- I can edit My Pollinator Writing booklet with my writing partner. (W.2.2, W.2.5, L.2.2)
- I can reflect on the skills I used as a researcher as I studied pollinators. (SL.2.1, W.2.8)
These are the CCS Standards addressed in this lesson:
- W.2.2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, 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.
- W.2.8: Recall information from experiences or gather information from provided sources to answer a question.
- SL.2.1: Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
- L.2.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Daily Learning Targets
Ongoing Assessment
- During Work Time A, continue to use the Informative/Explanatory Writing Checklist to document students' progress toward W.2.2 and L.2.2 (see Assessment Overview and Resources).
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Writer: Giving and Receiving Kind Feedback (5 minutes) 2. Work Time A. Editing Our Writing: My Pollinator Writing Booklet (20 minutes) B. Celebrating Our Learning: Sharing My Pollinator Writing Booklet (20 minutes) 3. Closing and Assessment A. Reflecting on Learning (15 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
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In Advance
- Pre-determine triads comprising one student from each pollinator expert group for Work Time B.
- Preview updates to the Revising and Editing Checklist anchor chart.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson Materials.
- Continue to use the technology tools recommended throughout Modules 1 and 2 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 2.I.A.1 and 2.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to express how collaboration can improve language, and by explicitly pointing out accurate language usage and giving students the opportunity to correct errors they have made.
- ELLs may find it challenging to revise and edit, depending on the volume of errors they have made (see For heavier support).
Levels of support
For lighter support:
- During Work Time A, invite students to begin self-monitoring as they revise and edit. They can consult the Revising and Editing checklist anchor chart independently and ask themselves metacognitive questions. (Examples: "When do I often make errors? Have I made a similar error here?")
For heavier support:
- During Work Time A, consider highlighting necessary revisions and edits in the student booklet, perhaps providing a selected response-style list of corrections the students might make or asking questions that guide students to make the corrections themselves.
- Before Work Time B, consider practicing reading student booklets, guiding students through corrections that impede meaning and gradually releasing the reading to the reader.
Universal Design for Learning
- Multiple Means of Representation (MMR): When sharing and celebrating culminating work, it is important to also document and review the group?s learning processes. Continue to highlight aspects of the learning and writing process that were important in this unit by explaining verbally and/or by displaying photo documentation with captions that describe how students learned about pollinators.
- Multiple Means of Action & Expression (MMAE): The revision and editing process includes attending to coherence, grammar, and punctuation. Some students may need additional support in self-monitoring each of these areas independently. In preparation for revising and editing, continue to support students? self-monitoring by inviting students to share how they have used a writing checklist in previous lessons to help them in the revision/editing process.
- Multiple Means of Engagement (MME): Continue to support sustained engagement and effort for students who benefit from consistent reminders of learning goals and their value or relevance. Recall that students who may struggle with sustained effort and concentration are supported when these reminders are built into the learning environment.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
Review
- kind, specific, and helpful feedback, revise, edit, reflect, skills, researcher (L)
Materials
- Writing Partners anchor chart (begun in Module 2)
- Revising and Editing Checklist anchor chart (begun in Module 2; added to in advance; see supporting Materials)
- My Pollinator Writing booklet (from Lesson 13; one per student)
- Interactive High-Frequency Word Wall (begun in Module 1)
- Editing example (one to display)
- Editing example (example, for teacher reference)
- Informative/Explanatory Writing Checklist (see Assessment Overview and Resources)
- Criteria for My Writing Booklet anchor chart (begun in Lesson 11)
- What Researchers Do anchor chart (begun in Unit 1)
- Plants and Pollinators research notebook, Part II (from Lesson 2; page 16; one per student and one to display)
- Plants and Pollinators research notebook, Part II (example, for teacher reference)
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Engaging the Writer: Giving and Receiving Kind Feedback (5 minutes)
"What is one kind thing your writing partner did? How did it make your writing better?" (Responses will vary.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Editing Our Writing: My Pollinator Writing Booklet (20 minutes)
"I notice that the word new is spelled differently in my writing than on the Interactive High-Frequency Word Wall."
"I notice that knew and new sound the same but are spelled differently. I know that the kis silent but changes the meaning of the word, so I need to fix that by taking out the silent k in the word knew to make it new."
1. When settled with your writing partner, label yourselves A and B. 2. Partner A reads his or her booklet aloud. 3. Partner B reads his or her booklet aloud. 4. Partner B offers partner A feedback using the Revising and Editing Checklist anchor chart. 5. Switch roles and repeat this process. 6. Both partners edit their work using their partner's feedback and the Revising and Editing Checklist anchor chart.
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B. Celebrating Our Learning: Sharing My Pollinator Writing Booklet (20 minutes)
"What should we remember to do when we share our My Pollinator Writing booklets?" (Responses will vary, but may include: Read loudly. Pause after each page and show each other the writing.)
1.Label yourselves A, B, and C. 2.Partner B shares his or her My Pollinator Writing booklet. 3.Partners A and C give partner B kind, helpful, and specific feedback using the Criteria for My Writing Booklet anchor chart. 4.Switch roles and repeat this process until everyone has shared.
"What kind and specific feedback did you give to your classmates about their My Pollinator Writing booklets?" (Responses will vary, but may include: Anika had an introduction that introduced the reader to butterflies. Andre had evidence about how wasps use their bodies to help pollination happen.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (15 minutes)
"What is an important word in this target?" (reflect, skills, researcher)
"What is one skill you did well that helped you share your learning with others?" "What is one skill you want to keep working on?"
"What is one skill you did well that helped you shared your learning with others?"(Responses will vary.) "What is one skill you want to keep working on?" (Responses will vary.)
"Who can tell us what your classmate said in your own words?" (Responses will vary.)
"You will get the chance to share all of your learning with many people at the next Celebration of Learning in a few weeks!" |
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