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Unit 2 Pre-Assessment  (Friday, Oct. 23)

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Unit 2 Pre-Assessment  (Friday, Oct. 23)

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Teaching Point:
Writers will show all that they know about a Non-Fiction topic by writing LONG.

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Writer's Celebration   (Thursday Oct. 22)

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Writer's Celebration   (Thursday Oct. 22)

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Go to Google Classroom Assignments.

Self-reflect on your published work by answering the question in complete sentences.

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Writer's Celebration   (Thursday Oct. 22)

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Writer's Celebration   (Thursday Oct. 22)

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Teaching Point:

Writers will self-reflect on their published writing pieces,  sharing a glow and a grow.

Writers will celebrate publishing their writing by sharing their work with their peers.

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Reading Marathon          (Friday, Oct. 23)

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Reading Marathon          (Friday, Oct. 23)

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Teaching Point:
Just as runners need to train for a marathon, students need to train and build their stamina so they can sustain their reading and focus for a longer period of time.

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Go to your Google Drive

Find your Narrative Writing Notebook

Use the checklist to revise with one lens at a time.

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Teaching Point:

Writers, we want to teach you that most writers rely on an editing checklist- either a concrete physical list or a mental one- and each item on the checklist reminds them of a lens they can use to reread and to refine their writing.

If we have six items on our checklist, we're apt to reread our draft at least six times, once with each item as our lens."

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Teaching Point:
Readers will celebrate completing Unit 1 by reading a celebration book and having a reading marathon.

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Under you name, add a PINK post-it sharing:

A goal that you were able to achieve throughout Unit 1.

Explain how you were able to accomplish that goal.

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Go to your Google Drive

Find your Narrative Writing Notebook

Go to your ending.

Use the examples provided and try a different ending.

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Teaching Point:

Writers, you’ve all discovered how writers lead into stories, luring the readers to follow them with a special lead. But the secret that many beginning writers don’t know is that writers work just as hard on their endings.

I want to teach you some ways to do that using the ending of one of our mentor texts, Come on, Rain.

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Teaching Point:
Readers, today we are going to ask deeper questions that include questions about the author's purpose

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Under your name, add a BLUE post-it sharing:

A deep question about your Author's purpose.

Think of a possible reason and write about it.

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Go to your Google Drive

Find your Narrative Writing Notebook

Use the Narrative Writing Checklist to make BIG revisions in your writing.

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Teaching Point:
Writers, when you finish a piece of writing, you revise in big, important ways. Writers try to read their finished work like a stranger might, asking, “Is this clear? Can I take away a part or add a part to make it more clear?” They read it aloud to themselves, checking if it flows.

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Teaching Point:
Readers, today we will ask questions and muse over possible answers, rereading and rethinking when the text makes me say "HUH"?

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Under your name, add a GREEN post-it sharing:

A question about character motivation (behavior).

Think of possible answers based on what you know and what happened earlier.

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username: levin95
Password: eagles

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Units of Study Virtual Learning Resources - Video

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Go to your Google Drive

Find your Narrative Writing Notebook

Revise your writing on slides 11-17 by correcting your punctuation.

Add quotes when comes is talking, each sentence starts with a capital letter, punctuation at the end of a sentence. (refer to the tool kit).

Use this checklist to see how you can make your writing better.

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Teaching Point:

Writers, when you include people talking in your story, you need to capture their exact words and use quotation marks to signal, “These are the exact words the person said.”

It is actually more sophisticated than that. You can study what published writer’s do to punctuate quotations and try to do those exact same things.

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Teaching Point:

Readers, today we are going to use all that we know about what is going on to figure out confusing expressions.

Then we will continue reading and checking on our guesses.

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Under your name, add a YELLOW post-it sharing:

Write down figurative language you come across in your books.

What do you think those expressions mean?

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username: levin95
Password: eagles

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Units of Study Virtual Learning Resources - Video

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Go to your Google Drive

Find your Narrative Writing Notebook

Revise slides 13 and 14 (and any additional pages you have for the middle of your story)

Elaborate your story by adding actions, thoughts and even setting details.

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Teaching Point:
Writers, we want to make sure we keep a balance in our writing.

Today I am going to teach you that you can also, elaborate by adding actions, thoughts, and even setting details.

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Teaching Point:
Readers will use context clues such as synonyms, antonyms and explanations to help me figure out tricky words.

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What BIG revisions should I make?

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Readers, under your name, add a PINK  post-it sharing:

as you are reading independently, write down the hard words you tired to figure out on a PINK post it.

Explain which you used G, S, A or E.

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username: levin95
Password: eagles

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Units of Study Virtual Learning Resources - Video

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Some of you may still need to continue drafting, some of you may be revising and some of you may be completing your final draft!

Go to your Google Drive and complete whichever writing process you continued for todays writing submission.

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Teaching Point:

Writers, today I want to teach you that writing involves reenacting our own experiences.

Writers, like readers get lost in a story. We pick up the pencil and step into another place and time.

As we get ready to draft, we relive that event, re-experience that time.

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Teaching Point:
Readers will show what they know about reading Non - Fiction texts by answering questions about the texts.

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Readers, there is a saying, “To go forward, sometimes we have to go back.”

Before you read today, look back at your score on the Reading Grit Test from yesterday.

Think about your goals. On the front of your book, write on a Post-it note what you will do as you read forward to have more grit.

When you finish reading, think about how your plan went.

