CONCORDIA UNIVERSITY LESSON PLAN (Long Form)

Transcription

1 Student Teacher: Stephanie Rippstein Grade Level: 2 Date: 12/17/13 State Standards: LA Writing Process: Students will apply the writing process to plan, draft, revise, edit and publish writing using correct spelling, grammar, punctuation, and other standard conventions appropriate for grade level. LA b Write to known audience or specific reader (e.g. letter to familiar person) LA d Use an organizational structure that includes a central idea or focus LA e Compare models and examples (own and others) of various genres to create a similar piece Subject: Language Arts Name of Lesson: Persuasive Writing- Day 2 Period / Time: 8:30-10:00 I. Goal: The students will participate in the writing process to create a persuasive letter. II. Objectives: After direct instruction and modeling, the student will be able to write a persuasive letter by using the prewriting strategy of brainstorming in a graphic organizer with at least one idea in each box. After direct instruction and modeling, the student will be able to write a persuasive letter by writing a rough draft of the letter. After direct instruction and modeling, the student will be able to review a peer s rough draft using a checklist for guidance to make at least two suggestions for peer revision and editing. After peer revision and teacher conference, the student will be able to make changes to their own writing drafts to improve spelling errors, write complete sentences, and use proper language mechanics, with no errors in spelling, capitalization, or punctuation. III: Faith / Values Integration: We can help each other learn by offering kind and thoughtful advice to classmates when we are asked. God made us to be different, so it s okay if we all work at different paces. Writing is not a race! IV. Integrated Technology: Overhead projector V. Materials: Author s chair

2 Desk lamp (or other spotlight) Teacher-written persuasive letter Writing Process Anchor Chart Tape Clothespins with students names on them Teacher-completed OREO graphic organizer- overhead Student OREO graphic organizers Teacher-completed rough draft- overhead Draft paper Teacher-completed revision/proofreading marks- overhead Revision checklists Proofread checklists VI: Procedure: A. Set / Hook: 8:30-8:35 Place an important-looking chair at the front of the classroom. Turn the lights down lower and turn a spotlight on the chair. Sit in the author s chair and read my persuasive letter to the principal call committee for the students. B. Transition: 8:35-8:36 This is a persuasive letter I ve written to the principal call committee. Let s refresh our memory from yesterday: what does persuasive mean? Today is the day when you begin to work on your persuasive letters. C. Main Lesson: 8:36-8:45 Our goal is to use our time well today and make good progress on our letters. Tomorrow we will have a little bit of time to finish them. Then at the end of our Language Arts time tomorrow, we will have a time of sharing our hard work. If you want, you ll have the chance to sit in our author s chair like I did and share the persuasive letter you ve written before we send these on to the principal call committee. As we write these letters, we re going to use what is called the Writing Process. [Draw attention to Writing Process Anchor Chart] I hear that you ve had a little bit of practice with some of the steps with Mrs. Meyer. This poster shows the different steps that writers use when they work on their writing. Let s take a brief look at each of the steps. 1) The first step is the prewriting stage. That means that writers try to brainstorm ideas and prepare themselves for writing. 2) Once writers get their ideas organized, they move on to the second stage. They write a draft. This means they write the first version of the letter. Since it s the first one, would you expect it to be perfect? No, the first draft is going to have mistakes and parts that the author can improve. But that s okay during this stage. The goal is to just get it written out. 3) Once the first draft is written, the author reads it over to decide The Anchor Chart serves as an aid for comprehension.

3 how it can be improved. Writers look at their own writing themselves, but they also ask for help from a reader to see what someone else may recommend for improvements. Revising is looking at the ideas that were written down. In that stage, the writer isn t worried about checking for spelling mistakes or capital letters or periods. 4) That s what writers look for in the next stage where they proofread what they have written. Once they think they have said what they want to say and have written it in a way they think a reader can easily understand, then they start being picky about spelling and punctuation. This is another step where having someone else read your writing is helpful because their eyes may catch something that your eyes missed. 5) When the writer has found and taken care of spelling and punctuation mistakes, the writer is ready to make a final draft. They will publish their writing. This is the last stage where the writer focuses on making the writing look neat so that people will want to read it. When the writing is done, it can be shared with an audience of readers. Wow! Look at how much you ve learned already! This is a lot of new information to get at once, but don t worry: we re going to take this step by step together and work on our letters as a team. Let s get started with the first step: Prewrite. 8:45-8:55 This is the stage where we get ready for writing. But, oh! You ve already started the prewriting stage! What have did you begin working on that has gotten you to jot down ideas about what you want to write about in your letter? The OREO worksheet is the tool we are using to help us get our ideas down on paper so we can get ready to write the letter. That way, we have what we want to say in our heads and in front of us when we start writing. Let s look at the OREO worksheet I used when I was planning out what I wanted to include in my letter that I read from the author s chair. [Put Teacher-completed OREO graphic organizer on overhead. Show how I brainstormed ideas in each box.] The OREO graphic organizer will support students in the organization of their letter. 8:55-9:05 Now it s time to turn it over to you. We re in the prewriting stage working on getting our ideas down on the OREO worksheet. Let s take the next 10 minutes to work on filling in the OREO. Student work time: circulate to answer questions and observe progress. 9:05-9:15 Even if you aren t finished with your OREO worksheet, I want to go over the second step with everyone so that you can move on when you are ready. [Refer to Writing Process Anchor Chart] The second

