LaunchingWritingWorkshop

**Language Arts Grade 4**  **Unit:** Launching Writing Workshop  **Purposes:** Creating a Community of Writers, Establishing Routines for Real Writing, Finding, Showing not Telling, Narrowing and Elaborating Ideas
 * Duration**: 4 Weeks
 * Essential Questions:**Why do people write? Where do writers get their ideas? How does an author help readers see what is in his/her mind?

 **Description:**  The first 4 weeks of school focuses on helping students see themselves as writers, creating a community of writers and establishing the routines of Writing Workshop. The focus of minilessons will be on finding and elaborating Ideas and students will apply what they learn to their own writing. They will watch the writer in action during minilessons and reflect on themselves as writers. Students will publish at least one piece of writing.

Desired Results Common Core State Standards 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
 * Production and Distribution of Writing**
 * Range of Writing**

Connecticut Language Arts Standards
 * Use complete sentences in writing.
 * Write a variety of sentence beginnings, e.g., starts with an introductory adverb clause: //If you want to see an ant up close, you should use a magnifying glass.//
 * Write a variety of sentence lengths.
 * Write a variety of sentence structures, e.g., //My dog enjoys music and howls when we listen to certain songs. It makes me laugh. After his song is over, I give him a treat//.


 * ** Plan: ** choose an appropriate written, oral or visual format based on audience and purpose
 * ** Draft: ** complete a draft demonstrating connections among ideas
 * ** Revise: ** revise a completed draft, incorporating feedback from peers and teacher, e.g., … //helped me understand the topic more clearly//, //I was confused by//…, //Be more clear about// …, //Use a better word for// …
 * ** Edit: ** use multiple resources, e.g., dictionary, glossary, thesaurus, for proofreading and editing
 * ** Publish/Present: ** publish and present final products in a variety of ways, including the arts and technology, e.g., book of poetry, a theatrical performance, a newscast
 * ** Reflect: ** critique one’s own and a peer’s writing, using established criteria, e.g., //I improved on// …, //This piece demonstrates how well I elaborate.//

Direct Assessment of Writing
 * CMT**

-Authors have different purposes for writing. || Why do people write? Where do writers get their ideas? How do authors help readers see what is in their mind? ||
 * **Understandings** || **Essential Questions** ||
 * -Writers have strategies for finding and developing their ideas for their writing.

//The student will know...// || **Skills:** //The students will be able to...// || -how variety in sentence lengths, structures and beginnings enhance the writing -the steps in the writing process || -use complete sentences in writing -write a variety of sentence lengths, structures, and beginnings
 * **Knowledge:**
 * -what makes a sentence complete
 * -**go through the writing process ||  ||

-drafts -revision -Ideas -elaborate ||
 * Content Vocabulary ||
 * **-**prewriting

Assessment Evidence
 * **Performance Tasks**

Published Writing || **Formative Assessments**

Student Interest Surveys Fall Writing Prompt Blue Ribbon Writing 1 Writing Samples Grade 3 Prompt Writing Conference Notes


 * Summative Assessments**

Writing Prompt

Reflection || Learning Plan Units of Study, Calkins Writing Workshop, Fletcher Using Picture Books to Teach Writing with the Traits [|No More "I'm Done!": Fostering Independent Writers] [|Idea Development Lessons]
 * Student Self-Assessments**
 * Resources**

The Roller Coaster by Snowday by Ralph Fletcher Nothing Ever Happens on 90th Street The Secret Knowledge of Grownups Dog's Breath
 * Picture Books**

-Areas for Quiet Writing and Areas for Partner Feedback -How to Distribute and Return Folder -How to Access and Take Care of Materials -Conference Procedures -What to Do When You Finish a Piece of Writing -How to Share and Give Feedback -Using an Editing Checklist ||  || -Writer's Notebooks -Writing Territories || [|Examples of Personalized Writer's Notebooks] [|cwp 07-16-09 02.pptx] || -Heart Mapping -Lessons in Lucy Calkins Units of Study Book 1 -I Am bio-poems || [|Heart Mapping] Write from the heart. [|100_2796.jpg] [|Heart Maps and Writing Topics] [|Heart Mapping.pptx] [|I Am Poem] [|Heart Map and I Am Poem Scoring Guide] || Show What You See: Twits Lesson Show Don't Tell Lesson What Your Room Says About You (specific details) Silly Animal Problems Unique Imaginary Friends || [|Idea Development Lessons] [|Using 90th Street's Advice] [|Silly Animal Problems] [|Unique Imaginary Friends] [|Show Don't Tell Lesson] Showing Emotions Graphic Organizer [|showdon'ttell.pdf] [|Rolling With the Animals] ||
 * Weeks One - Three ||
 * 1. **Week One-Two**
 * Establish Writing Workshop Routines** ||  ||
 * **Minilessons on Workshop Routines and Rules.**
 * **2. Weeks One-Two**
 * Idea Development: Finding and Narrowing Ideas**
 * Minilessons on Finding Ideas** Why do people write? Where do writers get their ideas? Chart ideas. Have students survey others either for homework or on the class blog or through some other web2.0 tool. ||  ||
 * **Nothing Ever Happens at HMS** Finding ideas around the school. || Nothing Ever Happens on 90th Street ||
 * **Living a Writer's Life and Finding Writing Voice**
 * **Minilessons on Finding Writing Ideas**
 * **3. Weeks Two-Four**
 * Idea Development: Focus on Showing not Telling, Specific vs. General Details**