Writing Plans
Dec. 3 – Dec. 7th, 2012
Charlesworth, Cochran, Lambright, Wimmer
Standards:
W.2.1 – Write opinion pieces in which they introduce the topic or book they are
writing about, state an opinion, supply reasons that support the opinion, use
linking words (e.g. because, and, also) to connect opinion and reasons, and
provide a concluding statement or section.
W.2.5 – With guidance and support from adults and peers, focus on a topic and
strengthen writing as needed by revising and editing.
EDITING from Traits Writing
Monday Focus Lesson: What Writers Do When They Edit (TE p. 64,65)
The students will learn about editing and why it is important when writing.
The students will listen to and discuss Mo Willems’s My Friend Is Sad.
The students will note the use of conventions in My Friend Is Sad.
Materials Needed:
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a copy of My Friend Is Sad
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introduction to Editing (Traitspace: Student Handbook pg.22-23)
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Trait Poster: Conventions, posted prominently in the classroom or moved to
the board
- Take Note! (Student Handbook, p. 24)
Read-Aloud – My Friend Is Sad
Editing Activity – Conventions Quest
Ask children to choose a book from the classroom library and find examples of a
word they know is spelled correctly, a capital letter and punctuation mark in the
right place, and a noun (person, place, or thing). Have them share their findings
with a classmate.
Tuesday Focus Lesson: Video Screening (Mo Willems) (TE pg. 66)
The students will watch a short interview with Mo Willems.
They will make editing eyeglasses to put them in an editing mind-set.
Materials Needed:
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copy of My Friend Is Sad
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video clip of Mo Willems (Traitspace)
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Editing Eyeglasses page copied on card stock, one per child (Traitspace)
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art supplies to decorate the eyeglasses: markers, crayons, paint, glitter,
stickers, magazines with pictures, ribbon, glue, tape, and scissors
Writing Project: Making Editing Eyeglasses (TE pg. 67)
Wednesday Focus Lesson: Using the Editing Marks Chart (TE pg. 68, 69)
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The students will identify and practice using editing marks
View classmates’ editing eyeglasses
They will learn some basic “I Cans” for editing.
Materials Needed:
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Editing Marks, poster-sized copy (Traitspace)
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Colored chalk or marker; colored pencils
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Index cards or scraps of paper
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I Can…, poster-sized copy (Traitspace; Student Handbook, p. 25)
Take-Home Letter, one copy per student (Traitspace)
Hands-On Activity – Focus on the Editing Eyeglasses (TE p.69)
Have an impromptu fashion show so that children can view each other’s
eyeglasses. Designate a runway walk alon the sides and center aisle of the
classroom or a curved walk between tables. Give each child an index card or
small piece of paper to note comments about glasses or specific details that
they particularly like. Then ask children to don their specs and take turns strutting
the runway so their classmates can admire their work.
Thursday Focus Lesson: Introducing the Writing Traits (TE pg. 70)
The students will learn about and discuss the traits of writing.
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Introduce – Remind children that as they learn to prewrite, draft, revise,
and edit, they are doing what writers do as they write. Tell them that your
goal is for them to know what to do to make their writing as strong and
clear as possible.
Materials Needed:
-
Trait Posters of all traits, with the trait definitions covered
Whole-Class Share
Ask children to talk about which taits they feel good about and which they are
not as sure about. Remind them that the traits will be language they use to talk
about writing to make their work as strong as it can be.
Friday Focus Lesson: Beginning-of-Year Benchmark Paper (TE pg. 72, 73)
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The students will suggest revisions to other books.
The students will reflect on what they’ve learned about revising.
Materials Needed:
-
A copy of each Unit 1 mentor text: The Relatives Came, My Brother Charlie,
They Thought They Saw Him, Poor Puppy, My Friend Is Sad
-
Poster-sized copy of the introduction to the Writing Process from Week 1
(Traitspace; Student Handbook, pgs. 6-7)
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The Writing Song (Traitspace; Student Handbook, p. 196)
Whole-Class Reflection
Show children Unit 1’s five mentor texts and tell them they are going to think
about what they learned about the writing process from each one.
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Hold up The Relatives Came and remind them of what you talked about
the very first week. (writing process, all steps)
Show My Brother Charlie and remind children about the different ways to
prewrite.
Page through They Thought They Saw Him and discuss how writers get
ideas for drafting.
Revisit Poor Puppy and remind children how they practiced revising the
text.
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Finally, show children My Friend Is Sad and remind them to edit their work,
too.
Conclude by singing “The Writing Song” together, adding the movements
that you practiced in Week 1. (Student Handbook p. 196)