E. Quinson
Room D-201
8R, periods 2 and 3
SWBAT: Write about an important object that
they have with them and why it is important to them. And SWBAT: understand workshop routines.
DO NOW: Take out your writer's notebook.
DEVELOPMENT:
1. Review
rules again.
2. Explain
that today we will begin with procedure for writer's workshop. Outline workshop routine: DO NOW/Mini-lesson/Writing
Time/Share-Wrap-up. Explain a little bit
about entry format.
3. Give
mini-lesson on writing about an object you have with you.
4. Kids
write.
5. Share/Review.
6. Go
over workshop procedures and H.W.
H.W.: 1. Write about an
object in your home which has special meaning to you (at least one page, 9H, at
least two pages.) 2. We are
going to begin blogging about our summer reading
soon, so make sure you have finished at least two books from the summer reaign list. If you
have already finished that reading, read 20-30 minutes in another independent
reading book. 3. Bring your binder and writer's notebook to
class tomorrow and everyday for the rest of the year
SWBAT: Free write.
DO NOW: Write an
entry in your writer’s notebook: Predict what free writing might be.
DEVELOPMENT:
1. Discuss
DO NOW entries. I will write one, as
well, only of course, I will actually be writing off the words free writing.
2. Discuss
H.W. How did writing go last night? (writing about an
object at home that has importance.)
Share.
3. Mini-lesson
on free writing/stream of consciousness.
Discuss meaning of the word consciousness. How authors (such as Faulkner and Joyce)
have used stream of consciousness in their writing. (Put up overhead of such passages if
appropriate.) Model my own stream of
consciousness writing on the overhead.
4. Writing/Conference
time.
5. Share.
6. Review/summarize.
H.W.: 1. Write at least two
pages in your writer's notebook using the free writing technique. 2. We
are going to begin blogging about our summer reading
soon, so make sure you have finished at least two books from the summer reaign list. If you
have already finished that reading, read 20-30 minutes in another independent
reading book. 3. Bring your binder and writer's notebook to
class tomorrow and everyday for the rest of the year
SWBAT: Write "off a word." (In other words, they will be able to expand
their previous entries and delve deeper into the meaning of their own writing
and the meaning of words in general.)
DO NOW: Take 2 to 3 minutes and review your own
writer's notebook. Re-read
your entries. Mark (with a star,
exclamation point) any entries or parts of entries you find
interesting/surprising/well-written, etc.
MATERIALS: writer’s
notebooks, binders
DEVELOPMENT:
1. Review
workshop routines. After the DO NOW and
beginning of class.
●
Mini-lesson 10-minutes
●
Writing/Conference time 15
minutes
●
Share time. 10 minutes
2. Has
everyone set up their notebooks yet!!!
They need to review entry format.
Numbering their pages, etc.
3. Review
DO NOW and free writing and explain that today we will use both our previous
writings in our notebooks and free writing to achieve our goal.
4. Share
time, for past writing.
5. Teach writing off a word. Look over notebook and choose a word from any
entry. Put that word at the top of the
page and write off that word. Make sure
never to stray too, too far from the word.
When you do, just refocus and come back to the word.
6. I
model this on the overhead.
7. Writing/Conference
Time.
8. Share/Wrap
up.
H.W.: 1. Write one full page
in your writer's notebook, using the write off a word technique. 2. We
are going to begin blogging about our summer reading
soon, so make sure you have finished at least two books from the summer reaign list. If you
have already finished that reading, read 20-30 minutes in another independent
reading book. 3. Bring your binder and writer's notebook to
class tomorrow and everyday for the rest of the year
SWBAT: write in response to a visual stimulus.
DO NOW: Write an entry in your writer’s notebook: Free write off the word "art."
MATERIALS: writer’s
notebooks, binders, art postcards
DEVELOPMENT:
H.W.: 1. Write one page in
your writer’s notebook: Write off of a
piece of art in your home. You decide
whether or not it is really ART. 2. We are going to begin blogging
about our summer reading soon, so make sure you have finished at least two
books from the summer reaign list. If you have already finished that reading,
read 20-30 minutes in another independent reading book. 3.
Bring your binder and writer's notebook to class tomorrow and everyday
for the rest of the year
Frisday, September 12, 2008 – the
art lesson always takes two days, by the time you share, etc.
SWBAT: write in response to a visual stimulus.
DO NOW: Review you entry from yesterday and see
what else you can add? Do you have new
impressions today? Sometimes, when we
address a work of art, music, or literature, we have different reactions each
time we see it. Sometimes we don’t. It has to do with our frame of mind.
