes...... 2 Production and Distribution of Writing...... 2 Range of Writing...... 3 Planning Guide for WMS Writing Process Module at a Glance...... 4 Lesson Plans...... 7 Lesson Plan - Day 1 (Introducing the Module and Teambuilding)...... 8 Embedded Documents for the Lesson Plan...... 8 Lesson Plan - Day 2 (Setting Ground Rules & Reviewing Rubrics and Expectations)...... 10 Embedded Documents for the Lesson Plan...... 10 Lesson Plan - Day 3 (Pre-assessment)...... 11 Lesson Plan - Day 4 (Background on the Steps in the Writing Process)...... 12 Lesson Plan - Days 5 & 6 (Background on Audience, Purpose, and Genre)...... 13 Lesson Plan - Days 7, 8, & 9 (Step 1 in the Writing Process: Plan/Pre-Write)...... 15 Embedded Documents for the Lesson Plan...... 16 Embedded Documents for the Lesson Plan...... 17 Embedded Documents for the Lesson Plan...... 18 Lesson Plan - Days 10, 11, & 12 (Step 2 in the Writing Process: Draft)...... 19 Lesson Plan - Day 13 & 14 (Step 2a in the Writing Process: Share and Step 3: Revise)...... 22 Embedded Documents for the Lesson Plan...... 24 Lesson Plan - Day 15 & 16 (Step 3 in the Writing Process: Revise)...... 25 Lesson Plan - Day 17 (Step 2a in the Writing Process: Share and Step 3: Revise)...... 27 Lesson Plan - Day 18 (Step 3 in the Writing Process: Revise)...... 29 Lesson Plan - Day 19 (Step 4 in the Writing Process: Edit)...... 30 Embedded Documents for the Lesson Plan...... 31 Lesson Plan - Day 20 & 21 (Step 3 in the Writing Process: Revise and Step 4: Edit)...... 32 Lesson Plan - Day 22 (Step 5 in the Writing Process: Finish/Publish)...... 34 Lesson Plan - Days 23, 24, & 25 (Step 1 in the Writing Process: Plan/Pre-Write)...... 36 Embedded Documents for the Lesson Plan...... 37 Embedded Documents for the Lesson Plan...... 38 Lesson Plan - Days 26, 27, & 28 (Step 2 in the Writing Process: Draft)...... 40 Lesson Plan - Day 29 & 30 (Step 2a in the Writing Process: Share and Step 3: Revise)...... 43 Embedded Documents for the Lesson Plan...... 45 Lesson Plan - Day 31 & 32 (Step 3 in the Writing Process: Revise)...... 46 Lesson Plan - Day 33 (Step 2a in the Writing Process: Share and Step 3: Revise)...... 48 Lesson Plan - Day 34 (Step 3 in the Writing Process: Revise)...... 50 Lesson Plan - Day 35 (Step 4 in the Writing Process: Edit)...... 51 Embedded Documents for the Lesson Plan...... 52 Lesson Plan - Day 37 (Step 5 in the Writing Process: Finish/Publish)...... 53 Lesson Plan - Day 38 (Post-assessment)...... 55

i Lesson Plan - Day 39 (If time permits – Acting Like a Writer)...... 56 Lesson Plan - Day 40 (If time permits – What Have We Learned About Writing)...... 57 Appendix A – Rubrics...... 58 Progress Monitoring Rubric...... 1 Grade 5 & 6 Holistic Writing Rubric...... 2 Grade 7 & 8 Holistic Writing Rubric...... 3 Appendix B – Writing as a Process Module Materials...... 1 Teambuilding Activities...... 1 Instructions for Four Square Activity...... 1 Instructions for Interview a Partner...... 2 Interview a Partner...... 3 Instructions for Pick a New Name...... 4 Instructions for Who Are You?...... 5 Who Are You?...... 6 Ground Rules...... 7 The Expository Pillar...... 8 Cluster Web...... 9 Seed Ideas – Teacher Examples...... 10 The Summer of Billy Devine...... 11 Seed Ideas for Writers...... 12 I Liked/I Wonder Peer Review Sheet...... 13 5–Step Editing...... 14 Topics for Writing...... 15 Venn Diagram...... Error! Bookmark not defined. Narrative Cluster Web...... 16

ii Introduction

During the 2011-12 school year, Windham Middle School (WMS) began implementing a special block in the schedule to provide students with Tier II Literacy and Math Enrichment. During the summer of 2011, the WMS Tier II Enrichment Module Team analyzed current student data and determined the areas where students needed the highest level of additional support. The Team worked to develop a series of 10-week modules for WMS teachers to use during the Enrichment Block to enhance student learning and support increased student achievement. Each module was designed using the research-based Understanding by Design curriculum model. All literacy modules incorporate the research-based Mooney Literacy Framework (To, With and By) and the Hunter Design for Effective Instruction Model (I do, We do, You do) which support the gradual release of responsibility for learning from the teacher to the learner. Each literacy module begins with an alignment to the Common Core State Standards and a Planning Guide which serves as an “at-a-glance” map for the entire marking period. All modules contain lesson plans, supporting materials and assessment tools. As teachers implement these modules, they are encouraged to reflect, to jot notes about what worked well and what they would change after each lesson, and to share these notes with the primary author of each module so that revisions can be made as needed. Special thanks go to this hard-working and dedicated Team of educators for designing modules that are research-based and “user friendly”. For information related to any of the modules, please contact any member of the Team.

WMS Tier II Enrichment Module Team  Nicole Bay, co-author of all Planning Guides and primary author of the Genres Module (aligned with the Connecticut Mastery Test [CMT] Reading Comprehension Strand B.2)  Yusomil Bonet, co-author of all Planning Guides and primary author of the Text Structure/Purpose, Evidence and Conclusions Module (aligned with the CMT Reading Comprehension Strand B.1/B.3)  Jane Cook, facilitator of the Team’s work, co-author of all Planning Guides and primary author of the Writing as a Process Module (aligned with the CMT Direct Assessment of Writing and Editing/Revising Sections)  Max Echevarria, co-author of all Planning Guides and primary author of the Organization and Text Structures Module (aligned with the CMT Reading Comprehension Strand B.1)  Sandy Jaros, primary author of the Math Modules  Madeline Negron, WMS Principal, and coordinator of the Team’s work  Cyd Weldon, co-author of all Planning Guides and coordinator of all literacy materials The work of the WMS Tier II Enrichment Module Team was supported by the generous support of the WMS Millennium Project grant, a federal Enhancing Education Through Technology competitive grant that was awarded by the Connecticut State Department of Education. The modules are stored in electronic form on the WMS Wiki at: http://ctteams.wikispaces.com/TierIIModules.

iii Understanding by Design Framework for WMS Tier II Literacy Intervention Module Writing as a Process

What overarching understandings What are the overarching are desired? "essential" questions? Writing is a process with several steps. What are the steps in the writing process? Writers apply the steps in the writing What tools and strategies do writers use process to improve their writing and to make to help them generate ideas for their it easy for their readers to understand. writing? Writers go through the stages of the What tools and strategies do writers use writing process to create pieces that are to create and revise their writing? worthy of publication. Why is audience important to a writer? Why do writers need a purpose for their writing?

What will students understand as a result of this unit? What skills and concepts will they learn? Students will know and be able to:  Identify the steps in the writing process  Explain the purpose of each step in the writing process  Describe what a writer’s audience is and why knowing about audience is important to a writer  Develop writing pieces and take them through each step in the writing process  Create a piece of non-fiction and a piece of fiction writing and take both pieces through all steps in the writing process

What evidence will show that students understand...? Performance Tasks, Projects  Rubric for WMS Tier II Modules  MY Access Writing Assignments – Pre and Post Quizzes, Tests, Academic Prompts  CMT 6-point Rubric  Peer Review Feedback Other Evidence Student Self-Assessment  Teacher observation  Student reflections on writing pieces  Class Summary for Tracking Progress

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 1 Common Core State Standards Addressed by WMS Writing Module

Text Types and Purposes Grade 5 Grade 6 Grade 7 Grade 8 W.5.1. Write opinion pieces W.6.1. Write arguments to W.7.1. Write arguments to W.8.1. Write arguments to on topics or texts, supporting support claims with clear support claims with clear support claims with clear a point of view with reasons reasons and relevant reasons and relevant reasons and relevant and information. evidence. evidence. evidence. W.5.2. Write informative/ W.6.2. Write informative/ W.7.2. Write informative/ W.8.2. Write informative/ explanatory texts to examine explanatory texts to examine explanatory texts to examine explanatory texts to examine a a topic and convey ideas and a topic and convey ideas, a topic and convey ideas, topic and convey ideas, information clearly. concepts, and information concepts, and information concepts, and information through the selection, through the selection, through the selection, organization, and analysis of organization, and analysis of organization, and analysis of relevant content. relevant content. relevant content. W.5.3. Write narratives to W.6.3. Write narratives to W.7.3. Write narratives to W.8.3. Write narratives to develop real or imagined develop real or imagined develop real or imagined develop real or imagined experiences or events using experiences or events using experiences or events using experiences or events using effective technique, effective technique, relevant effective technique, relevant effective technique, relevant descriptive details, and clear descriptive details, and well- descriptive details, and well- descriptive details, and well- event sequences. structured event sequences. structured event sequences. structured event sequences. Production and Distribution of Writing Grade 5 Grade 6 Grade 7 Grade 8 W.5.4. Produce clear and W.6.4. Produce clear and W.7.4. Produce clear and W.8.4. Produce clear and coherent writing in which the coherent writing in which the coherent writing in which the coherent writing in which the development and organization development, organization, development, organization, development, organization, are appropriate to task, and style are appropriate to and style are appropriate to and style are appropriate to purpose, and audience. task, purpose, and audience. task, purpose, and audience. task, purpose, and audience. W.5.5. With guidance and W.6.5. With some guidance W.7.5. With some guidance W.8.5. With some guidance support from peers and and support from peers and and support from peers and and support from peers and adults, develop and adults, develop and adults, develop and adults, develop and strengthen writing as needed strengthen writing as needed strengthen writing as needed strengthen writing as needed

