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Page 1 AKS Lesson Plan

Writing Workshop First Grade Unit 1 – Procedural Writing Lessons 1-12

1. Narrative vs. Informational 2. Expert List 3. Exploring How-To Writing 4. Planning How-To Writing 5. Drafting our Procedures 6. Clarifying our Procedures 7. Features in How-To Writing, Day 1 8. Features in How-To Writing, Day 2 9. Using a Question Lead 10. Revision Checklists 11. Editing for Punctuation 12. Publishing How-To Books

Literature suggested for Unit 1 lessons Lesson 1 – Crab Moon by Ruth Horowitz Lesson 2 – Walk On by Marla Frazee Lesson 7 – The Pumpkin Book by Gail Gibbons Lesson 8 - The Pumpkin Book by Gail Gibbons Walk On by Marla Frazee Lesson 9 - Walk On by Marla Frazee


Academic Knowledge & Skills Lesson Plan

Lesson Name Narrative vs. Informational Lesson 1 Grade Subject Course Topic-Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Procedural Writing 1 day

AKS # Description 1LA_B2009 -6

Recognize, listen to, and read a variety of literacy and informational texts for a variety of purposes including to answer questions and stimulate ideas

1LA_B2009-16

Distinguish between real and imaginary content

CCSS # Description

5 Craft and Structure: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types

1 Reading Standards for Informational Text K-5: Ask and answer questions about key details in a text

Materials/Links/Text References Familiar picture books such as Crab Moon by Ruth Horowitz or Chrysanthemum by Kevin Henkes Nonfiction books from the National Geographic series Chart paper Browsing baskets with informational texts Sticky notes cut into thin strips

Essential Questions What should students know when unit or lesson is completed?

What are informational texts? How are narrative stories and informational texts different?


Essential Vocabulary informational text literary text nonfiction fiction sequence of events (order) Teacher Lesson Prep Suggestions (Optional) Have a space in your room designated for daily mini-lessons. It could be a spot on the carpet or in a corner of your room. Students need to be gathered together to work as a community of writers during every lesson. Students should have writer’s notebooks to use during independent writing time.

Assessment Strategies Assess student understanding by observing how students distinguish between literary and informational texts during the mini-lesson.

Required Background Knowledge for Students Students will be using their experiences with literary and informational texts.

Quality + Teaching Strategies

X Assessment

Comparison & Contrast

Literacy

Non-Verbal Presentation

Technology

X Questioning

Summarizing

Background Knowledge

Collaboration

X Modeling & Practice

Problem Solving

Student Goal Setting

Vocabulary

X X

X X

X X

CHECK ALL THAT APPLY


Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “We have written many stories so far during writing workshop! Today we are going to begin exploring another type of writing that we see in many books.” Teach: Explain to students to you are going to show them different examples of books to explore how they are written. Show students a literary text they are familiar with from a read aloud or previous writing lesson. For example, you could use the book Crab Moon by Ruth Horowitz. You may want to retell the events of the story together while looking at the illustrations. After retelling the story, ask students to identify how they know this is a story. Make a list of the students’ thoughts on the left side of a T-chart. Students might identify that the literary text has characters, a setting, and a sequence of events. [You might say] “This story has certain parts. Does it matter how I read this type of book? Can I skip around or do I have to read each page in order for the story to make sense?” Active Engagement: After a discussion with students, hand students a National Geographic book from the Language Arts materials. Ask students to look through the book and decide if this book is like Crab Moon. After students have had time to explore their book, engage in a discussion about the differences they discovered. Record those differences on the right side of the T-chart. Explain to students that their book is an example of an informational text. Link: [You might say] “Today we are going to explore informational texts. We need to take some time to notice what informational writers do in their books to help us get ready to write our own informational books. There are browsing baskets at your tables with informational texts in them. We are going to use our independent time today to look through these books and make a note about a part that stands out to us. Use the sticky notes at your table to mark any places in your informational text that you find interesting and different from the stories we are used to reading. Today at share time we are going to talk about what you noticed.”