4 stage is the Draft stage. What happens in the Draft stage? This is when we use what we have brainstormed on the OREO worksheet to write the first version of our persuasive letter. Let s look at my first draft of my letter. [Show overhead of Teacherwritten rough draft; it should include some spelling mistakes and ideas that aren t as clear] 9:15-9:30 Work on getting your OREO worksheet done soon. When you finish, you can move the clothespin with your name that s clipped to our chart to the next step to show that you are moving through the writing process. Then you can start writing out the first draft of your persuasive letter. Remember, during this stage you don t have to worry about spelling. Just get your ideas written out in a letter for now. The teacher-written rough draft works to support comprehension as a model. Teacher think-aloud will further support student comprehension. Student work time: circulate to answer questions and observe progress. 9:30-9:45 Let s have everyone s attention back on me so we can look at the next stage of the Writing Process. It s okay if you re not ready to move on to Step 3. During the Writing Process, everyone works at a different pace; that s what I expected. But I want to make sure that everyone is clear about what happens when you are done with your first draft. The next stage is to Revise. Read over what you have written to decide what could be improved to make it better. Some questions authors ask themselves during this stage are: How can I make my writing clearer/easier to understand? Have I said what I wanted to say?/do I need to add anything? Did I say too much so that it distracts from what I want to say? Do I say what my opinion is? Did I give reasons for my opinion? Did I explain my reasons by giving examples? Did I state my opinion again in a slightly different way? It is sometimes helpful to read your letter out loud to yourself. Sometimes your ears catch things you want to change that your eyes don t. When you decide you need to make a change somewhere, mark that on your rough draft so you can fix it later. To help guide you in this step, pick up a Revision checklist from this pile. It has questions I want you to ask yourself about your letter. If your letter has the item on the checklist, you can put a checkmark in the box next to it to show that you have it in your Revision checklists serve to guide comprehension during writing workshop. Specific boxes for students to place a checkmark simplify the step by making

5 letter. While I have your attention, I also want to talk about what happens in the Proofread stage because it is similar to what happens in the Revise stage. In the Revise stage, you are looking for ways to improve how you tell your ideas. In the Proofread stage, what is different? What kinds of things are you looking to improve? What is one thing? the tasks clear and concrete. When you made your first draft, you didn t need to worry about spelling or periods or capital letters. When you proofread, that is the time when you get to think about these things. Having correct spelling, capital letters, and periods helps make your letter easier to read. Why is it important that your letter be easy to read? If your audience- the principal call committee- can easily understand your opinion, they are more likely to agree with your opinion; so the easier your letter is to read, the more persuasive it will be. When you are done revising, you can move your clothespin to the Proofread stage. Mrs. Meyer has told me how you have practiced proofreading your writing; this Proofread checklist shows what I want you to check for in your own letter. When you are ready, pick up this checklist. It has you: 1) Stomp your foot for each end mark and then say capital. 2) You will also circle the three commas you need in a letter (in the date, greeting, and closing). 3) The last thing will be to raise your left hand and make sure you indented the body of your letter on that side. Make sure you change your letters if you have not included these things from the checklists. You will also be helping each other out by reading each other s letters and giving each other ideas about how to make the letter easier to understand. You will use a similar revision checklist that you used to look at your own letter to make sure your friend has all the things they need in their letter. When you have read over your classmate s letter for the items on this list, put a checkmark by that item. When you are done reading your classmate s letter, give it back to them along with at least one idea for how the letter can be improved. Moving clothespins down on the Writing Process Anchor Chart acts as an aid to comprehension to help students visualize their progress. The Peer Revision Checklist will support students by guiding their responses to their classmates, making their feedback as helpful and constructive as is developmentally appropriate. Model good feedback and caution against feedback that isn t helpful: When you suggest a way for your classmate to improve the letter, try to give them clear advice and direction. Let s pretend that I ve

6 just read my classmate s letter and am thinking of what I can offer for advice. I ll say a piece of advice, and you will show me if you think the advice is helpful or not helpful. If you think the advice is clear and specific, stand up at your spot. If you think it could do better, stay sitting. a) You didn t say much about why you think the principal should be a good listener. Maybe you want to add one more sentence about this. (stand) b) Your letter isn t any good. (sit) c) You need an example. (sit) d) You say that the principal should be patient. I think your reason for this opinion would be clearer if you gave an example of when a principal needs to be patient. (stand) e) You should change your first sentence. (sit) f) Your first sentence is pretty long. It would help me better understand your opinion if you split it into two different sentences. g) You need to explain more. (stand) h) You can say more. (sit) Let s think of how we can make this last bit of advice more helpful to the writer. You can say more. Can we make that more specific? 9:45-9:55 Student work time: circulate to answer questions and monitor progress. D. Transition: 9:55-9:57 Class, the clock is telling me that Language Arts time is just about up. Please make sure your name is on all your papers. Put them in a neat pile in the middle of your quadrants so I can pick them up when you are in P.E. You will get them back tomorrow when we push onward to finish our letters. E. Conclusion: 9:57-10:00 Today has certainly been a full day. Thank you for all your hard work this morning! I am so excited to see you growing as writers. In just one day, not only have you learned about the stages of the Writing Process- Prewrite, Draft, Revise, Proofread, and Publish- you have actually done several of them! We are well on our way to making letters that will blow away the principal call committee. VII. Assessment: Drafts of persuasive letter OREO graphic organizer Peer evaluation checklists VIII. Assignment:

7 No assignment IX. Self-Evaluation: Was I flexible based on time and student needs? Did I monitor student progress throughout the writing workshop? Did I give clear directions? X. Coop s Comments: