Lesson 3: Buddy Writing
Writing Block, 40 Minutes, 1st Grade
This lesson allows students to collaborate in pairs while constructing a map of the classroom.
Essential Questions
What is a map?
What makes up our classroom?
Objectives
The students will create a map of the classroom with a buddy using an iPad.
The students will write to respond to the strategies they used during the assignment.
Materials
 Downloaded Apps: Bamboo Paper
Reference: https://itunes.apple.com/us/app/bamboo-papernotebook/id443131313?mt=8
 Classroom set of iPads
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 Classroom set of styluses for iPads
 Printer
Computer
Ziggy
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 SmartBoard
 Video: "Our Classroom Map", by Mindy Mayer http://www.youtube.com/watch?v=eaVifkpdMhc
 Response Paper
Pencil
Buddy Map Response Template

Name: __________________________________________________________________
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Core Curriculum Standards
English Language Arts Standards » Speaking & Listening » Grade 1
Presentation of Knowledge and Ideas:
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
Comprehension and Collaboration:
texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.1.1.A
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
English Language Arts Standards » Language » Grade 1
CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.1.2.E
Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
New York State K-8 Social Studies Framework
Grade 1: Social Studies Practices
Geography, Humans, and the Environment
1.5 The location and place of physical features and man-made structures can be described and interpreted using symbols and geographic vocabulary.
1.5a Maps and map tools, such as legends and cardinal directions, can help us navigate from one place to the next, provide directions, or trace important routes.
Students will use cardinal directions within the classroom to describe the location of objects
(e.g., desks, bookcases) and create a map of the classroom using symbols to represent objects.

Procedure
10 minutes
The teacher will invite the students back to the rug where they will sit criss-cross with their hands in their lap and their eyes on the Smart Board. The teacher will begin the lesson by showing students short video (33 seconds) "Our Classroom Map"
>(http://www.youtube.com/watch?v=eaVifkpdMhc) on the Smart Board.
**Plug ziggy into computer. Turn on overhead projector (Smart Board). Place iPad under ziggy so students can see a larger format of the iPad.**
Next, the teacher will introduce the Bamboo Paper Application. The teacher will show students using and iPad and a stylus how to create a map. The teacher will model making a map of their bedroom.

The teacher will show the students step-by-step how to turn on the device and access the application. The teacher will show students how to save work using this application. The teacher will model how students will work with a buddy to create a map of the classroom. The teacher will instruct the students that they will be including words, symbols, and illustrations on their map.
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20 minutes
The teacher will pair students up (higher level students paired with lower level students). The teacher will distribute one iPad and one stylus to each pair. Give students an appropriate place in the classroom to work on their classroom map.
ATTENTION: Make sure you STRESS again to students that using the iPad is a privilege. Tell students that the iPad and stylus are tools that we will use in school and take care of like all of the other items we are responsible for in our classroom.
The teacher and adult support will be walking around the classroom offering suggestions and feedback to the students.
**The teacher will stop the class every 5 minutes to make sure they save work. **
Closure
3 minutes
The teacher will give invite the students back to the rug where the teacher will select one pair of students to share out their classroom buddy map. The pair will answer a few questions from the audience about their map.
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5 minutes
The teacher will invite the students back to their 5 person hexagon tables where they will write or type one-two sentences about what strategies they used while working with a buddy on their classroom map.
**Teacher will print out student's saved work after school**
Differentiated Instruction
Lower level students are beginning to build their use of conventions of Standard English during the writing process. These students may include less text and more pictures or symbols to their map.
Higher level students are encouraged to include more details in their map. These students may include a key or summary paragraph explaining details from their map.

Assessment/Rubrics
Formative: Buddy Map Response
Rubric Used:
Buddy Map Response
(Formative)
Content
3 2 1
Student included two or more strategies they used with their buddy during the assignment.
Student included one
-two strategies they used with their buddy during the assignment.
Student included none or attempted to include one strategy they used with their buddy during the assignment.
Student Name _________________________________________ ____/3
Formative/ Summative: Classroom Map
Rubric Used:
Classroom Buddy Map
(Formative/Summative)
3
Content/Organization Student included 7 or more items in classroom. Student used words, symbols, and illustrations on the map. Students used text and the stylus to form words on map.
2
Student included 3-7 items in classroom.
Student used words, symbols, and/or illustrations on the map. Students used text and/or the stylus to form words on map.
Student Name _________________________________________ ____/3
Student included 3 or less items in classroom. Student used some words, symbols, and/or illustrations on the map. Student did not attempt to use text or stylus.
1