Instructional Activities

(Independent Time) Students will work look through different informational texts and identify different text features that they recognize or find interesting. While students work, confer with groups about their discoveries.

Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other

For students who need additional support, assist students in identifying different text features. Encourage students to give those features a name as they locate them.

Summarizing Strategies

(Share) Call students back to the carpet with informational texts for share time. Engage in a discussion about what students observed in their informational texts, and add notes to the T-chart.



Lesson Name Expert List Lesson 2 Grade Subject Course Topic-Strand 1 Language Arts Writing


AKS # Description 1LA_F2009-72

Use oral or written prewriting (graphic organizers)

1LA_B2009 -6


CCSS # Description

7 Research to Build and Present Knowledge: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).


Materials/Links/Text References Chart paper Walk On by Marla Frazee


Where do writers get ideas for how-to writing? What are we experts at doing?

Essential Vocabulary


purpose pre-write/planning informational text

Teacher Lesson Prep Suggestions (Optional) Have your expert list prepared to share with students.

Assessment Strategies Assess student understanding by observing how students generate topics for their expert list.

Required Background Knowledge for Students Students will be using their experiences with different activities that they could teach someone else.


Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X


Activating Strategy/Mini-Lesson/Warm-Up


Connect: [You might say] “Yesterday we explored the difference between stories and informational texts. We discovered that sometimes writers create texts to teach us information. Today we are going to begin thinking of topics for our informational writing.” Teach: Explain to students that we all know how to do some things very well and depending on our lives there might be different things that we are good at doing. Explain to students that when we are really good at something, it is like we are an expert. We could teach other people how to do something too. Show students your expert list and explain why you thought of the different topics on your list. Explain to students that we can even think of simple things that we do every day like walking and teach someone else. You could read aloud Walk On by Marla Frazee to show how writers can choose simple things they do every day for how-to topics . Active Engagement: Have students turn and talk about something they consider themselves an expert at doing. Listen as students talk and point out some of the ideas that you heard. Link: [You might say] “Today we are going to make a list of things we are experts at doing. As you are creating your list, you need to include ideas that you have done many times and could teach someone else how to do. We are going to have a longer share time to help us generate even more ideas, so be prepared to share your list today.”


(Independent Time) Students will work on generating a list of things they are experts at in their writer’s notebooks. Confer with students as they brainstorm to help them think of further ideas.


If you have reluctant writers, you could pull a small group together to confer about possible ideas they could draw or write about for their expert’s list.


(Share) Call students back to the carpet with their writer’s notebooks for share time. Conduct a survey share where each student shares one idea off his or her list. Model making connections and adding to your list in order to get a variety of topics.

Copyright/Citations (as needed) Nonfiction Mentor Texts: Teaching Informational Writing Through Children’s Literature, K-8 by Lynne Dorfman & Rose Cappelli pgs. 16-17



Lesson Name Exploring How-To Writing Lesson 3 Grade Subject Course Topic-Strand 1 Language Arts Writing


AKS # Description 1LA_B2009 -6


CCSS # Description


Materials/Links/Text References Examples of procedural (how-to) writing from magazines (Southern Living and Parents magazine often have examples of procedural writing.)


What features do we notice in how-to writing?

Essential Vocabulary sequence of events (order) informational text


Teacher Lesson Prep Suggestions (Optional)

Assessment Strategies Assess students’ understanding as they explore and identify different features of procedural writing.

Required Background Knowledge for Students Students will be using their background knowledge of reading like a writer to notice different aspects of informational texts.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X



Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “Yesterday we made expert lists to begin thinking about what topic we could write about to teach someone else. Today we are going to read like writers by looking at different examples of how-to writing to see what it includes.” Teach: Explain to students that in order to create how-to writing, students need to first read how-to writing to get organization ideas. Put students in groups of three and give each group a how-to mentor example. Encourage students to look at how it is organized. As students follow along, read the how-to so they can explore the organization of the text. Active Engagement: Create an anchor chart together to collect notes about the different things that students noticed in the how-to writing. Students might notice the following: there are pictures to show the steps along with words, the steps are numbered, there are hints, they list the materials you need, etc. Link: [You might say] “I have other examples of how-to writing that I want you and your writing partner to look at today to see if there is anything else you notice about this type of writing. As you are looking through different examples, you might get ideas you could add to your expert list too. If you think of other things that you are an expert at doing, I want you to add those to your expert list. At share time today, we will begin talking about narrowing down our choice for our how-to writing.”