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 2 by planning, revising, editing, by planning, revising, editing, by planning, revising, editing, by planning, revising, editing, rewriting, or trying a new rewriting, or trying a new rewriting, or trying a new rewriting, or trying a new approach. approach. approach, focusing on how approach, focusing on how well purpose and audience well purpose and audience have been addressed. have been addressed. W.5.6. With some guidance W.6.6. Use technology, W.7.6. Use technology, W.8.6. Use technology, and support from adults, use including the Internet, to including the Internet, to including the Internet, to technology, including the produce and publish writing as produce and publish writing produce and publish writing Internet, to produce and well as to interact and and link to and cite sources as and present the relationships collaborate with others; between information and publish writing as well as to well as to interact and demonstrate sufficient ideas efficiently as well as to interact and collaborate with command of keyboarding collaborate with others, interact and collaborate with others; demonstrate skills to type a minimum of including linking to and citing others. three pages in a single sitting. sources. Range of Writing Grade 5 Grade 6 Grade 7 Grade 8 W.5.10. Write routinely over W.6.10. Write routinely over W.7.10. Write routinely over W.8.10. Write routinely over extended time frames (time extended time frames (time for extended time frames (time extended time frames (time for for research, reflection, and research, reflection, and for research, reflection, and research, reflection, and revision) and shorter time revision) and shorter time revision) and shorter time revision) and shorter time frames (a single sitting or a frames (a single sitting or a frames (a single sitting or a frames (a single sitting or a day or two) for a range of day or two) for a range of day or two) for a range of day or two. discipline-specific tasks, discipline-specific tasks, discipline-specific tasks, purposes, and audiences. purposes, and audiences. purposes, and audiences.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 3 Planning Guide for WMS Writing Process Module at a Glance Day 1 – Introducing the Day 2 – Setting Ground Day 3 – Pre-Assessment Day 4 – Background on Day 5 – Background on Module and Rules & Reviewing the Steps in the Audience, Purpose, and Teambuilding Rubrics and Writing Process Genres Expectations (I do and We do) (I do and We do) Introduction  Develop Ground Rules  Pre-assessment – MY  What are the steps  Why do writers need  Introduce the  Review Rubrics Access writing in the writing an audience and a Module (Essential  Discuss Expectations assignment process? purpose for their Questions) 1. Plan/Pre-Write writing?  “Hands on” 2. Draft Teambuilding a. Share 3. Revise a. Share 4. Edit a. Share 5. Publish  Why are the steps important? Day 6 - Background on Day 7 - Steps in the Day 8 - Steps in the Day 9 – Steps in the Day 10 - Steps in the Audience, Purpose, and Writing Process: Writing Process: Writing Process: Writing Process: Draft Genre Plan/Pre-Write (Non- Plan/Pre-Write Plan/Pre-Write (Non-Fiction – I do and (I do and We do) Fiction – I do and We (Non-Fiction – I do and (Non-Fiction – I do, We You do) do) We do) do, You do)  What genres do  Tools and strategies  Seed Ideas for  Developing the Plan:  Mini-lesson on rough writers use? for pre-writing: Writers Choose a topic from drafts o Brainstorming the Seed Ideas  Begin composing a o Graphic brainstorm sheet and draft from your plan organizers create a plan to organize for the first draft

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 4 Day 11 - Steps in the Day 12 - Steps in the Day 13 - Steps in the Day 14 - Steps in the Day 15 - Steps in the Writing Process: Draft Writing Process: Draft Writing Process: Share Writing Process: Share Writing Process: Revise (Non-Fiction – You do) (Non-Fiction – You do) (Non-Fiction – I do and and Revise (Non-Fiction (Non-Fiction – You do) We do) – We do and You do)  Continue composing  Continue composing  Model I Liked/I  Work with a peer to  Work on revising your your draft your draft Wonder peer share and give draft based on peer *Teacher completes Progress feedback process feedback on your feedback and on what Monitoring Assessment for  Model how to use drafts you know about your each student while students work independently. peer feedback to audience and purpose revise your writing Day 16 - Steps in the Day 17 - Steps in the Day 18 Day 19 - Steps in the Day 20 - Steps in the Writing Process: Revise Writing Process: Share - Steps in the Writing Writing Process: Edit Writing Process: Revise (Non-Fiction – You do) and Revise (Non-Fiction Process: Revise (Non- (Non-Fiction – I do and and Edit (Non-Fiction – – We do and You do) Fiction – You do) We do) We do and You do)  Work on revising  Work with a peer to  Work on revising  What is editing?  Finish working with a your draft based on share and give your draft based on  How does it differ partner to peer edit peer feedback and on feedback on your peer feedback and on from revision?  Work on making final what you know about latest revision of what you know about  Model how to edit a edits and revisions to your audience and your drafts your audience and piece of writing drafts based on peer purpose purpose  Work with a partner feedback to peer edit Day 21 - Steps in the Day 22 - Steps in the Day 23 - Steps in the Day 24 - Steps in the Day 25 - Steps in the Writing Process: Revise Writing Process: Writing Process: Writing Process: Plan/ Writing Process: and Edit (Non-Fiction – Finish/Publish (Non- Plan/Pre-Write (Fiction Pre-Write (Fiction – I Plan/Pre-Write (Fiction You do) Fiction – You do) – I do and We do) do and We do) – We do and You do)  Finish making final  Share revised drafts  Review how fiction  Choosing a topic  Using a Narrative edits and revisions to through a variety of and non-fiction  Model how to use Cluster Web to drafts based on peer formats differ your brainstorming to organize for writing feedback o Author’s Chair  Pre-writing develop a Narrative o Pair/Share Brainstorming Cluster Web to  Post on WMS Caught organize for writing Writing Wiki

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 5 Day 26 - Steps in the Day 27 - Steps in the Day 28 - Steps in the Day 29 - Steps in the Day 30 - Steps in the Writing Process: Draft Writing Process: Draft Writing Process: Draft Writing Process: Share Writing Process: Share (Fiction – I do and You (Fiction – You do) (Fiction – You do) (Fiction – I do and We (Fiction – We do and do) do) You do)  Model composing a  Continue composing  Continue composing  Review I Liked/I  Work with a peer to rough draft your draft your draft Wonder peer share and give  Begin composing a *Teacher completes Progress feedback process feedback on your draft Monitoring Assessment for  Review how to use drafts each student while students work independently. peer feedback to revise your writing Day 31 - Steps in the Day 32 - Steps in the Day 33 - Steps in the Day 34 – Steps in the Day 35 - Steps in the Writing Process: Revise Writing Process: Revise Writing Process: Share Writing Process: Revise Writing Process: Edit (Fiction – You do) (Fiction – You do) and Revise (Fiction – (Fiction – You do) (Fiction – I do and We We do and You do) do)  Work on revising  Work on revising  Work with a peer to  Work on revising  Review: your draft based on your draft based on share and give your draft based on o What is editing? peer feedback and on peer feedback and on feedback on your peer feedback and on o How does it differ what you know about what you know about latest revision of what you know about from revision? your audience and your audience and your draft your audience and purpose purpose purpose Day 36 - Steps in the Day 37 - Steps in the Day 38 – Post Day 39 – Writing as a Day 40 – Writing as a Writing Process: Revise Writing Process: Assessment (Fiction – Process Module Review Process Module Review and Edit (Fiction – You Finish/Publish (Fiction – You do) (if time permits) (Acting (if time permits) (What do) We do and You do) Like a Writer) Have We Learned About Writing?)  Work on making final  Share revised drafts  Post-assessment –  Quick Write  What have we edits and revisions through a variety of MY Access writing responses learned about your draft based on formats assignment  Practice acting like a writing? peer feedback o Author’s Chair *Teacher completes Progress writer o Pair/Share Monitoring Assessment for each student while students  Post on WMS Caught work independently. Writing Wiki

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 6 Lesson Plans

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 7 Lesson Plan - Day 1 (Introducing the Module and Teambuilding)

Teacher: All Writing Modules Grades: 5-8 Day: 1

Content Objective/s: Language Objective/s:  Students will be able to explain the purpose of the  Students will be able to identify the essential module. questions for the module and define the key terms  Students will get to know each other. from the essential questions. Key Vocabulary: Materials:  Writing Process  Essential questions posted in classroom  Tools  Materials required for the teambuilding activity of  Strategies your choice  Audience  Purpose Time: Activities: 10 minutes Welcome, Introductions and Attendance  Welcome the students to class and introduce yourself to them  Take attendance and ensure that everyone is in the correct class  Share the essential questions for the module and define the key terms

20 minutes “Hands on” Teambuilding  Choose from one or more of the following activities to help the students get to know you and each other: o Biocube - If you have access to computers, have students complete the interactive Biocube on ReadWriteThink.org. This allows them to create a cube with information about themselves on each side of the cube. Be sure that the printer is working before having students start this activity because they cannot save their Biocubes. Also, have at least one pair of scissors and some scotch tape available so students can cut their Biocube out and tape it into a cube after it prints. o Four Square Teambuilding Activity o Interview a Partner Teambuilding Activity o Pick a New Name Teambuilding Activity o Who Are You? Teambuilding Activity o If you have a good teambuilding activity that has been successful for you in the past or that you’d like to try, feel free to do your own instead of those suggested above.

Embedded Documents for the Lesson Plan

Four Square Teambuilding Activity.doc 1. Four Square Teambuilding Activity:

Interview a Partner Teambuilding Activity.doc 2. Interview a Partner Teambuilding Activity:

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 8 Pick a New Name Teambuilding Activity.doc 3. Pick a New Name Teambuilding Activity:

Who Are You Teambuilding Activity.doc 4. Who Are You? Teambuilding Activity:

REFLECTION ON THE LESSON: Please make notes about what went well and what you would change about the lesson in the space below.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 9 Lesson Plan - Day 2 (Setting Ground Rules & Reviewing Rubrics and Expectations)

Content Objective/s: Language Objective/s:  Students will be able to demonstrate what each of the  Students will be able to define the key terms on ground rules looks like. the weekly rubric. Key Vocabulary: Materials:  Holistic Writing  Essential questions posted in classroom  Effort  A copy of each rubric for each student  Engagement  Organization Time: Activities: 15 minutes Ground Rules  Share generic ground rules  Ask students to describe in their own words what each ground rule means and discuss any ground rules that are unclear 15 minutes  Brainstorm any additional ground rules

Review Rubrics and Expectations  Review Progress Monitoring Rubric  Review Holistic Writing Rubric (Grades 5 & 6 or Grades 7 & 8– depending on what grade level you are teaching)  Discuss and clarify expectations based on rubrics

Ground Rules.doc 1. Ground Rules:

Progress Monitoring Rubric for Tier II Literacy Modules.doc 2. Progress Monitoring Rubric:

Holistic Scoring of Writing CMT Rubrics Grades 5 & 6 and 7 & 8.doc 3. Holistic Writing Rubrics for Grades 5, 6, 7 & 8:

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 10 Lesson Plan - Day 3 (Pre-assessment)

Content Objective/s: Language Objective/s:  Students will take the pre-assessment to provide data  Students will respond to questions on the pre- to the teacher about his or her understanding of the assessment. topics covered in the module. Key Vocabulary: Materials:  Assessment  Essential questions posted in classroom  MY Access  MY Access Writing Assignment Pre-assessment  Computers for students to use or printed copies of the MY Access Writing Assignment Time: Activities: 5 minutes Welcome and Purpose of the Class  Welcome students to class  Explain that the purpose of the pre-assessment is to help you as the teacher know what each student needs to help him or her be successful in this module

25 minutes Pre-assessment  Administer the pre-assessment for your module

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 11 Lesson Plan - Day 4 (Background on the Steps in the Writing Process)

Content Objective/s: Language Objective/s:  Students will be able to explain what the steps are in  Students will discuss orally what the steps are in the writing process and why each step in the writing the writing process. process is important.  Students will write a definition of revision and why it is important. Key Vocabulary: Materials:  Process  Essential questions posted in classroom  Plan/Pre-write  Writers Notebooks  Share  Whiteboard or flip chart and markers  Revise  Edit  Publish Time: Activities: 25 minutes Introducing the Writing Process  Hand out Writers Notebooks and explain that they will be using their notebooks to write notes and keep ideas for writing topics. Make sure students write today’s date on the page where they start writing in their notebook.  Explain that writing is a process that has several steps which  Introduce the steps in the writing process and ask students to write these steps in their notebooks: Steps in the Writing Process 1. Plan/Pre-Write 2. Draft a. Share 3. Revise a. Share 4. Edit a. Share 5. Publish  Ask students to talk with a partner about what each step in the writing process means and why each step is important  Facilitate a whole group discussion about the writing process, ensuring that all students understand what the steps are and why they are important 5 minutes Closure o Ask students to write an answer to the following questions in their writers notebooks: . What does revise mean? . Why is it important?

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 12 Lesson Plan - Days 5 & 6 (Background on Audience, Purpose, and Genre)

Teacher: All Writing Modules Grades: 5-8 Days: 5 & 6

Content Objective/s: Language Objective/s:  Students will be able to explain what audience,  Students will write an explanation of why purpose and genre means and why they are important audience, purpose and genre are important to to writers. writers. Key Vocabulary: Materials: ◦ Audience ◦ Fiction  Essential questions posted in classroom ◦ Purpose ◦ Non-fiction  Writers Notebooks ◦ Genre  Whiteboard or flip chart and markers Time: Activities: Day 5 Day 5 25 minutes Anticipatory Set, Review of Prior Lesson and Background on Audience, Purpose and Genres  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives  Ask students to brainstorm what the following words mean to writers: o Audience o Purpose o Genre  Ask students to define each word based on the brainstorming. If students are having difficulty creating a definition, share the following definitions: Audience is the readers who read what writers write Purpose is the reason writers choose what they write and how they write it Genre is the category or type of fiction or non-fiction text  Facilitate a whole group discussion about why Audience, Purpose, and Genre are important to writers 5 minutes Closure  Ask students to write an answer to the following question in their writers notebooks: o Why are audience and purpose important to a writer?

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 13 Day 6 Day 6 5 minutes Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson 20 minutes Background on Genres  Ask students to brainstorm the genres that they know and scribe their responses on the board or on a flip chart  Ask students what the difference is between fiction and non-fiction If students are struggling, explain that fiction means not real and non-fiction means true or real based on facts about people, places, and events.  Go through the brainstormed list of genres and ask students whether each genre they have brainstormed is fiction or non-Fiction and put an N or an F next to the name of the genre

5 minutes Closure  Explain that students will be writing both a fiction and a non-fiction piece during this module. Ask students to write an answer to the following question in their writers notebooks: o Why do writers choose a specific genre when they write?

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 14 Lesson Plan - Days 7, 8, & 9 (Step 1 in the Writing Process: Plan/Pre- Write)

Teacher: All Writing Modules Grades: 5-8 Days: 7, 8 & 9

Content Objective/s: Language Objective/s:  Days 7, 8, & 9 – Students will pre-write and plan, the  Days 7, 8, & 9 – Students will write some seed first step of the writing process, to brainstorm and ideas and complete the first step of the writing develop a plan for a non-fiction piece of writing. process  Day 7 - After viewing an adult model, each student will discuss seed ideas with a partner, write at least five seed ideas and elaborate on one of them with additional notes.  Day 8 – Students will talk with a partner about their seed ideas and use input from their partner to choose a seed idea to develop.  Day 9 – Students will use their chosen seed idea to write a plan for their non-fiction writing piece using an expository pillar. Key Vocabulary: Materials: ◦ Brainstorming  Essential questions posted in classroom ◦ Graphic Organizers  Writers Notebooks  Whiteboard or flip chart and markers  Apples with seeds for Day 8  Expository Pillar (one copy for each student) for Day 9 Time: Activities: Day 7 Day 7 - Steps in the Writing Process: Plan/Pre-Write (Non-Fiction) - Graphic Organizers 25 minutes Tools and Strategies for Step 1 in the Writing Process – Plan/Pre-Write (Non-Fiction)  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Explain that writers often use brainstormed lists or other graphic organizers to help them before they even start writing a piece. These help them decide on a topic and plan and organize their thinking.  Introduce the following graphic organizers for planning and pre-writing: o Expository Pillar o Cluster Web o Brainstormed lists  Explain that all of these tools help writers organize their thinking as they are deciding on a topic and beginning to plan their writing  Facilitate a discussion about how writers choose a graphic organizer to plan and organize their thinking

Closure 5 minutes  Ask students to write an answer to the following questions in their writers notebooks: o Which graphic organizer/s do you think will be most helpful to you for your writing? Why?

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 15 Embedded Documents for the Lesson Plan

The Expository Pillar.doc 1. Expository Pillar:

Cluster Web.doc 2. Cluster Web:

Day 8 5 minutes

Day 8 - Steps in the Writing Process: Plan/Pre-Write (Non-Fiction) – Seed Ideas 10 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

What is a Seed Idea? 5 minutes 1. Cut open an apple and hand around the seeds so that each student has one seed. Ask them what it is and what it does. Scribe their responses on a flip chart. 2. Explain what a seed idea is for a writer. 3. Read some sample seed ideas from Jane Cook’s writers' notebook – Seed Ideas – Teacher Examples. Then read a short piece that was developed from one of the seed ideas – page 1 of The Summer of Billy Devine.

Finding Seed Ideas 1. Pair students up with a partner (either teacher choice or self-selected). 2. Ask students to talk with their partner about one of the following 3 topics: * A memory (What is something that you remember vividly? Start with the words "I remember..." 5 minutes and see what comes up.) * A unique characteristic or interest (Start with the words "Did you know?" and see what comes up.) * An activity you've never done but would like to do (Start with the words "I'd really like to..." and see what comes up.) 5 minutes Writing Seed Ideas Give each student a copy of the Seed Ideas handout and ask students to individually write at least 5

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 16 seed ideas in response to one of the three topics on the handout. Encourage them to respond to all three if time permits.

Closure  Explain that students will be writing both a fiction and a non-fiction piece during this module. Ask students to write an answer to the following question in their writers notebooks: o Which graphic organizer/s do you think will be most helpful to you for your writing? Why?

Seed Ideas for Writers teacher examples.doc 1. Seed Ideas for Writers – Teacher Examples:

The Summer of Billy Devine-page 1.doc 2. The Summer of Billy Devine – page 1 (teacher example):

Seed Ideas for Writers student handout.doc 3. Seed Ideas for Writers – Student Handout:

Day 9 5 minutes

Day 9 - Steps in the Writing Process: Plan/Pre-Write (Non-Fiction) – Seed Ideas for Writers Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today. 5 minutes  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

Talking About Seed Ideas 5 minutes  Group students with a partner and ask them to talk with their partner about the seed ideas they brainstormed in the prior lesson. Have them get input from their partner and each choose one seed idea that they will write more about.

Mini-Lesson on Expository Pillar 10-15 minutes  Share a copy of the Expository Pillar and explain that this is a tool for helping writers organize and plan to write a non-fiction piece  Model how to fill in the Expository Pillar

5 minutes Complete Your Expository Pillar  Have students work individually to plan their draft of their seed idea by completing their

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 17 Expository Pillar

Sharing Your Plan (if time permits)  If time permits, have students work with their partners, sharing their completed Expository Pillar and discussing how these completed pillars will help them begin to write their draft during the next lesson.

The Expository Pillar.doc The Expository Pillar:

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 18 Lesson Plan - Days 10, 11, & 12 (Step 2 in the Writing Process: Draft)

Content Objective/s: Language Objective/s:  Days 10, 11, & 12 – Students will be able to explain  Days 10, 11, & 12 – Students will write a first what a rough draft is and why it is the second step in draft of a non-fiction piece of writing to complete the writing process. the second step of the writing process Key Vocabulary: Materials: ◦ Brainstorming  Essential questions posted in classroom ◦ Graphic Organizers  Writers Notebooks  Whiteboard or flip chart and markers  Expository Pillar (which students completed in prior lesson)  Blank overhead transparencies to make a copy of a student’s rough draft in preparation for Day 13 Time: Activities: Day 10 Day 10 - Steps in the Writing Process: Draft (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

10 minutes Mini Lesson on Writing a Rough Draft  Explain that Writing a Draft is the second step in the writing process  Using a non-fiction topic of your choice, model how to begin a draft on a piece of chart paper (or on the board if chart paper is unavailable). If you are stuck for a topic, begin a draft about adding extra minutes onto the school day to give students more instructional time.  Be sure to demonstrate the following: o Write Rough Draft in the upper right-hand corner of the paper o Skip a line between each line and explain to students that writers leave space on their rough drafts so they can go back and revise later  Write quickly without being too fussy about spelling and word choice. If you change your mind about something that you’ve written, cross it off and continue writing. Remember you are modeling writing a rough draft and you are modeling how a real writer approaches a rough draft 10 minutes Beginning Your Draft  Ask students to take out their completed Expository Pillar from the previous lesson and use it to help them start their rough draft.  Move around the classroom monitoring the students’ writing and providing assistance as needed 5 minutes Closure  Facilitate a whole group discussion about how their writing is coming and what questions they have.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 19 Day 11 5 minutes Day 11 - Steps in the Writing Process: Draft (Non-Fiction) Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to write notes as you work together today. Make sure students write today’s date on the page where they start writing in their notebook.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives 20 minutes Work On Your Draft  Ask students to take out their completed Expository Pillar and rough draft that they began during the previous lesson and use it to help them continue working on their rough draft.  Move around the classroom monitoring the students’ writing and providing assistance as needed 5 minutes Closure  Facilitate a whole group discussion about how their writing is coming and what questions they have.

5 minutes

Day 12 - Steps in the Writing Process: Draft (Non-Fiction) Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to write notes as you work together today. Make sure students write today’s date on the page where they start writing in their notebook.  Do a quick review by asking students what they learned in the prior lesson 20 minutes  Share today’s objectives

Work On Your Draft  Ask students to take out their completed Expository Pillar and rough draft that they were working on during the previous lesson and use it to help them continue working on their rough draft.  Move around the classroom monitoring the students’ writing and providing assistance as 5 minutes needed Closure  Facilitate a whole group discussion about how their writing is coming and what questions they have.  Ask for a volunteer who is willing to share their rough draft during tomorrow’s lesson. NOTE: Prior to the next class, make a copy of that student’s rough draft on an overhead transparency for use in the next lesson.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 20 REFLECTION ON THE LESSON: Please make notes about what went well and what you would change about the lesson in the space below.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 21 Lesson Plan - Day 13 & 14 (Step 2a in the Writing Process: Share and Step 3: Revise)

Teacher: All Writing Modules Grades: 5-8 Day: 13 & 14

Content Objective/s: Language Objective/s:  Day 13 - Students will use a teacher’s model to give  Students will be able to explain what feedback is feedback to a classmate that he or she will use in and how it helps writers revise their writing. writing a revised draft.  Day 14 – Students will give feedback to a partner about his/her rough draft and receive feedback from a partner about his/her own rough draft.  Day 14 – Students will use their partners’ feedback to make at least three revisions to their piece of writing. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Overhead projector  Overhead transparency of a volunteer student’s rough draft (which you requested on Day 12; copy student’s writing onto overhead and bring it to class on Day 13)  I Liked/I Wonder Peer Review Sheet (one copy for each student for Day 14)  Colored pencils or pens for Day 14 Time: Activities: Day 13 Day 13 - Steps in the Writing Process: Share (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Mini Lesson on Sharing Your Writing and Getting Feedback  Explain that sharing and getting feedback from a real audience is very important to a writer. Sharing is not a separate step because it can happen throughout the writing process. A good time to share your writing is after you have written a rough draft.  Explain to the students that it’s important that writers know what an audience (reader) likes about their writing so they will know what to keep doing and also what questions a reader has about their writing as you draw a T-sheet on the board or on chart paper that looks like this:

I liked… I wonder…

 As you place the rough draft transparency on the overhead projector, ask the student who

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 22 volunteered to share his/her writing on Day 12 to read it aloud to the class (or you can read it for him or her). Ask the students to listen carefully so they can tell the writer what they liked and what they wonder (i.e., what questions they have) about the piece. If it’s a lengthy piece, have the student just read the first page.  After the writer finishes reading the piece, ask the students what they liked and what they wonder and scribe those items in the I liked and I wonder columns of the T-sheet. If the students are having trouble coming up with their own items, add some of your own to get the discussion going, e.g., I liked…the humor, the specific details, etc. 5 minutes  Once there are some questions generated in the I wonder column, ask the writer to answer the questions orally. Then ask him or her where the details from those answers might go in his/her piece. Use an overhead marker to write sentences and/or phrases and use a scissors and tape to demonstrate how to make revisions to a piece by physically cutting the original rough draft apart and taping in the revisions. Explain to the students that this is where the term cut and paste came from when we work on a computer – we used to have to physically cut and paste and tape our writing back together before we had word processing.  Continue modeling how to revise a piece of writing based on feedback from a real audience for as long as time permits.

