2010+Launching+from+Lucy+Caulkins

Launching the Writer's Workshop Day 1
 * September 26 - 27, 2010**


 * September 28, 2010**

Note to Xing - please lay out writing folders and work during Writer's Workshop

__//Learning Target://__ I know what to do when I finish a piece of writing during Writer's Workshop.

__//Materials://__
 * Writing folders labeled with "finished" and "unfinished" labels
 * chart entitled "When You Are Finished"
 * Add to the pictures
 * Add to the words
 * Start a new piece
 * one student's writing piece
 * copy the writing paper and make a space on the shelf for it
 * bring the shelf to the rug so students can see where the paper is stored
 * Have work laid out for students
 * Anchor chart icons and learning target: [|Launching Lesson 2.doc]

__//Re-cap//__
 * remind students what happens at the beginning of Writer's Workshop (mini-lesson, try it as a group, go back to your desks to try it)
 * "Yesterday you did what authors do. You got an idea in your head. You thought about it. You drew it. And then you wrote about it." (Give a students' work as an example)
 * "You all did the same thing. You thought, you drew, you wrote, and then you had a problem... you said you were done and didn't know what to do next. Today I am going to teach you what you do when you are done. And there is a saying that writers like you have... they say 'when you are done, you have just begun.'"

//__Mini-lesson__//
 * Re-enact yesterday with your story
 * Pretend to be done
 * Look at work intently and add a few details
 * Re-read and say "I am done."
 * Put it in the finished pocket of folder
 * Make a connection to this and another story
 * (Annie make the connection from the story about running to the story about arriving home and getting your package in the mail)
 * "Now I think I am going to get another piece of paper because I am getting an idea for another story"

//__Active Engagement__//
 * Show students the chart created
 * "Writer's I want you to close your eyes and imagine you are done with your writing. Now you might think that you are finished but before you put your writing away think about what you just learned during this mini-lesson... can you add more to your picture? words?"

//__Share__// Have students bring folders and work back to the rug. Shout out specifically what students did well when they finished one piece and either moved on or added to the writing or drawing.

** Day 3: I Am Not Afraid of My Words: Teaching Students How To Write Difficult Words **
__Learning Target:__ I can takes risks and try to write words that I don't know how to spell.

__Prep:__ Create an anchor chart that looks like this:

//** I AM NOT AFRAID OF MY WORDS **//
 * ** Student Name ** || ** Word ** || ** Conventional Spelling ** ||
 * The students will write their name. You will write the word as they spelled it and you will show students the conventional spelling. After the initial lesson with this chart - this chart will be a permenant and live chart in your room. Also - this chart and this fixture in the room provides an anchor for mini-lessons you have with a student or a small group of students around tapping or banging out words.
 * The students will write their name. You will write the word as they spelled it and you will show students the conventional spelling. After the initial lesson with this chart - this chart will be a permenant and live chart in your room. Also - this chart and this fixture in the room provides an anchor for mini-lessons you have with a student or a small group of students around tapping or banging out words.
 * The students will write their name. You will write the word as they spelled it and you will show students the conventional spelling. After the initial lesson with this chart - this chart will be a permenant and live chart in your room. Also - this chart and this fixture in the room provides an anchor for mini-lessons you have with a student or a small group of students around tapping or banging out words.
 * The students will write their name. You will write the word as they spelled it and you will show students the conventional spelling. After the initial lesson with this chart - this chart will be a permenant and live chart in your room. Also - this chart and this fixture in the room provides an anchor for mini-lessons you have with a student or a small group of students around tapping or banging out words.

__Materials:__ Anchor Chart

__Connect:__ Last time we talked about writing we looked at a famous author from Boston - Jeff Kinney. He has written the __Diary of a Wimpy Kid__ books. We looked at him because many of you are experimenting with writing books that are like comic books. When we looked at Kinney's books we noticed many things that he does as an author. And many of you tried to used his style in your own writing. (Point out the anchor chart you created and highlight some of the things you discovered about Kinney). Well, today I want to talk to you about not being afraid of trying to write very long words or hard words to spell.

__Guided Practice:__ I might want to write the word entomologist in my writing - but I might be too afraid. But I am not going to be afraid of my words. I want you to watch what I do as I try and write the word entomologist in my sentence.

Practice writing the sentence, "The woman who entered the classroom with an ant farm was an entomologist." Do a think aloud as you try and spell the word. Spell the word slightly incorrectly. Then ask students - what did you watch me do as I tried to spell the word entomologist? After students share out answers show them how you will fill out the chart.

__Teach:__ Today as you write - we will be looking for students who are not afraid of their words.

Off you go!

__Share/Debrief:__ Share out students who took risks in their writing. Check in with students to see how they think they did on their Learning Target

__ Learning Target: __
I can work independently during writing time. I know what to do when I think I am finished with a piece of writing.

__ Materials: __ anchor chart with how students work independently

Independent writers...
 * know what to do when they think they are finished with a piece
 * ask a fellow writer if they need help
 * are focused on writing and creating a brilliant piece of writing
 * are patient even when they are excited to share their writing
 * manage their feelings appropriately when they don't get a conference
 * manage their feelings appropriately when they don't get chosen to share their work

__ Connect: __ In writing we have been working on being independent writers. Last week we tried to practice being independent writers but it was really hard to write without being able to talk to a teacher. Today we are going to practice doing this. I know it's hard writers, but I want a chance to be able to conference with all of you. Everyday when we have writing, I will try and conference with four or five writers. If I didn't conference with you on Monday then I will conference with you on Tuesday, Wednesday, Thursday, or Friday. One thing that we really have to work hard on as writer's is being patient, even when we want to share our reading right away.

__ Teach: __ Today you are going to go off to write. You need to remember what writer's do when they are finished writing. Remember that writers do not use color when they are writing a piece (they only do that when they publish) Remind students were paper is. Ms. Rowe will be walking around (not to answer your questions but to see who is able to work independently)

Tell students you will be conferencing with the five students who are doing a great job working independently. You can start with Chrystal because she did a really nice job working last week.

__Share/Debrief__: Share the work of about 5 students. Take home 5 new student folders. These will be the students you conference with the next day.

__ Learning Target: __ I can get my writing tools to get started with my writing.
Lesson from Caulkins

__ Learning Target: __ I can add rich details to my picture to make my writing even beeter
__ Connect __ : Yesterday we learned were our special writing pens and pencils are Bears. You can write your words with your pens and sketch your stories with your pencils. Today you are going to learn about what writers do to make their stories even more powerful.

__Materials__ "Family Pictures" book paper to do your own writing

__ Lesson __ Taken from Caulkins Teach a lesson and model adding rich details to your work Instead of showing your work - show students the book and highlight the details from "Family Pictures." Tell them they are going to to do the same thing this author does

Walk around and at the end share out students who are adding rich details to their work.

__ Learning Targets: __
Endings Transition words or sequncing Adding details Topic choice - seeds, personal narrative Revising and Editiing