(Independent Time) Students will explore different examples of how-to writing with a partner. Students will work on adding to their list of things they are experts at in their writer’s notebooks. Confer with students as they brainstorm to help them think of additional ideas.


If you have reluctant writers, you could pull a small group together to confer about possible ideas they could draw or write about for their expert list.


(Share) Call students back to the carpet with their how-to examples and writer’s notebooks. Begin share time by adding any further information to the anchor chart created during the mini-lesson. Have students look over their expert list, and star the top three things they think they could teach someone else. Students will bring this list to the mini-lesson the next day.

Other (Optional)



Lesson Name Planning How-To Writing Lesson 4 Grade Subject Course Topic-Strand 1 Language Arts Writing


AKS # Description 1LA_H2009-83

Begins to use organizational structures (steps, chronological)

1LA_F2009-72


CCSS # Description


2 Writing Standards: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Materials/Links/Text References Writer’s notebooks or how-to writing paper – See Appendix A Chart paper to model your own how-to writing Expert list created during Lesson 3


How do we plan our writing with sketches? What is chronological order?


Essential Vocabulary chronological steps in a process prewrite/planning

Teacher Lesson Prep Suggestions (Optional) Think of a topic from your expert list that you can use to model procedural writing. You will want to use something that students can relate to as they contribute to your writing in subsequent mini-lessons (i.e. how to wash a dog, how to make a peanut butter and jelly sandwich, etc.)

Assessment Strategies Assess students’ ability to use their expert list to plan the steps in a process in chronological order. Use individual conferences and anecdotal notes to assess students’ abilities to sequence their steps.

Required Background Knowledge for Students Students will be using their expert list from Lesson 3 to plan their how-to writing.


X Assessment


Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X X



Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “At share time yesterday, you used your expert list and put a star next to the top three things that you thought you could teach to someone else. Today we are going to narrow your choices to one, and I am going to show you how we will use sketches to help us plan our writing.” Teach: Refer back to your expert list from Lesson 2 and model for students how you look over your list to narrow your choice to one topic. Show students how you think about the steps and draw sketches that include at least 5 details to show the steps in chronological order. (Do not model writing the steps today. The focus needs to be on organizing their how-to steps with pictures first.) Active Engagement: Have students open their notebooks to their expert list. Have students turn and talk with a partner about their three choices and explain which one they think would be the best choice for their how-to writing. Link: [You might say] “After talking with a partner, you should know your topic for your how-to writing. Today you are going to use the how-to paper or draw boxes in your writer’s notebook to plan out sketches for each step. I want you to take your time to add at least five details to your sketches just like I did on my chart paper.”


(Independent Time) Students will plan out their how-to writing with sketches. Confer with students about their drawing to assess if they are including the correct steps in their plan and at least five details.


For students who need additional support, orally plan out the steps or act out the steps to help students recognize the different parts of the process.


(Share) Call students back to the carpet with their notebooks for a share time and have students share their sketches with a partner and orally explain the steps for their how-to.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 6- Nonfiction Writing: Procedures and Reports pgs. 2-9


1_Writing_Unit 1_Procedural Writing-Appendix A

1. _______________________________________________

2.

3.

4.



Lesson Name Drafting our Procedures Lesson 5 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_F2009-72


1LA_F2009-71

Begin to use the steps in the writing process (prewrite, draft, revise, edit, and publish)

CCSS # Description



5 Production and Distribution of Writing: With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Materials/Links/Text References Your procedural writing planned out with sketches on chart paper Chart paper


What is drafting? How do we use our sketches to guide our writing?


Essential Vocabulary draft write chronological steps in a process

Teacher Lesson Prep Suggestions (Optional) Have the steps for your topic planned out with sketches on chart paper.