Closure 5 minutes  Ask students to write an answer to the following questions in their writers notebooks: o What does feedback mean? o Why is it important for a writer?

Day 14 Day 14 - Steps in the Writing Process: Share and Revise (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson 5 minutes  Share today’s objectives Mini Lesson on Revision  Write the word REVISION on the board and ask the students what it means. Generate a few answers from the students and then cover up the prefix RE and ask the students what the word VISION means. Most should know that it means See or Seeing or To See. Then uncover the prefix RE and ask students what the prefix RE means. If they don’t know, use the following example: o What if your teacher asks you to redo a math problem? o They should respond that it means to do it again.  Explain to the students that REVISION is the process of seeing your writing again through a reader’s eyes. Tell the students that today they will have a chance to start the revision process and they will get help from a partner who will help them see their writing through a real

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 23 reader’s eyes.

18 minutes Share and Revise  Ask students to take out their rough drafts and assign them to work with a partner. As you partner the students assign one to be A and one to be B and hand each a copy of the I Liked/I Wonder Peer Review Sheet.  Explain that for seven minutes student A will share his/her writing first. Student B will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of seven minutes, explain that the students will switch roles and for the next seven minutes student B will share his/her writing. Student A will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of these seven minutes, ask students to thank their partners for being real readers for them.  Hand out colored pens or pencils and ask students to take their completed I Liked/I Wonder Peer Review Sheet and their rough draft and make at least two revisions to their writing based on the feedback from their partners.  Move around the classroom monitoring the students’ writing and providing assistance as needed. Find one or two students who are making good revisions to their pieces so you can ask them to share at the end of class.

Closure 2 minutes  Ask one or two students who you identified while monitoring their revisions to show their piece of writing and point out what revisions they have made. Since they are using colored pens or pencils, their revisions should show up clearly on their rough draft.

I Liked-I Wonder Peer Review Sheet.doc  I Liked/I Wonder Sheet:

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 24 Lesson Plan - Day 15 & 16 (Step 3 in the Writing Process: Revise)

Content Objective/s: Language Objective/s:  Students will apply peer feedback while writing and  Students will be able to define the word revision revising their rough drafts. and explain how feedback from a real reader helps a writer revise. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Students’ rough drafts of their writing  Students’ completed I Liked/I Wonder Peer Review Sheet from Day 14  Colored pencils or pens for revising  Tape and scissors Time: Activities: Day 15 Day 15 - Steps in the Writing Process: Revise (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Revising Your Rough Draft  Explain that students will have the class period to use their completed I Liked/I Wonder Peer Review Sheet to continue to revise their writing. Tell students that they should use a different colored pen or pencil to make their revisions. Show students where they can find scissors and tape if they need to “cut an d paste” to add new details.  Move around the classroom monitoring the students’ writing and providing assistance as needed. Find one or two students who making good revisions to their pieces so you can ask them to share at the end of class.

5 minutes Closure  Ask for one or two students to share their revisions and explain why they made the changes they made

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 25 Day 16 Day 16 - Steps in the Writing Process: Revise (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Revising Your Rough Draft  Explain that students will have the class period to use their completed I Liked/I Wonder Peer Review Sheet to continue to revise their writing from the previous lesson. Tell students that they should use a different colored pen or pencil to make their revisions. Show students where they can find scissors and tape if they need to “cut an d paste” to add new details.  Move around the classroom monitoring the students’ writing and providing assistance as needed. Find one or two students who making good revisions to their pieces so you can ask them to share at the end of class.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 26 Lesson Plan - Day 17 (Step 2a in the Writing Process: Share and Step 3: Revise)

Content Objective/s: Language Objective/s:  Students will give feedback to a partner about  Students will be able to explain what feedback is his/her rough draft and receive feedback from a and how it helps writers revise their writing. partner about his/her own rough draft.  Students will use their partners’ feedback to make at least three revisions to their piece of writing. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Completed I Liked/I Wonder Peer Review Sheet  Colored pencils or pens Time: Activities: Day 17 Day 17 - Steps in the Writing Process: Share and Revise (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Share and Revise  Review with students what the words Feedback and Revision mean. Remind them how important it is to a writer to share and get feedback from a real audience. Sharing is not a separate step because it can happen throughout the writing process. A good time to share your writing is after you have made revisions to a rough draft.  Ask students to take out their rough drafts that they have been working on for the past several lessons and assign them to work with a partner. Teacher can choose to assign them to the same partners they worked with on Day 14 or to a different partner. As you partner the students assign one to be A and one to be B and hand each a copy of the I Liked/I Wonder Peer Review Sheet.  Explain that for seven minutes student A will share his/her writing first. Student B will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of seven minutes, explain that the students will switch roles and for the next seven minutes student B will share his/her writing. Student A will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of these seven minutes, ask students to thank their partners for being real readers for them.  Hand out colored pens or pencils and ask students to take their completed I Liked/I Wonder Peer Review Sheet and their rough draft and make at least two revisions to their writing based on the feedback from their partners.  Move around the classroom monitoring the students’ writing and providing assistance as needed. Find one or two students who are making good revisions to their pieces so you can ask them to share at the end of class.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 27 5 minutes Closure  Ask one or two students who you identified while monitoring their revisions to show their piece of writing and point out what revisions they have made. Since they are using colored pens or pencils, their revisions should show up clearly on their rough draft.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 28 Lesson Plan - Day 18 (Step 3 in the Writing Process: Revise)

Content Objective/s: Language Objective/s:  Students will apply peer feedback while writing and  Students will be able to define the word revision revising their rough drafts. and explain how feedback from a real reader helps a writer revise. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Students’ rough drafts of their writing  Students’ completed I Liked/I Wonder Peer Review Sheet from Day 14  Colored pencils or pens for revising  Tape and scissors Time: Activities: Day 18 Day 18 - Steps in the Writing Process: Revise (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

5 minutes Closure  Ask for one or two students to share their revisions and explain why they made the changes they made  Ask for a student to volunteer their draft that you can use to demonstrate editing in the next lesson.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 29 Lesson Plan - Day 19 (Step 4 in the Writing Process: Edit)

Content Objective/s: Language Objective/s:  Students will be able to edit their writing with a  Students will be able to explain the difference peer’s help to prepare it for final publication. between the words edit and revise. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Colored pencils or pens  5-Step Editing handout (one for each student)  Transparency of a student’s draft from the previous lesson that you will use to demonstrate editing Time: Activities: Day 19 Day 19 - Steps in the Writing Process: Edit (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

10 minutes Mini Lesson on Editing  Explain to students that Edit is the fourth step in writing process just before Publish. It is different from revising because it is the part of the writing process when writers have essentially finished making revisions to their content and instead make sure that their spelling, punctuation and grammar are all correct. On the board or on a flip chart, write each of the editing marks found on the 5-Step Editing handout and explain to students what they are and how editors use them to help writers prepare their writing for final publication.  Use the transparency of your student’s writing to model how to use the editing marks. Explain that the easiest way to edit a piece of writing is to start by reading your piece backwards because you are not reading to revise the piece now, you’re reading to make sure that “all of the I’s are dotted and the T’s are crossed”. Model this by reading the last sentence of the piece. Pause at the end of the sentence and do a think aloud asking such questions as those below and writing them on the board or on a flip chart that all students can see: o Is every word spelled correctly? o Is the first letter in the sentence capitalized? o Are there any proper nouns in the sentence? Are they all capitalized? o Does the sentence end with the correct punctuation? o Is the verb tense correct? Does the writing shift from past to present or present to past? Ask the students these questions and have them identify any errors that need to be corrected. Put the appropriate editing marks on the transparency so the writer will be able to make the corrections. Then read the second to the last sentence in the piece and ask the think aloud questions above, putting the appropriate editing mark wherever an error is found. Continue doing this for a few minutes until you’re sure the students understand how to look for errors and make the editing marks. Be sure to explain that writers sometime make revisions as they are editing because as they are reading their piece so closely they sometime finds areas that not only need cleaning up in terms of grammar and

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 30 spelling; they also find areas that need clarifying for the reader. 10 minutes Share and Edit  Ask students to take out their drafts and assign them to work with a partner. As you partner the students assign one to be A and one to be B and give each student the 5-Step Editing handout.  Explain that for the next ten minutes student A will read his/her piece of writing backwards by starting with the last sentence first. Student B will listen politely and will ask the think aloud questions that were modeled by the teacher (see above) and that are listed on the board. Student A will make the editing marks on his/her paper so that s/he can use them to finalize the piece for publishing.  Move around the classroom monitoring the students’ editing process and providing assistance as needed. minutes Closure  Ask the students the following questions: o How does editing differ from revising? Write their responses on the board. o What kinds of errors did they find while they were editing? Write their responses on the board.  Tell the students that they will finish editing Student A’s piece and edit Student B’s piece in the next class.

5_Step_Editing.doc  5-Step Editing handout:

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 31 Lesson Plan - Day 20 & 21 (Step 3 in the Writing Process: Revise and Step 4: Edit)

Content Objective/s: Language Objective/s:  Day 13 - Students will use a teacher’s model to give  Students will be able to explain what feedback is feedback to a classmate that he or she will use in and how it helps writers revise their writing. writing a revised draft.  Day 14 – Students will give feedback to a partner about his/her rough draft and receive feedback from a partner about his/her own rough draft.  Day 14 – Students will use their partners’ feedback to make at least three revisions to their piece of writing. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Colored pencils or pens  5-Step Editing handout from Day 19 Time: Activities: Day 20 Day 20 - Steps in the Writing Process: Revise and Edit (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

10 minutes Share and Edit  Ask students to take out their drafts and tell them that they will continue to work the partner from the previous lesson.  Explain that for the next ten minutes student B will read his/her piece of writing backwards by starting with the last sentence first. Student A will listen politely and will ask the think aloud questions that were modeled by the teacher (see above) and that are listed on the board. Student B will make the editing marks on his/her paper so that s/he can use them to finalize the piece for publishing.  Move around the classroom monitoring the students’ editing process and providing assistance as needed.

10 minutes Revise and Edit for Final Publication  Ask students to work alone making final revisions and edits to their piece of writing.  Move around the classroom monitoring the students’ final revision and editing process and providing assistance as needed.

5 minutes Closure  Ask students to write an answer to the following question in their writers notebooks: o How do revising and editing help a writer prepare to publish their writing?

Day 20 - Steps in the Writing Process: Revise and Edit (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Final Revisions and Edits  Ask students to take out their drafts with the editing marks that they wrote while working with their partner in the last two lessons.  Explain that it is time for them to finish making any final revisions and edits to prepare for publication.  Move around the classroom monitoring the students’ final revision and editing process and providing assistance as needed.

Closure 5 minutes  Ask students to write an answer to the following question in their writers notebooks: o What kinds of final edits and revisions did you make to your piece? o How do you feel about the piece now?

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 33 Lesson Plan - Day 22 (Step 5 in the Writing Process: Finish/Publish)

Content Objective/s: Language Objective/s:  Students will publish the final draft of their writing  Students will be able to describe why publish is by sharing it with their classmates. the final step in the writing process and how it makes writers feel. Key Vocabulary: Materials: ◦ Publish  Essential questions posted in classroom  Writers Notebooks  Final drafts of students’ writing pieces  Computers (if posting writing pieces on WMS Caught Writing Wiki) Time: Activities: Day 22 Day 22 - Steps in the Writing Process: Finish/Publish (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Finish/Publish  Explain to students that today they get to celebrate finishing their writing and bringing it to the final step of the writing process: Publish.  Teachers have a choice of a variety of formats for allowing students to publish their final draft. These include: o Author’s Chair – Teacher places a special chair in the front of the classroom (one from the teacher’s desk or any other special chair they have in their classroom). Students take turns sitting in the Author’s Chair reading their piece. The other students are asked to sit and listen politely. At the end of the reading, the students applaud the efforts of the writer and thank him or her for sharing. o Pair/Share – This is similar to Author’s Chair but is more time efficient. The teacher pairs up the students with a partner or in groups of three or four and students take turns reading their writing aloud and applauding each other’s efforts. o Post on WMS Caught Writing Wiki – If computers are available, each student can post his/her finished piece of writing by creating a new page on the WMS Caught Writing Wiki at: http://wmscaughtwriting.wikispaces.com/. Once the writing pieces are posted, students can use the discussion tab on their page to start a threaded discussion asking for feedback on their pieces of writing.  Teacher chooses or allows students to choose which format/s they’d like to use to publish their writing. Teacher monitors the process of students sharing their final drafts. If teacher or students choose to post on the WMS Caught Writing Wiki, teacher will need to schedule a laptop cart or Computer Lab. S/he will also need to demonstrate how to create a new page and copy and paste the piece of writing onto the page. 5 minutes Closure  Ask the students to turn to a partner and discuss the following questions: o Why do you think that publish is the last step in the writing process? o How did it feel to publish your writing?

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 34 REFLECTION ON THE LESSON: Please make notes about what went well and what you would change about the lesson in the space below. Be sure to make note of which format you or the students chose for publishing their writing and any things you would change when you do this lesson again.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 35 Lesson Plan - Days 23, 24, & 25 (Step 1 in the Writing Process: Plan/Pre-Write)

Content Objective/s: Language Objective/s:  Days 23, 24, & 25 – Students will pre-write and plan,  Days 23, 24, & 25 – Students will brainstorm the first step of the writing process, to brainstorm and ideas for writing using the Topics for Writing develop a plan for a non-fiction piece of writing. graphic organizer and complete the first step of the writing process  Day 24 – Students will talk with a partner about their ideas and use input from their partner to choose an idea to develop.  Day 25 – Students will use their chosen topic write a plan for their fiction writing piece using a Narrative Cluster Web Key Vocabulary: Materials: ◦ Brainstorming  Essential questions posted in classroom ◦ Venn Diagram  Writers Notebooks ◦ Cluster Web  Whiteboard or flip chart and markers ◦ Topics  Venn Diagram  Narrative Cluster Web (one copy for each student) for Day 25 Time: Activities: Day 23 Day 23 - Steps in the Writing Process: Plan/Pre-Write (Fiction) - Graphic Organizers 15 minutes Tools and Strategies for Step 1 in the Writing Process – Plan/Pre-Write (Fiction)  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Remind students that writers often use brainstormed lists or other graphic organizers to help them before they even start writing a piece. These help them decide on a topic and plan and organize their thinking. Remind students that all of these tools help writers organize their thinking as they are deciding on a topic and beginning to plan their writing  Facilitate a discussion about the difference between Non-Fiction and Fiction. Fiction is made up, not real; non-fiction is true or real. Collaboratively create a Venn Diagram comparing Non-Fiction and Fiction.

10 minutes Brainstorming to Find Ideas  On the board or on a flip chart, draw a three column graphic organizer that looks like this: I love… I like to… I worry about…

 Hand out the Topics for Writing – I love, I like to, I worry about handout.  Explain that when we brainstorm, all ideas are accepted and none are judged. Ask students to volunteer something for one of the columns. Go round robin to make sure that every student has a chance to share at least one idea. Scribe the students’ responses using different colored markers for the different columns. Ask students to write in their handout. They can write what the teacher scribed or they can write just their own topics on their handout.  Explain that even when writers are writing fiction, they find it easier if they write about something that they know about. Tell them that they will be using this handout tomorrow.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 36 5 minutes Closure  Ask students to write an answer to the following questions in their writers notebooks: o What is the difference between fiction and non-fiction?

Topics for Writing - I Love I Like To I Worry About.doc 1. Topics for Writing:

VennDiagram.doc 2. Venn Diagram:

Day 24 Day 24 - Steps in the Writing Process: Plan/Pre-Write (Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

10 minutes Choosing a Topic  Ask students to take out their Topics for Writing – I love, I like to, I worry about handout from the previous lesson. Tell them that they will be working with a partner who will help them decide on the topic for their fiction piece. Explain that they will talk about their topics with their partner and their partner will ask them questions about the topics. Through those discussions, they will see what topic/s might be of interest to a real reader. Explain that at the end of 10 minutes, both of the partners in each group should have made a decision about the topic for their fiction piece.  Ask students to count off by 6 (if you have 12 students). Ask them to find the other student who has the same number as they have. Tell them that the person with the birthday closest to today will go first and talk about the topics on their list. Their partner should ask questions to learn more about the topics and help them decide which might be the most interesting to write 10 minutes about. After 5 minutes, switch roles and have the other half of the partners discuss their topics.

Using a Narrative Cluster Web to Organize for Writing  Hand out the Narrative Cluster Web and explain how they can use it to organize for writing their fiction piece.  Model how to use the Narrative Cluster Web by using a topic from the previous lesson’s

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 37 brainstorming. Teachers can do this strictly as a modeled writing, choosing the topic and filling in the bubbles on the web or they can do it as a collaborative writing activity, letting the students choose the topic and generate words or phrases for the bubbles on the web. Fill in as many bubbles on the web as possible so that there are ideas about characters, setting problem and solution. Be sure to save this so that students can refer to this model in the next lesson.

5 minutes Closure  Ask students to write an answer to the following question in their writers notebooks: o How do you think the Narrative Cluster Web will help you organize your thinking?

Embedded Documents for the Lesson Plan 5 minutes

ClusterWebGraphicO rganizer.doc 1. Narrative Cluster Web:

Day 25 - Steps in the Writing Process: Plan/Pre-Write (Fiction – Narrative Cluster Webs for Day 25 Organizing Writing) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Using a Narrative Cluster Web to organize for writing  Remind students of the work that was done in the prior lesson when you modeled how to use the Narrative Cluster Web. Point out the model that you developed in the previous lesson. Explain to them that they can add more bubbles to the web if they need to include additional ideas.  Ask students to take out their Narrative Cluster Web and their Topics for Writing handout from the prior lesson..  Explain that their assignment for the day is to complete their Narrative Cluster Web  Move around the classroom monitoring the students’ final revision and editing process and providing assistance as needed.

5 minutes Closure - Sharing Your Plan  Have students work with their partners, sharing their completed Narrative Cluster Web and discussing how these completed webs will help them begin to write their draft during the next lesson.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 39 Lesson Plan - Days 26, 27, & 28 (Step 2 in the Writing Process: Draft)

Content Objective/s: Language Objective/s:  Days 26, 27, & 28 – Students will be able to explain  Days 26, 27, & 28 – Students will write a first what a rough draft is and why it is the second step in draft of a fiction piece of writing to complete the the writing process. second step of the writing process Key Vocabulary: Materials: ◦ Brainstorming  Essential questions posted in classroom ◦ Graphic Organizers  Writers Notebooks  Whiteboard or flip chart and markers  Heart Map (which students completed in prior lesson)  Blank overhead transparencies to make a copy of a student’s rough draft in preparation for Day 13 Time: Activities: Day 26 Day 26 - Steps in the Writing Process: Draft (Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

10 minutes Mini Lesson on Writing a Rough Draft  Explain that Writing a Draft is the second step in the writing process  Using a fiction topic of your choice, model how to begin a draft on a piece of chart paper (or on the board if chart paper is unavailable). If you are stuck for a topic, begin a draft about  Be sure to demonstrate the following: o Write Rough Draft in the upper right-hand corner of the paper o Skip a line between each line and explain to students that writers leave space on their rough drafts so they can go back and revise later  Write quickly without being too fussy about spelling and word choice. If you change your 10 minutes mind about something that you’ve written, cross it off and continue writing. Remember you are modeling writing a rough draft and you are modeling how a real writer approaches a rough draft. 5 minutes Beginning Your Draft  Ask students to take out their completed Heart Map from the previous lesson and use it to help them start their rough draft.  Move around the classroom monitoring the students’ writing and providing assistance as needed

Closure  Facilitate a whole group discussion about how their writing is coming and what questions they have.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 40 Day 27 5 minutes Day 27 - Steps in the Writing Process: Draft (Fiction) Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to write notes as you work together today. Make sure students write today’s date on the page where they start writing in their notebook.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Work On Your Draft  Ask students to take out their completed Heart Map and rough draft that they began during the previous lesson and use it to help them continue working on their rough draft.  Move around the classroom monitoring the students’ writing and providing assistance as needed

5 minutes Closure  Facilitate a whole group discussion about how their writing is coming and what questions they have.