Under your name, add a BLUE Post-it note saying what you will do the next time you read to get stronger as a reader.

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username: levin95
Password: eagles

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Units of Study Virtual Learning Resources - Video

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Go to your Google Drive

Find your Narrative Writing Notebook

Continue revising your Middle and Ending of your story

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Teaching Point:

Writers, try to remember that the qualities of good writing they learned during revision in one piece become qualities of good writing they then think of at the very start of their work with another piece.

To make the start of a piece show all the writer knows about good writing, writers often pause just a bit of writing to ask, “Does this show everything I know?” Then they revise.

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Teaching Point:
Readers with grit never give up:

They don’t take a detour from the trail of the story.

They try one strategy and then another to figure out the hard word.

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What Should My Writing Include?

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"I'm In Charge Of Celebrations" by Byrd Baylor

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Before you read today, look at your score on the Reading Grit Test. Think about your goals.

Under your name, add a GREEN Post-it note what you will do today to have more grit.

When you finish reading, write on another Post-it about how your plan went.

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username: levin95
Password: eagles

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Units of Study Virtual Learning Resources - Video

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Go to your Google Drive

Find your Narrative Writing Notebook

Revise slides 13 and 14 and use checklist to improve your writing entry.

Make sure your changes are in BLUE so I can see the changes you are making.

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Teaching Point:

Writers, today I want to teach you that when writers are in charge of their own writing, they think back over everything they know how to do and they make a work plan for their writing.

Writers sometimes use charts and their own writing to remind them of stuff they know how to do.

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Teaching Point:
Readers learn that it often takes grit to be a great reader. Each person in this room can become a great reader, but going from good to great as a reader takes working with resolve- working with grit.

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Username: bookworm
Password: lovesreading

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Units of Study Virtual Teaching Resources

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Plan a topic to discuss with your reader partner.

We will help them stay focused on their story by summarizing.

We will help out with unknown words.

We will help clarify.

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username: levin95
Password: eagles

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Units of Study Virtual Learning Resources - Video

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Go to your Google Drive

Find your Narrative Writing Notebook

Revise slides 13 and 14 by creating a new paragraph each time:

1.  There is a new subtopic.

2. Time has changed.

3. The setting changed.

4. A new person is speaking.

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Teaching point:
Writers, today we are going to use paragraphing to support sequencing, dialogue, and elaboration.

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Teaching Point:

Readers can grow good partnerships by listening more deeply and helping their partner grow more ideas.

Readers help their partners stay focused by summarizing or repeating directions, and help out with unknown words

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Username: bookworm
Password: lovesreading

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Units of Study Virtual Teaching Resources

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Under your name, add a PINK post-it:

Summarize the story up to where you stopped reading.

Include the story elements (Setting, Characters, Problem/Plot, Solution/Resolution)

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username: levin95
password: eagles

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Units of Study Virtual Learning Resources - Video

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Go to your Google Drive

Find your Narrative Writing Notebook

Revise slides 13 and 14 by adding more to the heart of the story.

Highlight and change the font color of your revisions.

Blue font color - for dialogue and how people talk

Red font color - for descriptive details

Green font color - for telling the important parts bit by bit (minute by minute/second by second)

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Teaching Point:
Writers, revision is not about fixing errors; it is about finding and developing potentially great writing, sometimes by adding more to the heart of the story.

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Teaching Point:

Readers retell books (up to the part where they’re reading) as a way to lay the story out for themselves, so they can read on, thinking about how the new part fits with the old.

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Username: bookworm
Password: lovesreading

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Units of Study Virtual Teaching Resources

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Under your name, add a GREEN post-it on:

State what you think will happen (in the story, or to a character)

How do you think this will happen?

Why do you think this will happen?

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username: levin95
password: eagles

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Units of Study Virtual Learning Resources - Video

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We’re sorry, an error occurred retrieving this video.

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Go to your Google Drive

Find your Narrative Writing Notebook

Complete slides 13 and 14 - The middle part of your story

Try using Karen Hesse's strategies.

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Teaching Point:
Writers, today we are going to do a inquiry. We are going to investigate the question, “What does Karen Hesse do to make “Come on, Rain! So powerful and meaningful? Then Ask “How can we do some of that in our own writing?”

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Teaching Point:

Readers learn that flying through parts of a book and don’t know what is happening need to say “hold on!” and figure out the hard words.

Authors sometimes leave clues to help readers figure out the tricky words.

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* Share this AFTER the inquiry

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Username: bookworm
Password: lovesreading

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Units of Study Virtual Teaching Resources

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Under your name, add a BLUE  post-it sharing:

a hard word you didn't know before

explain what strategy you used to figure out the definition (meaning) of the word.

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username: levin95
password: eagles

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Units of Study Virtual Learning Resources - Video

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Go to your Google Drive

Find your Narrative Writing Notebook

Complete slides 7 and 8 - Writing fast and furious your entire draft

Complete slide 11 - Think of the beginning of your story.  Try the three different beginnings (leads).

Watch the video below on how to find your Narrative Writing Notebook in Google Classroom

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Teaching Point:
Writers, I am going to teach you that after carefully crafting each word of a lead, it’s good to fix your eyes on your subject and to write your story fast and furious, without stopping.

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Teaching Point:

Readers often understand a story well by thinking “What will happen next?”

They imagine how the story will go, based on what has happened, as well as their knowledge of how stories tend to go.

Then as the story unrolls, they say Yes “I was right or Oh, I was wrong! – that’s surprising.