Assessment Strategies Assess students’ ability to plan the steps in a process in chronological order with sketches and writing. Use individual conferences and anecdotal notes to assess students’ abilities to sequence their steps.

Required Background Knowledge for Students Students will be using their background knowledge from a personal experience to draft their how-to writing.


X Assessment


Literacy


Technology

Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X



Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “Now that we have planned out the steps for our how-to writing with sketches, we are ready to write the words to explain each step. We noticed in the how-to books that we explored that the writer taught the steps using pictures and words. Today I am going to show you how I look at my sketches to help me write the steps.” Teach: Model for students how you look at the sketch for each step to formulate the writing in each part. Model using specific instructions as you write the steps. (Only model writing 2-3 steps to manage time, but allow students ample time to observe your modeling.) Active Engagement: [You might say] “Let’s take a minute to review all of the things we have talked about that writers do before we begin drafting our how-to writings.” Work with students to draw the sketches and add directions for how to make a how-to book. The chart you make together might resemble the following:

How To Make a How-To Book 1. Think of things you could teach someone how to do

2. Choose 1 topic for your writing 3. Draw sketches to show each step

4. Write the words that explain each step Link: [You might say] “Today you might need to continue adding to your sketches to get your steps planned out. If you have your sketches ready, then you need to follow the next step on our anchor chart and begin writing the words to explain what you do in each step.”


(Independent Time) Students will work on their sketches or begin writing the draft for their how-to. Use conferences with students to assess their ability to sequence the events of their procedural writing.


For students who need additional support, act out the steps they have planned to help students see the gaps in their sequencing.


(Share) Call students back to the carpet for share time. Share 2-3 examples from students who planned out their steps and began drafting to match their sketches for each step.




Lesson Name Clarifying our Procedures Lesson 6 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_H2009-82

Add details to expand a topic

1LA_F2009-71


CCSS # Description




Materials/Links/Text References Your procedural writing planned out with sketches and text on chart paper


How can we make sure our directions make sense? How do we use our sketches to guide our writing?


Essential Vocabulary draft write chronological steps in a process revise

Teacher Lesson Prep Suggestions (Optional) Have the steps for your topic planned out with sketches and have the majority of your steps written next to each sketch but purposely create some vague directions for today’s mini-lesson.




X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X X



Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “As we write the steps for our how-to book, it is important that we read our steps aloud to make sure that our directions are clear and make sense. Today we are going to work with our writing partners to see if our directions are clear.” Teach: Read your how-to writing so the students can check your steps for clarity. As you read your steps, have a student act out exactly what you say. It is important that you have places in your modeled writing where you are not clear for your reader. As students observe, point out why the reader was confused. Show students how you draw a question mark next to the step that you need to go back and add more information to for your reader. Active Engagement: Have students think of ways that you could improve the step in your writing that contains a question mark which lead to confusion. Listen to students’ suggestions for what is missing from the directions, and model revising your writing using the students’ suggestions. Link: [You might say] “Today you are going to first work with your writing partner. You will read your how-to steps. Your partner is going to act out the steps in your how-to writing. If there is a part that is confusing to your partner or you realize you left out a direction, then I want you to put a question mark next to that step. Once you both have read your writing, you will find a quiet spot to go back and add more information to your steps. It is important to remember that in how-to writing, we have to assume that our audience has no background knowledge for what you are teaching them. We cannot leave out any steps or assume our reader will know what to do.”


(Independent Time) Students will work with a writing partner to act out their steps to check for clarity and places that need revision. Once students have shared with a partner, they will work independently to revise their steps.




(Share) Call students back to the carpet for share time. Students will find a different partner to share their procedures with to see if the information they added provided more clarity.




Lesson Name Features in How-To Writing, Day One Lesson 7 Grade Subject Course Topic-Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Procedural Writing 2 days



1LA_H2009-82


1LA_F2009-71


CCSS # Description




Materials/Links/Text References Your procedural writing planned out with sketches and text on chart paper The Pumpkin Book by Gail Gibbons or examples of how to writing from a craft magazine Chart paper for How-To Features



How can we add details to explain our steps further? What are the features of how-to writing?