MATERIALS: writer’s
notebooks, binders, art postcards
DEVELOPMENT:
H.W.: 1. Write one page in
your writer’s notebook: Write off of a
piece of art in your home. You decide
whether or not it is really ART. 2. We are going to begin blogging
about our summer reading soon, so make sure you have finished at least two
books from the summer reaign list. If you have already finished that reading,
read 20-30 minutes in another independent reading book.
SWBAT: write
in response to listening to music.
DO NOW: Turn in your paragraphs about your summer
reading project. MATERIALS: writer’s
notebooks, binders, CDs or cassettes with music
DEVELOPMENT:
1. Discuss
summer reading assignment questions.
Discuss late policy. Down one
half grade per day; from A to A-, or C+ to C, etc.
2. Review
last week’s classes and writing off a visual stimulus. Explain that this does not have to be great art, it could simply be something you see out the car
window, or in the school hall ways. This
is called found art and can be just as or more useful to the writer than formal
"art." Indeed as writers, we
always want to be looking for the little details or life that can enrich our
art, or indeed ourselves.
3. Review
Goal and teach that just as you can respond to a word or to a visual stimulus
you can respond to other sensory impressions.
Today we are going to work with auditory impressions.
4. Explain
format for responding in this manner.
Just as we put the word at the top of the page earlier and yesterday we
put the title and artist at the top of the page, so today, they are to put the
title and artist of the piece of music at the beginning of the entry. Otherwise, the response will be difficult to
understand, later.
5. Play
music and have kids write written responses to it.
6. Share/Wrap
up.
7. Review
H.W.
H.W.: 1. Listen to silence
alone for five complete minutes. 2.
Write two (2) pages in your writer's notebook in response to the
experience. Writer’s notebooks will be
collected Thursday. 3. We are going to begin blogging
about our summer reading soon, so make sure you have finished at least two
books from the summer reaign list. If you have already finished that reading,
read 20-30 minutes in another independent reading book.
SWBAT: write in response to a short piece of
writing.
DO NOW: Write an entry in your writer's
notebook. Free choice
of style and technique.
MATERIALS: writer’s
notebooks, binders, copies of “Papa Who Wakes Up Tired
in the Dark” and “Mama Sewing”
DEVELOPMENT:
1. Discus
H.W. Review previous responding
techniques.
2. Mini-lesson
on reader-response. Have kids heard this
term before? What does it mean? What is response? An answer to a question or a reaction to a
situation, etc. So, with literature,
too, we all have responses.
3. Create
list of kinds of responses we can have in our writers’ notebooks on overhead.
4. Distribute
Reader Response lists as well.
5. Put
"Papa Who Wakes Up Tired in the Dark" on
overhead and read along with students.
6. Students
write responses.
7. If
time allows, do "Mama Sewing."
8. Share/Wrap
up.
H.W.: 1. Write one page in
your writer's notebook in response to "Mama Sewing." Use the list of questions we made in class
today, or the Xeroxed list I gave you give yourself
lots of ideas for ways to respond. Writer’s notebooks will be collected
Thursday. 3. We are going to begin blogging
about our summer reading soon, so make sure you have finished at least two
books from the summer reaign list. If you have already finished that reading,
read 20-30 minutes in another independent reading book.
SWBAT: create a map of their own
writing territories.
DO NOW: Write an
entry in your writer’s notebook: if you
could choose any topic to write about, what would it be and why?
MATERIALS: writer’s
notebooks, binders, copies of writing territories handouts, copies of Linus Pauling quotation
DEVELOPMENT:
1. Discuss
DO NOW and the fact that most of us, when given the choice, choose what we like
or prefer, what is to our taste. It seems obvious, but I want us to have that
choice in writing, too.
2. Discuss
that so far, I have been showing them some techniques for getting writing
going. I will continue to do so, I have many ideas left up my sleeve. But, I also want to get their ideas
going.
3. I
am going to demonstrate on the overhead how I (and many other writers keep
lists of writing territories. This way,
when we are stuck with “nothing to write about” we have a bank of ideas we can
draw upon.
4. Model
lists on overhead. Model adding ideas to
the list.
5. Students
create their own territories. Make a
list of all the possible ideas you have for topics, genres, and audiences for
your writing. What would be interesting
for YOU. Be as
complete as you can, but you will all need to be adding to these lists
throughout the year.
6. Share/discuss
territories.
7. Distribute
notebook ideas sheet, just to have in their binders, if they ever get really,
really, stuck.
H.W.: 1. Add at least ten
new ideas to your territories list.
Remember Linus Pauling: the best way to have a good idea is to have
lots of ideas! 2. Writer’s notebooks will be collected
TOMORROW! 3. We are going to begin blogging
about our summer reading soon, possibly TOMORROW!!!,
so make sure you have finished at least two books from the summer reaign list. If you
have already finished that reading, read 20-30 minutes in another independent
reading book.
Blogging in response to our summer reading????