Day 28 5 minutes Day 28 - Steps in the Writing Process: Draft (Fiction) Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to write notes as you work together today. Make sure students write today’s date on the page where they start writing in their notebook.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives 20 minutes Work On Your Draft  Ask students to take out their completed Heart Map and rough draft that they were working on during the previous lesson and use it to help them continue working on their rough draft.  Move around the classroom monitoring the students’ writing and providing assistance as

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 41 needed 5 minutes Closure  Facilitate a whole group discussion about how their writing is coming and what questions they have.  Ask for a volunteer who is willing to share their rough draft during tomorrow’s lesson. NOTE: Prior to the next class, make a copy of that student’s rough draft on an overhead transparency for use in the next lesson.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 42 Lesson Plan - Day 29 & 30 (Step 2a in the Writing Process: Share and Step 3: Revise)

Content Objective/s: Language Objective/s:  Day 29 - Students will use a teacher’s model to give  Students will be able to explain what feedback is feedback to a classmate that he or she will use in and how it helps writers revise their writing. writing a revised draft.  Day 30 – Students will give feedback to a partner about his/her rough draft and receive feedback from a partner about his/her own rough draft.  Day 30 – Students will use their partners’ feedback to make at least three revisions to their piece of writing. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Overhead projector  Overhead transparency of a volunteer student’s rough draft (which you requested on Day 28; copy student’s writing onto overhead and bring it to class on Day 29)  I Liked/I Wonder Peer Review Sheet (one copy for each student for Day 30)  Colored pencils or pens for Day 30 Time: Activities: Day 29 Day 29 - Steps in the Writing Process: Share (Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Mini Lesson on Sharing Your Writing and Getting Feedback  Remind students that sharing and getting feedback from a real audience is very important to a writer. Sharing is not a separate step because it can happen throughout the writing process. A good time to share your writing is after you have written a rough draft.  Explain to the students that it’s important that writers know what an audience (reader) likes about their writing so they will know what to keep doing and also what questions a reader has about their writing as you draw a T-sheet on the board or on chart paper that looks like this:

I liked… I wonder…

 As you place the rough draft transparency on the overhead projector, ask the student who volunteered to share his/her writing on Day 28 to read it aloud to the class (or you can read it

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 43 for him or her). Ask the students to listen carefully so they can tell the writer what they liked and what they wonder (i.e., what questions they have) about the piece. If it’s a lengthy piece, have the student just read the first page.  After the writer finishes reading the piece, ask the students what they liked and what they wonder and scribe those items in the I liked and I wonder columns of the T-sheet. If the students are having trouble coming up with their own items, add some of your own to get the 5 minutes discussion going, e.g., I liked…the humor, the specific details, etc.  Once there are some questions generated in the I wonder column, ask the writer to answer the questions orally. Then ask him or her where the details from those answers might go in his/her piece. Use an overhead marker to write sentences and/or phrases and use a scissors and tape to demonstrate how to make revisions to a piece by physically cutting the original rough draft apart and taping in the revisions. Explain to the students that this is where the term cut and paste came from when we work on a computer – we used to have to physically cut and paste and tape our writing back together before we had word processing.  Continue modeling how to revise a piece of writing based on feedback from a real audience for as long as time permits.

5 minutes Closure  Ask students to write an answer to the following questions in their writers notebooks: o What does feedback mean? o Why is it important for a writer?

Day 30 Day 30 - Steps in the Writing Process: Share and Revise (Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives 5 minutes Mini Lesson on Revision  Write the word REVISION on the board and ask the students what it means. Generate a few answers from the students. If the students do not remember, then cover up the prefix RE and ask the students what the word VISION means. Most should know that it means See or Seeing or To See. Then uncover the prefix RE and ask students what the prefix RE means. If they don’t know, use the following example: o What if your teacher asks you to redo a math problem? o They should respond that it means to do it again.  Remind the students that REVISION is the process of seeing your writing again through a reader’s eyes. Tell the students that today they will have a chance to start the revision process and they will get help from a partner who will help them see their writing through a real reader’s eyes.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 44 18 minutes Share and Revise  Ask students to take out their rough drafts and assign them to work with a partner. As you partner the students assign one to be A and one to be B and hand each a copy of the I Liked/I Wonder Peer Review Sheet.  Explain that for seven minutes student A will share his/her writing first. Student B will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of seven minutes, explain that the students will switch roles and for the next seven minutes student B will share his/her writing. Student A will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of these seven minutes, ask students to thank their partners for being real readers for them.  Hand out colored pens or pencils and ask students to take their completed I Liked/I Wonder Peer Review Sheet and their rough draft and make at least two revisions to their writing based on the feedback from their partners.  Move around the classroom monitoring the students’ writing and providing assistance as needed. Find one or two students who are making good revisions to their pieces so you can ask them to share at the end of class.

Closure 2 minutes  Ask one or two students who you identified while monitoring their revisions to show their piece of writing and point out what revisions they have made. Since they are using colored pens or pencils, their revisions should show up clearly on their rough draft.

I Liked-I Wonder Peer Review Sheet.doc  I Liked/I Wonder Sheet:

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 45 Lesson Plan - Day 31 & 32 (Step 3 in the Writing Process: Revise)

Content Objective/s: Language Objective/s:  Students will apply peer feedback while writing and  Students will be able to define the word revision revising their rough drafts. and explain how feedback from a real reader helps a writer revise. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Students’ rough drafts of their writing  Students’ completed I Liked/I Wonder Peer Review Sheet from Day 29  Colored pencils or pens for revising  Tape and scissors Time: Activities: Day 31 Day 31 - Steps in the Writing Process: Revise (Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 46 Day 32 Day 32 - Steps in the Writing Process: Revise (Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Revising Your Rough Draft  Explain that students will have the class period to use their completed I Liked/I Wonder Peer Review Sheet to continue to revise their writing from the previous lesson. Tell students that they should use a different colored pen or pencil to make their revisions. Show students where they can find scissors and tape if they need to “cut an d paste” to add new details.  Move around the classroom monitoring the students’ writing and providing assistance as needed. Find one or two students who making good revisions to their pieces so you can ask them to share at the end of class.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 47 Lesson Plan - Day 33 (Step 2a in the Writing Process: Share and Step 3: Revise)

Content Objective/s: Language Objective/s:  Students will give feedback to a partner about  Students will be able to explain what feedback is his/her rough draft and receive feedback from a and how it helps writers revise their writing. partner about his/her own rough draft.  Students will use their partners’ feedback to make at least three revisions to their piece of writing. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Completed I Liked/I Wonder Peer Review Sheet  Colored pencils or pens Time: Activities: Day 33 Day 33 - Steps in the Writing Process: Share and Revise (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Share and Revise  Review with students what the words Feedback and Revision mean. Remind them how important it is to a writer to share and get feedback from a real audience. Sharing is not a separate step because it can happen throughout the writing process. A good time to share your writing is after you have made revisions to a rough draft.  Ask students to take out their rough drafts that they have been working on for the past several lessons and assign them to work with a partner. Teacher can choose to assign them to the same partners they worked with on Day 14 or to a different partner. As you partner the students assign one to be A and one to be B and hand each a copy of the I Liked/I Wonder Peer Review Sheet.  Explain that for seven minutes student A will share his/her writing first. Student B will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of seven minutes, explain that the students will switch roles and for the next seven minutes student B will share his/her writing. Student A will listen politely and carefully and will write things they like and things they wonder about on the I Liked/I Wonder Peer Review Sheet.  At the end of these seven minutes, ask students to thank their partners for being real readers for them.  Hand out colored pens or pencils and ask students to take their completed I Liked/I Wonder Peer Review Sheet and their rough draft and make at least two revisions to their writing based on the feedback from their partners.  Move around the classroom monitoring the students’ writing and providing assistance as needed. Find one or two students who are making good revisions to their pieces so you can ask them to share at the end of class.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 48 5 minutes Closure  Ask one or two students who you identified while monitoring their revisions to show their piece of writing and point out what revisions they have made. Since they are using colored pens or pencils, their revisions should show up clearly on their rough draft.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 49 Lesson Plan - Day 34 (Step 3 in the Writing Process: Revise)

Content Objective/s: Language Objective/s:  Students will apply peer feedback while writing and  Students will be able to define the word revision revising their rough drafts. and explain how feedback from a real reader helps a writer revise. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Students’ rough drafts of their writing  Students’ completed I Liked/I Wonder Peer Review Sheet from Day 29  Colored pencils or pens for revising  Tape and scissors Time: Activities: Day 34 Day 34 - Steps in the Writing Process: Revise (Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

5 minutes Closure  Ask for one or two students to share their revisions and explain why they made the changes they made  Ask for a student to volunteer their draft that you can use to demonstrate editing in the next lesson.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 50 Lesson Plan - Day 35 (Step 4 in the Writing Process: Edit)

Content Objective/s: Language Objective/s:  Students will be able to edit their writing with a  Students will be able to explain the difference peer’s help to prepare it for final publication. between the words edit and revise. Key Vocabulary: Materials: ◦ Feedback  Essential questions posted in classroom ◦ Revision  Writers Notebooks  Whiteboard or flip chart and markers  Colored pencils or pens  5-Step Editing handout (one for each student)  Transparency of a student’s draft from the previous lesson that you will use to demonstrate editing Time: Activities: Day 35 Day 35 - Steps in the Writing Process: Edit (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

5 minutes Mini Lesson on Editing  Review the 5-Step Editing handout and remind them of the difference between editing and revising - Editing is different from revising because it is the part of the writing process when writers have essentially finished making revisions to their content and instead make sure that their spelling, punctuation and grammar are all correct.  Remind students that the easiest way to edit a piece of writing is to start by reading your piece backwards because you are not reading to revise the piece now, you’re reading to make sure that “all of the I’s are dotted and the T’s are crossed”. Refer them to the questions from the board or the flip chart that they used on Day 19 which include: o Is every word spelled correctly? o Is the first letter in the sentence capitalized? o Are there any proper nouns in the sentence? Are they all capitalized? o Does the sentence end with the correct punctuation? o Is the verb tense correct? Does the writing shift from past to present or present to past? 10 minutes Share and Edit  Ask students to take out their drafts and assign them to work with a partner. As you partner the students assign one to be A and one to be B and give each student the 5-Step Editing handout.  Explain that for the first ten minutes student A will read his/her piece of writing backwards by starting with the last sentence first. Student B will listen politely and will ask the think aloud questions that are listed on the board. Student A will make the editing marks on his/her paper so that s/he can use them to finalize the piece for publishing. After 10 minutes have passes, reverse the roles and have Student B read his/her piece of writing backwards by starting with the last sentence first. Student A will listen politely and will ask the think aloud questions. Student B will make the editing marks on his/her paper.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 51  Move around the classroom monitoring the students’ editing process and providing assistance as needed. 10 minutes Closure  Ask the students the following questions: o How does editing differ from revising? Write their responses on the board. o What kinds of errors did they find while they were editing? Write their responses on the board.

minutes 5_Step_Editing.doc  5-Step Editing handout:

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 52 Lesson Plan - Day 37 (Step 5 in the Writing Process: Finish/Publish)

Content Objective/s: Language Objective/s:  Students will publish the final draft of their writing  Students will be able to describe why publish is by sharing it with their classmates. the final step in the writing process and how it makes writers feel. Key Vocabulary: Materials: ◦ Publish  Essential questions posted in classroom  Writers Notebooks  Final drafts of students’ writing pieces  Computers (if posting writing pieces on WMS Caught Writing Wiki) Time: Activities: Day 37 Day 37 - Steps in the Writing Process: Finish/Publish (Non-Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Do a quick review by asking students what they learned in the prior lesson  Share today’s objectives

20 minutes Finish/Publish  Explain to students that today they get to celebrate finishing their writing and bringing it to the final step of the writing process: Publish.  Teachers have a choice of a variety of formats for allowing students to publish their final draft. These include: o Author’s Chair – Teacher places a special chair in the front of the classroom (one from the teacher’s desk or any other special chair they have in their classroom). Students take turns sitting in the Author’s Chair reading their piece. The other students are asked to sit and listen politely. At the end of the reading, the students applaud the efforts of the writer and thank him or her for sharing. o Pair/Share – This is similar to Author’s Chair but is more time efficient. The teacher pairs up the students with a partner or in groups of three or four and students take turns reading their writing aloud and applauding each other’s efforts. o Post on WMS Caught Writing Wiki – If computers are available, each student can post his/her finished piece of writing by creating a new page on the WMS Caught Writing Wiki at: http://wmscaughtwriting.wikispaces.com/. Once the writing pieces are posted, students can use the discussion tab on their page to start a threaded discussion asking for feedback on their pieces of writing.  Teacher chooses or allows students to choose which format/s they’d like to use to publish their writing. Teacher monitors the process of students sharing their final drafts. If teacher or students choose to post on the WMS Caught Writing Wiki, teacher will need to schedule a laptop cart or Computer Lab. S/he will also need to demonstrate how to create a new page and copy and paste the piece of writing onto the page. 5 minutes Closure  Ask the students to turn to a partner and discuss the following questions: o Why do you think that publish is the last step in the writing process? o How did it feel to publish your writing?