Essential Vocabulary features write chronological steps in a process revise

Teacher Lesson Prep Suggestions (Optional) Have the steps for your topic planned out with sketches and text on chart paper.




X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X

X X X

X CHECK ALL THAT APPLY


Activating Strategy/Mini-Lesson/Warm-Up- Day One Connect: [You might say] “We are going to take a closer look at how-to writing examples to see what features a writer includes to help readers follow the directions. Today we are going to make a list of features in a how-to book that can help the reader.” Teach: Show students the excerpt in The Pumpkin Book that teaches how to carve a pumpkin. As you look closely at this example under a projection device, ask students to notice and discuss how the writing is organized. If students are having difficulty noticing features, discuss how Gail Gibbons uses a title that helps the reader know this writing will teach you something. Make a list of features that might include the following: -a title that tells it is a how-to -a list of supplies the reader needs -detailed pictures that show what to do -numbers for each step Active Engagement: Hand out some different how-to examples from craft magazines to students in small groups. Have students examine the other how-to examples to see if they can identify the same features from the mentor example as well as any other features that help the reader. Link: [You might say] “Today I know some of you are continuing to write the steps and add more information for your reader. As you are writing, I want you to try going back and adding some of the features that help your reader. You might want to think of a good title today, or add a list of materials your reader will need.”


(Independent Time) Students will continue revising their steps by adding more details. In conferences, encourage students to revise their how-to writing to include helpful features like a title, list of materials, or numbers for each step.




(Share) Call students back to the carpet for share time. Highlight 2-3 students who included helpful features in their how-to writing.




Lesson Name Features in How-To Writing, Day Two Lesson 8 Grade Subject Course Topic-Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Procedural Writing 2 days



1LA_H2009-82


1LA_F2009-71


CCSS # Description




Materials/Links/Text References Anchor chart – How-To Features The Pumpkin Book by Gail Gibbons, Walk On by Marla Frazee, or examples of how-to writing from a craft magazine Your own how-to writing with completed steps


How can we add details to explain our steps further? What are the features of how-to writing?


Essential Vocabulary features write chronological steps in a process revise

Teacher Lesson Prep Suggestions (Optional) Have the steps for your topic written out on chart paper next to your sketches.

Assessment Strategies Assess students’ ability to plan the steps in a process in chronological order with sketches and writing. Use individual conferences and anecdotal notes to assess students’ abilities to sequence their steps and include features of how-to writing.



X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X



Activating Strategy/Mini-Lesson/Warm-Up- Day Two Connect: [You might say] “Yesterday we looked at examples of how-to writing to notice the features writers include to help their reader understand their directions. Today I am going to show you how writers will add extra hints or tips for their reader.” Teach: Show students a mentor text that demonstrates how procedural writers will include extra hints, tips, or warnings in their directions. If you use a how-to example from a magazine, you might find that the extra hints are set off with parentheses. You can also refer back to the mentor text Walk On and the page that explains that you are ready to take your first step. The following page says: “Make sure the path ahead of you is clear. You don’t want any obstacles blocking your way or any rough patches tripping you up.” Another example you can refer to is in The Pumpkin Book. Gail Gibbons reminds the reader to “Be careful and ALWAYS cut away from yourself.” Use the mentor example of your choice as a model that describes how writers include extra tips to help the reader. Look back at the steps for your own how-to piece. In front of students, model adding an extra hint or warning to one of your steps. Explain that you put parentheses around this tip so it stands out for the reader. Active Engagement: Look over the remaining steps in your how-to. Ask students to help you decide where you should add another tip for your reader. Have students assist you in creating a second tip in your writing. Link: [You might say] “As you are working on your how-to writing today, I want you to look back at your steps and see where you could add an extra tip or warning for your reader. Think about extra tips that will be helpful for your audience to remember as they follow your directions. At share time today, we will share some of the extra tips you added.”


(Independent Time) Students will continue revising their steps by adding further detail, especially tips and warnings. In conferences, encourage students to revise their how-to writing to include helpful features like a title, list of materials, numbers for each step, and extra hints.


