Week 7
Lesson PlanningWriting 1
Professional Learning Conversations
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Gradual Release of ResponsibilityModelled Shared Guided Independent
READING and WRITING Teaching
Teaching Teaching Teaching
Learning
Learning & Learning Practising Practising & & & Learning Practising Performing Performing
3
Gradual Release Model
• Three-Part Lesson Design:– Minds On:• Whole class review and learning
– Action: • Small group application of learning
– Consolidation & Connections: • Whole class debriefing and sharing
Instructional Formats
• Whole Group:– Modelled Reading– Shared Reading
• Small Group:– Guided Reading
• Individual: – Independent Reading
Guided Reading Webcast
http://www.curriculum.org/k-12/en/videos/guided-reading-2
Task
• Select one Guided Reading card from Nelson Literacy (a copy for each person at your table)
• Determine one comprehension strategy that could be taught or reinforced through this card
• Design a series of questions you would ask a guided reading group based specifically on the card you have selected
Comprehension Strategies
• Activating prior knowledge• Making connections: text-to-self; text-to-text;
text-to-world• Predicting• Visualizing• Questioning• Drawing inferences• Evaluating
Lesson Planning
• Understanding empathy • Empathy is the value-of-the-month for all
grades in this school• Lesson took place in a grade 3 classroom
Minds On: Whole group
• Review of previous day’s discussion of empathy: creation of a class web
Action
• Whole Group: – View You Tube video demonstrating empathy– Deconstruct the video for techniques used– Create success criteria based on above
• Individual:– Generate examples of empathy that could be filmed
• Small Group: – Agree on plan for video– Film the video
Modelling of Task
https://www.youtube.com/watch?v=9_1Rt1R4xbM
Deconstruction of Model
• Success Criteria:– Introduction– Explain the definition of empathy– Show examples
Consolidation & Connection
• Whole Group: – Viewing of videos– Peer feedback– Consolidation of what empathy means
Brock Lesson Plan
• Template to be used for Language Arts lesson plan (due week 10)
• Sample based on the lesson just described• Tips for lesson planning
The Writing Process
Stages of the Writing Process: – Prewrite– Draft– Revise– Edit– Publish
– This is a recursive process. Most writers move back and forth among the stages
Writing
• 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience
• 3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively
• 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience
• 4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process
Writing Decisions
• Audience
• Form
• Purpose
. Topic
Remembrance Day
• Brainstorm at your table a variety of writing tasks that could be based on the theme of Remembrance Day– Look at the newspaper provided for ideas and the
website www.canada.ca/rememberthem – Consider Audience/Purpose/Form/Topic– Describe the task so that audience/purpose/form are
embedded: • E.g. Write a letter home from a soldier in World War 2
reassuring his parents that he will be all right.
Tips
• Consider a variety of forms, not just the traditional
• Feel free to incorporate technology (e.g. a script for a scene from a film; questions for a reporter to ask while interviewing a commander; script for a short video to be used as a recruiting device)
• Complete 3 index cards describing your best ideas
Next Week
• Professional Reading:– Gradually releasing responsibility to students
writing persuasive text