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 53 REFLECTION ON THE LESSON: Please make notes about what went well and what you would change about the lesson in the space below. Be sure to make note of which format you or the students chose for publishing their writing and any things you would change when you do this lesson again.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 54 Lesson Plan - Day 38 (Post-assessment)

Content Objective/s: Language Objective/s:  Students will take the post-assessment to provide data Students will respond to questions on the post- to the teacher about his or her understanding of the assessment. topics covered in the module. Key Vocabulary: Materials:  Assessment  Essential questions posted in classroom  MY Access  MY Access Writing Assignment Pre-assessment  Computers for students to use or printed copies of the MY Access Writing Assignment Time: Activities: 5 minutes Welcome and Purpose of the Class  Welcome students to class  Explain that the purpose of the pre-assessment is to help you as the teacher know what each student needs to help him or her be successful in this module

25 minutes Post-assessment  Administer the post-assessment for your module

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 55 Lesson Plan - Day 39 (If time permits – Acting Like a Writer)

Content Objective/s: Language Objective/s:  Day 39 – Students will be able to respond to a quick  Day 39 – Students will write a rough draft of a write topic and give feedback to a partner about his or non-fiction or fiction piece of writing in response her writing to a quick write topic Key Vocabulary: Materials: ◦ Quick write  Essential questions posted in classroom  Writers Notebooks  Whiteboard or flip chart and markers  Quick write topic Time: Activities: Day 39 Day 39 - Steps in the Writing Process: Draft (Non-Fiction or Fiction) 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Share today’s objectives

20 minutes Quick Writes  Ask students to take out their Writers Notebook.  Explain to students that writers often do quick writes to stimulate their thinking and get their creative juices flowing. Tell them that you will give them a topic and ask them to write for 7 minutes. They will then get a chance to share their quick write response with a partner.  Remind students that they should write the date and rough draft in the upper right-hand corner of their paper and that they should write quickly and cross out rather than erasing if they write something that they decide they don’t want to keep in their quick write response.  Give the students a choice of one of the following quick write topics and ask them to write for 7 minutes: o Choose a special food that you enjoy eating. Write about a time when you especially enjoyed eating it. o Write about what you were doing at 7 PM yesterday. o Write about your lunch yesterday: Who did eat lunch with yesterday? Where did you sit? What did you eat? What could you see and hear?  Move around the classroom monitoring the students’ writing and providing assistance as needed 5 minutes  Pair/Share – Ask students to turn to a partner and share their response to the quick write topic for 8 minutes (each partner will get 4 minutes).  Move around the classroom monitoring the students’ partner discussions and provide assistance as needed

Closure  Facilitate a whole group discussion about what it felt like to do a quick write and to share that quick write response with a partner.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 56 WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 57 Lesson Plan - Day 40 (If time permits – What Have We Learned About Writing)

Content Objective/s: Language Objective/s:  Day 40 –Students will be able to describe orally what  Day 40 – Students will write in their Writers they have learned about the writing process and Notebooks what they have learned about writing writing during this marking period Key Vocabulary: Materials: ◦ Writing  Essential questions posted in classroom  Writers Notebooks  Whiteboard or flip chart and markers Time: Activities: Day 40 Day 40 – What Have We Learned About Writing? 5 minutes Anticipatory Set and Review of Prior Lesson  Hand out Writers Notebooks and ask students to use them for notes and their writing. Make sure students write today’s date on the page where they start writing in their notebook today.  Share today’s objectives

20 minutes What Have We Learned About Writing?  Explain to students that today they are going to review everything they know about writing.  Ask students to take out their Writers Notebooks and look through the pages. Give them about 5 minutes to review their notes and writing pieces in their writers notebooks. Ask them to look for important words and phrases as they look through their notebooks.  Draw a circle on the board or on a piece of chart paper and write the word WRITING in the circle. Ask students to share all of the important words and phrases that they found as they looked through their notebooks. Build a web or some other graphic organizer with all of the students’ responses related to the word WRITING.  Facilitate a discussion of what students know about writing.

Closure 5 minutes  Ask students to look at the web of words and phrases related to writing that are on the board. Ask them to write what they have learned about writing.

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 58 Appendix A – Rubrics

WMS Tier II Literacy Module – Composing Writing: The Writing Process, revised 9/1/11 – Page 59 Progress Monitoring Rubric Criteria Levels Score Below Basic - 1 Basic - 2 Proficient – 3 Goal - 4 Advanced - 5 Student Teacher Organization Has no organization for Has limited Is developing a system for Has a system in place Has an efficient and work and/or materials. organization of work organizing work and/or for organizing work and highly effective system and/or materials. May materials. materials. for organizing work and ____/5 ____/5 lose work overnight. materials. Learning Skills Makes no effort to learn Makes limited effort to Will learn skill when it is Readily learns new skills Applies new learning to new skills. learn new skills. necessary. Usually as a matter of course. real life in a variety of reaches minimum Seeks to extend the skill settings. ____/5 ____/5 competence to complete within the classroom task. setting. Quality of Rarely asks questions or Tends to ask Often has specific Asks specific questions Generates questions Questions asks general questions questions only about questions, but they may related to the topic on that stimulate their own such as: "What do I do deadlines, procedures need to be clarified. his/her own. and their classmates' ____/5 ____/5 next?" or "What do I have or directions. thinking. to do or know." Following Does not follow teacher Appears to Appears to understand but Consistently follows Always follows teacher Directions directions. understand but has does not consistently teacher directions directions and assists difficulty following follow teacher directions. without additional peers who are having ____/5 ____/5 teacher directions. prompting. difficulty. Time Has trouble getting Is slow in getting Starts task but is Begins on time. Develops plan to meet Management started. Has difficulty started. Has trouble inconsistent in staying on Completes tasks deadlines. staying on task. Is always staying focused and task. Will begin work early accurately and in a Independently ____/5 ____/5 late or scrambling to has difficulty meeting in process, but tends to timely manner. completes all work. complete work. deadlines. increase effort toward Focuses on accuracy deadline. and quality of work. Classroom Rarely participates both Infrequently Inconsistently participates Participates both orally Actively participates Participation orally and in writing. Even participates both both orally and in writing. and in writing on a both orally and in writing with cues, does not orally and in writing. Needs minimal cues to regular basis. Doesn't on a consistent basis. ____/5 ____/5 participate on a regular Needs cues to encourage participation. need cues to encourage Encourages classmates basis. encourage participation. to participate. participation. Effort Avoids work. Frequently Reluctantly does work Works independently. Works independently Works independently makes excuses for not when asked. Reluctant to work in a and in a group. Works to and in a group. Always completing work. Sometimes works to group. Works to completion on all tasks. works to completion. ____/5 ____/5 completion. completion on most tasks. Takes on a leadership role and actively contributes to the success of the group. Engagement Waits for direction. Knows Seeks direction, but Sometimes initiates action Initiates some action. Initiates action little of what is going on or does not initiate and always works well with Personalizes the task independently. objectives. action. Does not see direction. Generally knows and attempts to achieve Personalizes the task ____/5 ____/5 connections between the specific objectives and the objectives. and takes ownership for objectives and tasks where class is. successfully meeting the or assignments. objectives. Mastery of Skills Has not learned skills and Has limited Is developing skills and Has developed many Has developed all skills (Multiply Score * concepts yet. knowledge of skills concepts; may have many skills and concepts. Few and concepts. Always 2) and concepts. careless mistakes or may careless mistakes. checks work. Produces ____/10 ____/10 start but does not Produces quality work. high quality work. complete all parts of task. TOTALS ___/50 ___/50 Comments:

Appendix A-1 Grade 5 & 6 Holistic Writing Rubric

Score Point 1: An undeveloped response Typical elements: ← Contains few or vague details ← Is too brief to demonstrate organization ← May be difficult to read and understand

Score Point 2: An underdeveloped response Typical elements: ← Contains general, unelaborated and/or list-like details ← Shows little evidence of organization ← May be awkward and confusing

Score Point 3: A minimally-developed response with inadequate details Typical elements: ← Has minimal elaboration with more general than specific details ← Shows some organization ← May be awkward in parts and may lack most transitions

Score Point 4: A somewhat-developed response with adequate details Typical elements: ← Is adequately elaborated with a mix of general and specific details ← Shows satisfactory organization ← May be somewhat fluent with some transitional language

Score Point 5: A developed response Typical elements: ← Is well elaborated with mostly specific details ← Shows generally strong organization ← May be generally fluent and may show proficient use of transitional language

Score Point 6: A well-developed response Typical elements: ← Is fully elaborated with specific details ← Shows strong organization ← Is fluent and may use effective transitional language

Appendix A-2 Grade 7 & 8 Holistic Writing Rubric

Score Point 1: An undeveloped response that may take a position but offers no more than very minimal support Typical elements: ← Contains few or vague details ← Is awkward and fragmented ← May be difficult to read and understand ← May show no awareness of audience

Score Point 2: An underdeveloped response that may or may not take a position Typical elements: ← Contains only general reasons with unelaborated and/or list-like details ← Shows little or no evidence of organization ← May be awkward and confusing or simplistic ← May show little awareness of audience

Score Point 3: A minimally-developed response that may take a position, but with inadequate support and details Typical elements: ← Has reasons with minimal elaboration and more general than specific details ← Shows some organization ← May be awkward in parts with few transitions ← Shows some awareness of audience

Score Point 4: A somewhat-developed response that takes a position and provides adequate support Typical elements: ← Has adequately elaborated reasons with a mix of general and specific details ← Shows satisfactory organization ← May be somewhat fluent with some transitional language ← Shows adequate awareness of audience

Score Point 5: A developed response that takes a clear position and provides reasonably persuasive support Typical elements: ← Has moderately well-elaborated reasons with mostly specific details ← Exhibits generally strong organization ← May be moderately fluent with transitional language throughout ← May show a consistent awareness of audience

Score Point 6: A well-developed response that takes a clear and thoughtful position and provides persuasive support Typical elements: ← Has fully elaborated reasons with specific details ← Exhibits strong organization ← Is fluent and uses sophisticated transitional language ← May show a heightened awareness of audience

Appendix A-3 Appendix B – Writing as a Process Module Materials Teambuilding Activities

Instructions for Four Square Activity

 Hand out a blank 8 ½” x 11” sheet of paper. Ask students to write their first name in big letters across the top.  Next ask students to fold the paper in fourths; demonstrate this for them as they fold their papers.  Ask students to write one characteristic that describes them in each square (or quadrant) on their paper.  Ask students in silence to move around the room and find a partner who has at least one similar characteristic.  Once they have found a partner who has at least two similar characteristics, ask them to move around the room as a pair and find another pair who has different characteristics from their pair.  Ask the groups of 4 to choose a partner in their group and interview him or her, asking as many questions as possible to get to know their partner in 2 minutes. Time the pairs for 2 minutes as one partner interviews the other partner. After 2 minutes, ask them to reverse roles – the interviewer now gets interviewed.  Next ask the groups of 4 to count off by 4’s. Ask them to take turns sharing with their teammates what they learned about their partner in the interview. Explain that they will have 1 minute each to introduce their partner to their team and they should not stop before the minute is up. Finish your sentence Call time at the end of a minute and ask the partners to finish their sentence. o Wonderful One’s – They introduce the Terrific Two’s. o Terrific Two’s - They introduce the Thrilling Three’s. o Thrilling Three’s - They introduce the Fabulous Four’s. o Fabulous Four’s - They introduce the Wonderful One’s  If time permits, have each group of four choose a spokesperson to introduce all four members of their group to the rest of the class.