For students who need additional support, act out the steps they have planned to help students see the gaps in their sequencing and where they could add a hint or warning.


(Share) Call students back to the carpet for share time. Have students share examples of tips and warnings they included in their procedures. Encourage students to listen to see if they get an idea for an extra hint for their own writing.




Lesson Name Using a Question Lead Lesson 9 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_E2009-56

Use correct end punctuation (question mark)

1LA_F2009-71


CCSS # Description


2b Conventions of Standard English: Use end punctuation for sentences.


Materials/Links/Text References Walk On by Marla Frazee Your own how-to writing with completed steps Chart paper


How can we grab our audience’s attention? What are the features of how-to writing?


Essential Vocabulary write inform steps in a process revise

Teacher Lesson Prep Suggestions (Optional) Have the steps for your topic written on chart paper next to your sketches and have an extra piece of chart paper available to use as you model writing an introduction to support your how-to writing.




X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X



Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “We have been working to revise our how-to writing to include features that will help our reader. You have been adding extra hints, a list of materials, and a title. We have been talking a lot about helping our reader follow our directions. Today we are going to add a few sentences to the beginning of our writing to grab our reader’s attention, so he or she will understand why we are writing a how-to book.” Teach: Explain to students that our purpose in writing how-to books is to teach or inform a reader about something. Reread the beginning pages of Walk On to students: “Is sitting there on your bottom getting boring? Has lying around all the time become entirely unacceptable? It is time to learn how to walk!” After reading, explain to students that Marla Frazee gets our attention by asking questions before she starts teaching us how to walk. Model for students how to use a question lead by asking a series of questions to get the reader engaged in your how-to writing. For example, if your how-to writing is about making a peanut butter and jelly sandwich, your beginning sentences could be: Are you hungry? Do you ever want something easy to make for lunch? It’s time to make a peanut butter and jelly sandwich. As you write your introduction on the extra chart paper, discuss with students why you are using a question mark at the end of the first two sentences. Active Engagement: Ask students to think about their how-to topic. Give students a minute to think about what question they could ask their readers to get their attention. Have students turn and tell a partner what question they could ask. Listen as students turn and talk in order to point out some of the examples you heard. Link: [You might say] “Today I am going to place paper in the writing center. As you finish revising your writing for extra hints, I want you to grab another sheet of paper and write two questions you could ask your reader to get them to want to read your how-to book. Remember to put a question mark at the end of each asking sentence. We will staple these beginning sentences to the front of your draft. I want to highlight students at share time who try this strategy of asking questions to grab your reader’s attention.”


(Independent Time) Students will continue revising their steps by adding further detail, especially tips and warnings, or students will begin drafting a question lead. In conferences, encourage students to think of two questions that relate to their how-to book.


For students who need additional support, provide some possible question ideas for students to choose from as they write their lead.


(Share) Call students back to the carpet for share time. Highlight students who used question leads by having them read aloud the beginning sentences they created. Reinforce the need for question marks at the end of their asking sentences.



Lesson Name Revision Checklists Lesson 10 Grade Subject Course Topic-Strand 1 Language Arts Writing




1LA_H2009-82


1LA_F2009-71


CCSS # Description




Materials/Links/Text References Revision checklist-see Appendix B Your own how-to writing with completed steps


What is revision? How can we add details to explain our steps further?


Essential Vocabulary write steps in a process revise

Teacher Lesson Prep Suggestions (Optional) Have the steps for your topic written out on chart paper next to your sketches.




X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X X

X X



Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “In the next few days, we are going to be publishing our how-to books. Before writers can publish, they need to revise their writing to make sure they have included all the details their reader will need. Today I am going to show you how to use a revising checklist to check your how-to writing.” Teach: Give each student a copy of the revision checklist. Explain they are going to look through their writing to see what they still need to add today before publishing. Practice with the revision checklist by going through it using your own how-to writing. Read each step of the revision checklist. Have the students help you decide if you have that in your writing. If you don’t, then you will add it. Model checking off the appropriate box on the revision checklist. Active Engagement: Students will need their draft with them during the mini-lesson. Read through each item on the checklist and have students look over their draft to decide which box they should check. By looking at their checklist, students should be able to make revision plans. Link: [You might say] “I want you to use your checklist today to help you know what you should add to your how-to writing. Look at what you have on your “not yet” side to guide your work. If you think you have everything on the revision checklist, then I am going to put you with a partner to see if they agree with you.”


