Writing Workshop Strategic Unit Planning February 3, 2015.

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Presentation transcript:

Writing Workshop Strategic Unit Planning February 3, 2015

Purpose of our day…  To learn and apply an approach to unit planning that is standards-based, incorporates student data, utilizes Lucy Calkins and allows for professional judgment in order to support others at your building with this process.

Why now?  You have had time to experience implementation of writing workshop using Lucy Calkins.  There is time for sharing with your staff between now and 4 th quarter.  Everyone will have time to plan for their 4 th quarter using this process.

Process 1. Review rubric and baselines 2. Create an attributes list 3. Create sticky-notes of attributes (which will become mini-lessons) 4. Align Lucy’s sessions with stick-notes 5. Identify sessions to strategically omit 6. Sequence your sticky notes 7. Create 1-pager mini-lessons (each sticky note)

1. Review rubric & baseline assessment  What proficiencies do you see in your writers relative to the next genre?  What deficiencies do you see in your writers relative to the next genre?

2. Create an attributes list 30 minutes  Make a list of attributes needed for proficiency in this genre. (We started on for you.)  Delete items your students already have shown mastery in.  Add items (pre-requisites, etc.) that students need and are not presently on the list.

3. Create sticky notes for each attribute 10 minutes  Each attribute could be a mini-lesson (think carefully when grouping attributes)  Write the attribute on a sticky note (leaving space for other information)  Use different color for attributes specific to the genre being taught (e.g. purple for all items needed for opinion and yellow for all others)

4. Align Lucy’s sessions with sticky notes 60 minutes  Look through Lucy’s sessions and identify alignments to sticky note topics  Some sessions will support more than one sticky  Some stickies will align with more than one session  Look at all areas of the session, it might be the mid-lesson teaching point that is the best piece to use  Your grade level writing packet’s “I can” statements may be helpful with this process  Include related information to support a mini-lesson  Charts needed, mentor texts or sample work to incorporate, etc.  If you come to a session you think you may omit, please record that in a separate place

5. Sequence sticky notes 30 minutes  Place sticky notes (mini-lessons) in the order you think is most appropriate for your students  This may result in sessions falling out of order and that is okay

6. 1-Pager Mini-Lessons 30 minutes  For each mini-lesson (sticky note), draft a single page mini-lesson using the template provided

Planning Time  Spend this time completing the steps in the process at your own pace  We are here to help  Reconvene at 3:00

Debrief & Feedback  What next & when?  What will you need more help with?  Please complete the feedback form (1 per building)  Thank you and HAPPY WRITING!!