<p> Understanding By Design Unit Template (Revised & adapted)</p><p>Title of Unit Launching the Workshop/Narratives Grade Level 2nd Subject Writing Time Frame Unit Begins: 9/4/14 Ends: 10/24/14 Developed By</p><p>Stage 1 - Identify Desired Results </p><p>Narrative about this Unit of Study: (including the Big Idea) In this writing unit students will be Launching the Writing Workshop within their classroom for the first 10 days of school. They will learn the model followed and routines expected in writing throughout the year. Students will write a baseline writing sample as a Pre- Assessment. Students will also engage in a 3 week unit on story writing/narratives. They will use Mentor Texts to guide them and examples of student work to guide them. The students will write narratives where they will recount a sequence of events, include details describing actions, thoughts, and feelings. Students will use temporal words to signal their events and provide a sense of closure. They will also go through the steps of the Writing Process. Students will complete an On Demand writing task at the completion of the unit to show transfer of knowledge and progress.</p><p>Big Idea: Writers take steps to create a story/narrative.</p><p>Learning Outcomes – Identified Primary Standards What relevant goals will this unit address?</p><p>2.3 Write narratives in which they recount a well- elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.</p><p>2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS RFS </p><p>2 -Standard 3 and 4 (see checklist) http://www.readworks.org/user/alignment To be addressed in Word Study and in some Writing Lessons: Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). Understandings Essential Questions What understandings about the big ideas implied in the PLOs are desired? What provocative questions will foster inquiry into the content?</p><p>Students will understand that...</p><p> There are guidelines for Writing Workshop. What does writing workshop look like in my classroom?  Writer’s get ideas from different places.  Narratives have features and structures. How do we decide what we write about?  Writer’s go through the writing process to develop and strengthen their writing. How do writers develop their writing?</p><p>How do I make my writing better?</p><p>Knowledge: Skills What knowledge will student acquire as a result of this unit? What skills will students acquire as a result of this unit?</p><p>Students will know... Students will be able to…</p><p> Writing Workshop has specific components and certain guidelines. . Follow rules and routines in the classroom  Writers get ideas from the world around them; experiences, things . Get ideas for writing from different places they notice, how they feel, from other writers, special objects, etc. . Create a story in sequence.  Narratives include: a sequence of events or a well elaborate event, . Write an engaging beginning showing significance of the story. details to describe actions, thoughts, and feelings, use temporal . Use temporal/sequence words to show the passage of time words to signal events, and provide a sense of closure. . Choose a character and setting for a story.  Narratives have a beginning, middle, and end. . Develop their story through a character’s actions, thoughts,  Narratives include characters and character traits. and feelings  Narratives have a setting. . Provide a believable ending to a story providing a sense of  Writer’s plan out their ideas for their stories. closure  Writer’s organize their stories in sequence. . Demonstrate the use the writing process  Writer’s use words to signal event order. . Use graphic organizers  Writer’s take time to develop their writing. . Transfer information from graphic organizers to write a  Writer’s use different strategies to plan, organize, revise and edit narrative their writing. . Write complete sentences using conventions of punctuation. . Revise and edit writing . Use parts of known words to spell unknown words . Use spelling patterns to write new words. . Use new words in their writing Stage 2 – Assessment Evidence</p><p>Performance Task Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? </p><p>Pre-Assessment: 1) Students will be given a picture prompt: Think about who you see in the picture. Think about what is happening. You can make up names for the people in the story. You can make up what happened before or what will happen next. Write as much as you can. Remember to start your sentences with a capital letter and end your sentences with the right punctuation.</p><p>Do not give the students a copy of the checklist for the Pre-Assessment. This will be collected and graded for a Pre-Assessment. </p><p>Formative Assessment:</p><p>Students will write a Narrative. Topic: A character of their choice has the best day or the worst day. </p><p>Post Assessment: Students will be given a picture prompt: Think about who you see in the picture. Think about what is happening. You can make up names for the people in the story. You can make up what happened before or what will happen next. Write as much as you can. Remember to start your sentences with a capital letter and end your sentences with the right punctuation.</p><p>This will be collected and graded for a Post-Assessment. Students can be given the student writing checklist for the Post-Assessment. </p><p>Rubric for Assessment: Please See Narrative Writing Rubric on the Server. The students should have a copy of the Rubric. The teacher should go over it with them and show work samples if possible. Other Evidence Through what other evidence – student work samples, observations, quizzes, tests, self-assessment or other means – will students demonstrate achievement of the desired results?</p><p> Writing Conferences  Writing Notebooks  Student Checklists  Small Group Writing  Student engagement  Student participation  Student work samples  Self-Assessment  Peer Editing/Assessing Objective(s) Listed Aim or Learning Intention Assessment Resources Related to knowledge, skills or both? of Each Lesson.</p><p>First 10 Days of Writing: The learner will demonstrate (TLWD) *Getting to know you Create a chart showing the structure of comprehension of the structure of Activity* within the Workshop the Writing Workshop. 1. Launching Writing Workshop: Writer’s Workshop time by explaining Model: Writer’s Workshop has rules to follow the procedures of the block. Explain to students the structure of the Writer’s Workshop period:  Mini lesson to whole class Use this opportunity to have the  Writing/Work block of time- students get to know each other students work at planning, and share about themselves. drafting, revising, rereading ,editing, conferencing with teachers and peers  Closing or whole class sharing 2. Launching Writing Workshop: TLWD knowledge of learning Students will turn and talk to Create a chart showing the rules Writers follow routines during writer’s expectations and behaviors by using their partners sharing their established during Writing Workshop. workshop. the skills when they gather on the stories they wrote the previous rug/carpet. day. Students will practice the rules Baseline Writing Explain to students the importance of established during the lesson appropriate behavior when gathering while sharing. at the carpet/rug and the need to gather quietly. Students will complete a Baseline Writing Sample during this time. The students will complete the activity on loose leaf and the teacher will collect the writing sample as a pre-assessment. 3. Launching Writing Workshop: TLWD knowledge of strategies for Students will create their own Create a class Heart Map with class Writers write from their hearts. gathering ideas by creating a heart Heart Map to stay in their ideas: Some things that might go on the map. Writing Folder. heart map include: people, places, things you care about, moments/memories, things you love to do, things that hurt you, things that make you sad, happy, laugh, cry, etc.</p><p>4. Launching Writing Workshop: TLWD knowledge of using a writing Students will finish Heart Maps Writing Folders Writers use folders to keep their work folder by using their folder to and keep them in their Writing organized. properly store their heart maps. Folder. Before the Lesson: The teacher should determine how the Writing The teacher will model how to keep Folder’s will be organized. their folder organized. </p><p>5. Launching Writing Workshop: TLWD knowledge of ways to Students will create lists based Create a chart named… Writers use a notebook; writers make maintain their notebooks by listing on a topic to show that their In Our Notebooks We Can… From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)</p>