(Independent Time) Students will use their revision checklist to add any remaining details or features to their how-to writing. Confer with students who think their revision checklist is complete to see if there are any places they could make further improvement.


For students who need additional support, limit the items on the revision checklist.


(Share) Call students back to the carpet for share time. Conduct a status of the class to determine where students are to determine if you are ready to move forward with editing. Engage in a discussion with students about what details they added to improve their writing today.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 6- Nonfiction Writing: Procedures and Reports pg. 48


1_Writing_Unit 1_Procedural Writing-Appendix B

Name:

Revision Checklist for How-to Books

Yes Not yet

I have a title that tells

that it is a how-to book.

I wrote the steps with

clear details, and they

are ready to be typed.

I have pictures that

teach what to do.

I have numbers for each

step.

I have extra hints or

warnings to help my

reader.

I have a question lead

that grabs my reader’s

attention.



Lesson Name Editing for Punctuation Lesson 11 Grade Subject Course Topic-Strand 1 Language Arts Writing


AKS # Description 1LA_E2009-56

Use correct end punctuation (period, question mark)

1LA_E2009-55

Capitalize the pronoun “I”, beginning letter of sentences, and proper nouns

1LA_F2009-71


CCSS # Description

2b Conventions of Standard English: Use end punctuation for sentences.

2a Conventions of Standard English: Capitalize dates and names of people


Materials/Links/Text References Editing checklist-see Appendix C A sample piece of student writing – How to Make a Peanut Butter and Jelly Sandwich – see Appendix D for an example



What is editing? Why do writers need end punctuation?

Essential Vocabulary steps in a process edit question mark period

Teacher Lesson Prep Suggestions (Optional)

Assessment Strategies Assess students’ ability to plan the steps in a process in chronological order with sketches and writing. Use individual conferences and anecdotal notes to assess students’ abilities to check their writing for grade level appropriate editing.

Required Background Knowledge for Students Students will be using their background knowledge from a personal experience to draft, revise, and edit their how-to writing.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X X

X X



Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “Now that you have spent time revising your how-to writing, I am going to show you today how to edit your sentences for punctuation. It is important that we make sure our procedures can be easily read by an audience.” Teach: Use a piece of student writing to model listening for where you hear the reader needing to take a breath. Put the writing under a projection device as you model reading aloud and listening for where you naturally take a breath at the end of a complete thought. As you model editing a step in a how-to writing example, emphasize how you also edit for parentheses when you see an extra hint or warning. Explain to students that the parentheses help that extra tip to stand out. Active Engagement: Have students assist you with editing a second procedure in the example. As you read it aloud, students should hold up their hand when they hear you taking a breath. Discuss the need for a period or a question mark based upon the purpose of the sentence. Ask students if there are any hints that need to stand out with parentheses. Link: [You might say] “Today you are going to receive your editing checklist. I want you to read your steps aloud to yourself, so you can hear where you need to take a breath. Decide if the sentence is an asking or a telling sentence to determine if you should use a period or question mark. You will also edit to make sure your extra hints have parentheses around them.”


(Independent Time) Students will use their checklist as they edit for end punctuation and parentheses. Confer with students to assess how students use end punctuation. As students complete their editing checklist, you might want to have them get with a partner to check each other’s draft.


For students who need additional support, read their writing aloud to help them recognize where the end punctuation should go.


(Share) Call students back to the carpet for share time and have students switch with a writing partner. Have the partner read the procedures to the writer to make sure that the punctuation guides the reader to read it correctly.



1_Writing_Unit 1_Procedural Writing-Appendix C

Editing Checklist for How-To Books

1. Read what you have written. Does each step make sense?

2. Read what you have written. Be sure you have end punctuation (. ? !) where your reader needs to stop and take a breath.

