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    Writing WorkshopGirl Writing


    January to the end of February
     Students are working on the Informational Text Unit of Study.  They have completed the study of and written an informational essay on teen activism.  They have now chosen a subtopic on teen activism to focus their researching and note-taking skills around, in order to write their informational book. These subtopics are centered around teen activists who have taken a stand about issues such as: child labor, bullying, animal rights, environmental waste, and girls and education.  Students will choose one of these subtopics to extensively research and become an expert in a specific area.  They have already examined mentor text on the various types of informational text and learned a variety of note-taking skills.  They have also examined and practiced using the various strategies the informational text can be presented in. They will now choose and begin to plan out the type of form that will best suit what they, as an author, are trying to convey or teach the reader of their book.  They will draft, revise, and add various text features to every page of their informational book.  They will create a table of contents, index, about the author page, foreword, and book blurb for their book..
     
     
     
     
     
    September and October
    Students
     
     
     
     
     
     
     
     
     
     
     
     
     
    are working on the Personal Narrative Unit of Study.  In class they are learning the following strategies for creating powerful life stories.  They will begin by generating ideas to write about by thinking  of small moments relating to places, people, and objects that matters.  They also are generating ideas based on first and last time moments in their lives.  They are examining qualities of a good personal narrative.  They are evaluating their own seed ideas as well as their partners to  determine if the idea was a " watermelon" or " seed"  idea.  Students are also working on time order and developing various leads for their personal narrative draft. They will completed their fast draft of their personal narrative and make revisions.  They will also study mentor texts of strong endings in order to recognize that authors also care about developing a strong ending as much as they care about their lead.  They will craft their own ending using meaningful dialogue, action, or a memory.  Each student is conferencing with Mrs. Murray on several occasions along the way in order to discuss and share with her what they are trying to accomplish in their writing for that particular block of time.  Mini lessons were taught on writing meaningful dialogue, proper use of dialogue, correct spelling, and end marks in their piece.  Students will be typing their revised fast drafts and then begin writing a second personal narrative from one of their other seed ideas.  Students are scheduled to celebrate their final finished work in October!
     
    Mid October to November
     Students are learning to Raise the Level of their  Reading Notebook in this Unit of Study.  They are working diligently in understanding what an author says and deeply interpreting the text they are reading by writing about it.  They are engaged as writers who read their books closely to express their ideas and support them with textual evidence through writing.  Students are encouraged to write long about the books they are reading.  They are learning strategies that will help them to write about how they analyze, reflect, and live their lives differently as a result of the books they are reading and writing about.
     
      

    May to June
    Students are working on the Historical Fiction Unit of Study.  We began our unit by reading and listening to stories from various historical time periods.  Students also examined, discussed, and generated written thoughts on how writer's conveyed the historical time period of their story through out the plot.  Historical informational text, photo and film media were also a major part of the gathering and researching phase of the unit.  Students are now gathering entries for ideas on how they can write a historical fiction story about something from their life, someone elses life, and from something they have read or seen. Students have now chosen one seed idea to develop.   They have created major and minor characters with external and internal attributes that will help to develop the plot of their story.  They have also created a series of scenes which build tensions that lead to the climax and ultimately the falling action and resolution of their story. 
     

    May to June
    Students are working on the Historical Fiction Unit of Study.  We began our unit by reading and listening to stories from various historical time periods.  Students also examined, discussed, and generated written thoughts on how writer's conveyed the historical time period of their story through out the plot.  Historical informational text, photo and film media were also a major part of the gathering and researching phase of the unit.  Students are now gathering entries for ideas on how they can write a historical fiction story about something from their life, someone elses life, and from something they have read or seen. Students have now chosen one seed idea to develop.   They have created major and minor characters with external and internal attributes that will help to develop the plot of their story.  They have also created a series of scenes which build tensions that lead to the climax and ultimately the falling action and resolution of their story. 
     
    March to April
     
     
    Students are working on the Test Preparation Unit of Study.  We began our unit by first examining key vocabulary and test related terminology.  We then moved to examining the questions and asking ourselves "What do they want me to do?" After this we examine the various parts of each of the three types of writing prompts that can be given.  Students then watch as the teacher demonstrates each skill.  Next, students are actively engaged and model what was demonstrated by the teacher (individually or with a partner).  Next, they write their own responses for the three different writing prompts that can be given (explanatory, speculative, persuasive) on demand.
    February to March
     
     
    Students are working on the Literary Essay Unit of Study. They will write about themes, moral or life lessons learned from the various stories they have read in the unit.  In class they have learned the various strategies for generating a claim. They have begun to observe the themes and big ideas that connect across text as well.  They are learning to let what they see and hear spark an idea in order to record an issue that matters. To move students along towards writing a closing they will write down their thoughts about their idea along with evidence that support through out the text, what they might have realized after writing their essay, and why they were passionate about the issue.  In addition, students will also revise their opening paragraph by adding an enticing "hook" at the start of the essay in order to draw and capture the reader's attention.  After drafting a completed full draft they will then conference a final time with me to discuss whether or not they feel they have conveyed the message they wanted to the reader. As a class, we have also examined studied, and discussed the differences between a personal narrative  and literary essay. 
    Beginning of January to February
    Students are working on the Persuasive Essay Unit of Study.  They have examined mentor text of a persuasive essay and deconstructed it in order to clearly recognize the various elements that make the essay persuasive.  After completing the immersion phase students have begin to write about events at school, home, and in the world that matter.  After generating event ideas that matter to them students then select one to develop a thesis statement about, along with their supporting reasons.  Students generate stories, examples, statistics, and quotes to use as details for each supporting reason.  To move students along towards writing a closing they will write down their thoughts about their topic in regards to why they choose it, what they might have realized after writing their essay, and why they were passionate about the issue.  In addition, students will also revise their opening paragraph by adding an enticing "hook" at the start of the essay in order to draw and capture the reader's attention.  After drafting a completed full draft they will then conference a final time with me to discuss whether or not they feel they have conveyed the persuasive message they wanted to the reader.  The next phase in the process was launching into gathering thought ideas that could be developed into an essay.  Students learned that they could develop thoughts about ideas about themselves, other people close to them, things that bother them, and something they are an expert in.  They are now working on examining their thought idea and the different structures of an essay by looking at reasons, kinds and parts of support.  The next phase is the development of their thesis statement and the supporting paragraphs of the thesis.
     

     
     
Last Modified on February 6, 2017