Appendix B - 1 Instructions for Interview a Partner

Interview a Partner Is a simple teambuilding/community building activity that allows students to get to know each other and helps you, the teacher, get to know them. Follow the instructions below: 1. If you have 12 students in your group, have them count off by 6’s. If you have 14 students in your group, have them count off by 7’s, etc. If you have an odd number of students, you should also count off to even the numbers and you can also be an interviewer and an interviewee. Ask students to find the other student in the class who has the same number, i.e., 1’s interview 1’s, 2’s interview 2’s, etc. 2. Ask the pairs to move to different areas in the room so they can interview each other. Explain that they will have 5 minutes to interview their partner and write the answers to all of the questions on the Interview a Partner sheet. Either let the students choose who will be interviewed first or assign which student will be the first interviewer. 3. Hand out the Interview a Partner sheet and read the following instructions which are at the top of the page: “Please ask your partner the following questions and write his or her answers in the right-hand column. After the interviews are over, be ready to introduce your partner to the rest of the class. You will need to summarize the highlights of what you learned about your partner in 1 minute or less.” 4. Explain that you will ask each pair to introduce each other to the class with a 1 minute challenge. Each interviewer will have only 1 minute to introduce his or her interviewee so interviewers will have to choose the most important things to highlight about their partners. 5. Set the ground rules for how to politely interview a person. These include: a. Be friendly--Say “Hi, my name is [say your name]. Thanks for letting me interview you." b. Be quiet--After you ask a question, listen rather than talking. c. Make eye contact--Nod, smile, and show that you are awake and listening! d. Be polite--If the subject starts to ramble, listen and then politely ask the next question. 6. Give the first set of interviewers 5 minutes to complete their interview questions. At the end of 5 minutes, ask the partners to change roles so the interviewer can be interviewed.

7. For the remainder of the class period, have each pair of students introduce their partner with a 1-minute highlight of what they learned during the interview.

8. At the end of the class period, collect all of the Interview a Partner sheets. Hang them up in the classroom prior to the next class.

Appendix B - 2 Interview a Partner

Please ask your partner the following questions and write his or her answers in the right-hand column. After the interviews are over, be ready to introduce your partner to the rest of the class. You will need to summarize the highlights of what you learned about your partner in 1 minute or less.

Your Name: ______Your Partner’s Name: ______

Question Your Partner’s Answer 1. What is your birthday?

2. Where were you born?

3. How many brothers/sisters do you have? What are their ages?

4. In what other places have you lived besides here?

5. What are your favorite activities, hobbies or sports?

6. What is your favorite movie?

7. What is the name of your favorite music group or singer?

8. What do you like to read about?

9. What do you like to write about?

Appendix B - 3 Instructions for Pick a New Name

Pick a New Name Is a simple teambuilding/community building activity that allows students to get to know each other’s names very quickly and helps you, the teacher, get to know a little bit about them. Follow the instructions below: 1. Form a circle in the classroom.

2. Ask students to pick a word that describes them that begins with the same sound as their first name. Ask the first person in the circle to make a new name as they introduce themselves to the circle. As the teacher, you should be the first one to start so you can demonstrate, e.g., “Hi, my name is Nutty Nicole.”

3. Ask the second person to introduce himself or herself and then reintroduce the first person, e.g., “Hi, my name is Generous Jaden and this is Nutty Nicole.”

4. Continue around the circle having each person introduce their new name AND introduce all of the preceding people in the circle.

5. As the teacher, you should also go last and reintroduce yourself and all of the students in the circle.

Appendix B - 4 Instructions for Who Are You?

Who Are You? Is a simple teambuilding/community building activity that allows students to get to know you, their teacher, and each other. Follow the instructions below: 9. Hand out the Who Are You? sheet and read the following instructions which are at the top of the page: “Please write an answer to each question in the boxes below. You will introduce yourself to the class by telling them the answers to your questions.”

10. Show a model of a completed Who Are You? sheet with your answers.

11. Give the students 5 minutes to complete their Who Are You? sheets. Check in at the end of 5 minutes to make sure that all students have completed all answers. Extend the time, if needed.

12. For the remainder of the class period, have the students introduce themselves by sharing the answers to their questions. To keep students engage, go “round robin” with all of the students sharing their answer to question 1 first. Then go “round robin” with all of the students sharing their answer to question 2 next. Continue around the room until all students have answered all questions. You can mix up the order with each question so students won’t know who is going to give their answer next.

13. If there is time left in the class period, have the students draw a picture or symbol that helps the rest of the class get to know who they are. It could be something they love or like to do or it could be a drawing of their pet or their favorite place in the world. Model by drawing something on your sheet, e.g., as a teacher you might draw a picture of a book and explain to the students that you drew a book because you love to read.

14. At the end of the class period, collect all of the Who Are You? sheets. Hang them up in the classroom prior to the next class.

Appendix B - 5 Who Are You?

Please write an answer to each question in the boxes below. You will introduce yourself to the class by telling them the answers to your questions. 1. What is your name? 2. Where did your name come from?

3. Where were you born? 4. How old are you?

5. What’s your favorite food? 6. What three words describe you best?

Appendix B - 6 Ground Rules

1.Live by the “Golden Rule”: Always treat others the way you would like to be treated. 2. Hold your 3 Keys – Respect, Responsibility and Pride. 3. Use good manners. 4. Participate actively. 5. Follow directions the first time they are given. 6. Use your time wisely. 7. Put forth your best effort every day.

Appendix B - 7 The Expository Pillar

INTRODUCTION Lead/Topic Sentence

Main Idea #1

Detail Detail

Main Idea #2

Detail Detail

Main Idea #3

Detail Detail

CONCLUSION

Appendix B - 8 Cluster Web

Main Idea/Topic

Appendix B - 9 Seed Ideas – Teacher Examples

Name___Jane Cook______Date ____1/7/10______

I remember... 1. The summer that my cousin, Billy Devine, spent on the farm.

2. When we had to sell the farm.

3. The day Trisha died.

4. The time I fell out of the hay loft.

5. September 5, 2005 – the day I fell off of the ladder.

Did you know... 1. That I have a twin sister?

2. That I love animals?

3. That applesauce is one of my favorite foods in the world?

4. That I’d rather stay home than travel when it’s time for a vacation?

5. I’m legally blind without my glasses?

I'd really like to... 1. Publish my children’s book about Peggy.

2. Have the world live in peace.

3. Live without pain.

4. Write on my blog at least once a week.

5. Have my house stay clean.

Please choose one of these seed ideas above that you'd like to write more about. On the back of this sheet, write a few notes to yourself that will help you develop this seed idea.

I must have been no more than eight years old the summer that Billy Devine came to stay with us. Billy was my cousin, about 8 years my senior. Since I was in elementary school and he was in high school, he had a certain aura of mystique. We rarely got to see him since our farm kept my Mom and Dad busy seven days a week and the drive to the Devines' home outside of Boston was too long to leave the cows between milkings. Family and friends have always been paramount in our lives. I learned at a very early age that whenever a friend was in need, it was our responsibility to lend a helping hand. Since money was in short supply, Mom and Dad would do whatever else they could to help. This ranged from providing food, clothing and moral support to opening their home and hearth for weeks, months and even years to friends and family in need. My family also had a long history of taking in strays. I guess you could call Billy one of those strays. At my young age, I wasn't privy to the conversations that took place before Billy came to stay with us. I didn't know that Billy was considered an incorrigible kid who was completely out of control. In those days he was known as a juvenile delinquent with nothing but trouble in his future. The adults in the family agreed that a summer on the farm would be just the ticket to straighten him out. At my young age, I only knew Billy as my tall, blonde cousin with the booming laugh and the fantastic stories. I was enthralled with him and looked forward to the summer with great anticipation. We had a small dairy farm with only ninety acres of farmland split by a street that ran through the middle of the farm. Much of the farm was pastureland but there was a pond surrounded by pussy willows across the street and a wood lot in the back. Our herd consisted of about fifty dairy cows, mostly Holsteins with a few Jerseys and Guernseys mixed in for color and milk fat. A commensurate number of barn cats policed the farm to keep the mice population under control and at least a couple of dogs protected the house and yard at all times. With money very tight, Dad didn't have room on the farm for animals that didn't pay their keep. The advent of farm machinery precluded the need for draft horses to plow the fields. The cats and dogs were a necessity but pleasure horses were out of the question. According to federal health regulations, if a farmer wanted to sell his milk, he could not keep horses in the same pasture with cows. However, one day a person who was desperate stopped by the farm and asked if we could temporarily board his horse. Since my father always helped out people in need and any extra money was a welcome addition on a small struggling farm, Dad agreed. He had more than one fenced pasture so the horse could be safely separated from the cows. Anyway, we kids had been pestering him for a horse ever since we could talk so we were thrilled that we would have one on the farm even if it was only a temporary condition. We were excited to have Billy for the summer. His 6'4" muscular adolescent frame was a welcome addition to our family. My dad was glad to have an extra pair of strong hands to help with the milking and the haying. My mom loved to cook so she was appreciative of Billy's hearty appetite. But Billy was a city boy. Coming to our farm must have been like going to another planet for him. I'm sure he felt that he was being banished to Siberia or worse. Billy's arrival was uneventful. Very quickly he learned how to milk the cows and clean the barn. His strong arms were a godsend when it came time to haul the feed and stack the hay. I followed him around and helped him with chores. I hung on his every word. He was the big brother that I had always craved. Appendix B - 11 Seed Ideas for Writers

Name______Date ______Write ideas that come into your mind after each sentence starter: I remember... 6.

Did you know...

I'd really like to... 1.

Please choose one of the seed ideas above that you'd like to write more about. On the back of this sheet, write a few notes to yourself that will help you develop this seed idea.

Appendix B - 12 I Liked/I Wonder Peer Review Sheet

Peer Editor: ______Date: ______

Author:______

Please use the form below to make notes to the author. What did you like about the writing? Write those comments in the left-hand column. What questions came up as you were reading? Write those comments in the right-hand column. Your constructive feedback is very helpful to the author in making revisions. I liked… I wonder…

Developed by Jane Cook, EASTCONN (adapted from ELIC Demonstration Lesson Response Sheet)

Appendix B - 13 5–Step Editing

Source: http://www.saintv.org/school/Main_Page/Resources/Writing/5step.htm

Appendix B - 14 Topics for Writing

I Love… I Like To… I Worry About…

Appendix B - 15 Shared Characteristics:

Unique Unique Characteristics: Characteristics:

Venn Diagram

Appendix B - 16 Narrative Cluster Web Characters Setting

Title/Main Idea

Problem Solution

Appendix B - 17