3. Read what you have written. Put parentheses ( ) around your extra hints or warnings so they stand out to your reader.


1_Writing_Unit 1_Procedural Writing-Appendix D

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Lesson Name Publishing How-To Books Lesson 12

Grade Subject Course Topic-Strand 1 Language Arts Writing


AKS # Description 1LA_F2009-71


CCSS # Description


Materials/Links/Text References How-to paper for publishing or computer lab access Student example –How to Wash Your Hands– See Appendix E and F


What is publishing? Why do we need specific illustrations to support our steps?

Essential Vocabulary publish illustrations steps in a process


Teacher Lesson Prep Suggestions (Optional) Depending on the time you have for publishing, you might want to have students go to the computer lab to type their procedures, or you could be their publisher and type them. This lesson focuses incorporating detailed illustrations to support their procedures. It is best to have the words already published prior to this lesson.

Assessment Strategies Assess students’ ability to plan the steps in a process in chronological order with sketches and writing. Use individual conferences and anecdotal notes to assess students’ abilities to check their writing for grade level appropriate editing.

Required Background Knowledge for Students Students will be using their background knowledge from a personal experience to draft, revise, and edit their how-to writing.


X Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X

X X X

X

X CHECK ALL THAT APPLY


Activating Strategy/Mini-Lesson/Warm-Up Connect: [You might say] “We have worked through the process that writers use to revise and edit their work. Today we are going to publish our how-to books. I am going to show you today how our illustrations are just as important as our words when we are teaching someone.” Teach: Show students Appendix E. [You might ask students] “I want you to look at this how-to book. As we read the steps, I want you to see if you know exactly what to do.” Read the example to students. Students should agree that they could follow the steps. [Now ask students] “Is there anything this writer could have included that would help you even more?” Listen for student responses and guide students toward realizing that illustrations help explain the steps by showing how something should look. Active Engagement: Show students the same example that now has pictures. (Appendix F) Have students turn and talk with a partner about what they notice about the illustrations. Students might notice that the illustrations show great detail, that the illustrations are colored, and that the illustrations match the words in each step. Link: [You might say] “Today you are going to finish publishing your how-to book by adding detailed illustrations to show what to do in each step. As we illustrate, I want you to use color because that can provide helpful information for your audience too. We will share our illustrations at share time to make sure they agree with each step.”


(Independent Time) Students will complete their publishing by adding a detailed illustration next to each step.


For students who need additional support, read aloud their writing for each step and discuss what illustration would help the reader.


(Share) Call students back to the carpet for share time and have students get with a partner to share their illustrations. Students will look at each other’s work to see if the illustration supports the writing in each step.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 6- Nonfiction Writing: Procedures and Reports pg. 54


1_Writing_Unit 1_Procedural Writing-Appendix E

How – To Wash Your Hands

Materials:

You will need your hands, soap, and go

to a faucet.

1. Test the water. It has to be warm

like bathtub water on your hands.

(Warning: Don’t burn them)

2. Wet your hands

3. Put soap on your hands. You only

need one squirt.

4. Turn on the faucet a little bit.

(Warning: Don’t waste water, just

wash your hands.)

5. Rub between your fingers.

6. Rub under your nails.

7. Rub the back of your hands.

8. Rub on the front of your hands. Turn

on the water and wash your hands.

Dry your hands. You are done!


1_Writing_Unit 1_Procedural Writing-Appendix F [You will want to color these illustrations once they are printed.]

•

How-To Wash Your Hands

Materials:

You need your hands, soap, and go to a faucet.

1. Test the water. It has to . be warm like bathtub water on your hands. (Warning: Don't burn them.)

2. Wet your hands.

3. Put soap on your hands. You only need one squirt.

>;

4. Turn on the faucet a little bit. (Warning: Don't waste water I just wash your hands.)

5. Rub between your fingers.

6. Rub under your nails.

7. Rub on the back of your

hands.

8. Rub on the front of your hands. Turn on the water and

wash your hands. Dry your hands. You are donel

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