Darrielle D.

Sarnovsky Common Core Focus:

THIRD GRADE LANGUAGE ARTS

10/14/13

W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

STAR Key Question:

Question: How can we vividly describe a rolling object in our own narrative? Skills: Evaluate Text (for descriptive details) Idea Development (sensory details, show/dont tell) Word Choice (vivid verbs, adjectives) Sequence of Events (transition words) Writing Process PQP (Peer Feedback)

Materials: Flip lesson and Chapter 16 copy Graphic Organizer for ROLLING OBJECT Student Samples to evaluate ISN for Writing Circles Ideas and Word Choice POST ITS

Explore/Explain Instruction: DAY ONE: SHARING THE PUBLISHED MODEL & BRAINSTORMING DEMO LESSON Explore: After reading James and the Giant Peach, re-read Chapter 16 aloud to students. (During reading, emphasize the sights and sounds used.) Students will help me by finding the wows that are causing this chapter to be so memorable. (Note: This first explore is the FLIPPED lesson HW, to be done the day prior to the lesson.) Explain: Allow students to Turn and Talk to share the wows they uncovered. Select a few for whole group sharing and create a chart. Engage in brief discussion to uncover what inspired a WOW response (guide to see that it was DESCRIPTION that brought it to life). Explore: Tell students that the fun surprise I promised is that we all get to write a fun story about a rolling object just like Roald Dahl- and we will publish this writing in our Student Jotter! Lead students to the idea that Roald Dahl could have written about any number of things. Allow students to brainstorm and record ideas on chart paper. Explain: Give direction to go into Writing Circles, as usual, with two changes: 1) We will ALL write about AN OBJECT ROLLING DOWNHILL and 2) We will plan our ideas in an organizer. Explore: Students will prepare organizers and share with Writing Circle Team. (Organizer for 10, PQP for 10, then Celebrate for 5)

Explore/Explain Instruction (continued): DAY TWO: INTRODUCING STUDENT MODELS FOR ANALYSIS Explore: Distribute examples of essays written by students. Students will read 2 and develop definition of IDEA DEVELOPMENT and WORD CHOICE in small groups (2 groups of 5 work on each) and report back to whole group to share. Chart responses. Explain: Revise together to develop charts for IDEA DEVELOPMENT and WORD CHOICE. Explore: Distribute Word Choice and Idea Development post it notes. Evaluate students to determine whether they want to add anything to the charts. Explore: Students will go back into Writing Circle Team to revisit organizer, make changes, and then begin writing. Explore: As time allows, finished writing should be provided PQP with a focus on the IDEAS post it. (We will evaluate using Word Choice post it later.) Lesson Sequence to continue with Day 3-6: WRITING, REVISING, EDITING, & PUBLISHING TO E-PORTFOLIO

Differentiated materials and processes:

Mixed ability grouping to support students who will need assistance. Work with students as needed. Provide GRAPHIC ORG as needed. Jeremy and Logan will need sentences starters.

Assessment:

Student contributions in small group data kept on clipboard Charts Students notes and drafts in ISN