Week 7

Lesson PlanningWriting 1

Professional Learning Conversations

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Gradual Release of ResponsibilityModelled Shared Guided Independent

READING and WRITING Teaching

Teaching Teaching Teaching

Learning

Learning & Learning Practising Practising & & & Learning Practising Performing Performing

3

Gradual Release Model

• Three-Part Lesson Design:– Minds On:• Whole class review and learning

– Action: • Small group application of learning

– Consolidation & Connections: • Whole class debriefing and sharing

Instructional Formats

• Whole Group:– Modelled Reading– Shared Reading

• Small Group:– Guided Reading

• Individual: – Independent Reading

Guided Reading Webcast

http://www.curriculum.org/k-12/en/videos/guided-reading-2

Task

• Select one Guided Reading card from Nelson Literacy (a copy for each person at your table)

• Determine one comprehension strategy that could be taught or reinforced through this card

• Design a series of questions you would ask a guided reading group based specifically on the card you have selected

Comprehension Strategies

• Activating prior knowledge• Making connections: text-to-self; text-to-text;

text-to-world• Predicting• Visualizing• Questioning• Drawing inferences• Evaluating

Lesson Planning

• Understanding empathy • Empathy is the value-of-the-month for all

grades in this school• Lesson took place in a grade 3 classroom

Minds On: Whole group

• Review of previous day’s discussion of empathy: creation of a class web

Action

• Whole Group: – View You Tube video demonstrating empathy– Deconstruct the video for techniques used– Create success criteria based on above

• Individual:– Generate examples of empathy that could be filmed

• Small Group: – Agree on plan for video– Film the video

Modelling of Task

https://www.youtube.com/watch?v=9_1Rt1R4xbM

Deconstruction of Model

• Success Criteria:– Introduction– Explain the definition of empathy– Show examples

Consolidation & Connection

• Whole Group: – Viewing of videos– Peer feedback– Consolidation of what empathy means

Brock Lesson Plan

• Template to be used for Language Arts lesson plan (due week 10)

• Sample based on the lesson just described• Tips for lesson planning

The Writing Process

Stages of the Writing Process: – Prewrite– Draft– Revise– Edit– Publish

– This is a recursive process. Most writers move back and forth among the stages

Writing

• 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience

• 3. Use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively

• 2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience

• 4. Reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process

Writing Decisions

• Audience

• Form

• Purpose

. Topic

Remembrance Day

• Brainstorm at your table a variety of writing tasks that could be based on the theme of Remembrance Day– Look at the newspaper provided for ideas and the

website www.canada.ca/rememberthem – Consider Audience/Purpose/Form/Topic– Describe the task so that audience/purpose/form are

embedded: • E.g. Write a letter home from a soldier in World War 2

reassuring his parents that he will be all right.

Tips

• Consider a variety of forms, not just the traditional

• Feel free to incorporate technology (e.g. a script for a scene from a film; questions for a reporter to ask while interviewing a commander; script for a short video to be used as a recruiting device)

• Complete 3 index cards describing your best ideas

Next Week

• Professional Reading:– Gradually releasing responsibility to students

writing persuasive text