Name: Nataly Abrego Date: April 10th, 2012 NEVADA STATE COLLEGE Lesson Topic: Writing Center Description

of Classroom: This writing center was designed for a 5th grade classroom; age range 10-11. Background: This center focuses on fostering the creativity element in writing, the practice/application of students knowledge in writing traits, and student self-assessment as a writer. Students already have background knowledge in the writing process and traits; with this center, students are encouraged to practice their knowledge through creative writing stories and then analyze their own work through a self-assessment strategy. Content Objectives: 1. Having the background knowledge of the writing process and traits, students will practice their understanding by developing and writing creative stories of their personal choice. 2. After writing, students will do self-assessments of their own writing in order to enhance their stories and to become more independent learners through metacognitive strategies. 3. Students will transfer their final draft of their story into a flip book, and present their stories to the class before adding their book to the class library. Language Objectives: Speaking: reading story aloud, reflecting during self-assessment Writing: creative story Reading: creative story Listening: to their story being read aloud Nevada Standards: W.5.1.a. Introduce a topic clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writers purpose. W.5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.5.3.d. Use concrete words and phrases and sensory details to convey experiences and events precisely. L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Key Vocabulary: Writing Traits: Ideas, Organization, Sentence Fluency, Voice, Word Choice, Conventions and Presentation Best Practices:
X X X Preparation Adaptation of content Links to background Links to past learning Strategies incorporated Integration of Process Listening Speaking Reading Writing X X X X X X X Scaffolding Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds Application Hands-on Authentic (Meaningful) Linked to objectives Promotes engagement Grouping Options Whole Class Small groups Partners Independent Assessment Individual Group Written Oral

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Teaching Strategies: Self-Assessment Rubrics Journals Warm-Up Activity: 1. Teacher will have to review past lesson to activate students prior knowledge of The writing process: prewriting, drafting, revising, editing and publishing Writing traits: ideas, organization, sentence fluency, voice, word choice, conventions and presentation What do these things mean and how do they help us become better writers? Lesson Sequence: 1. Teacher provides a writing journal to each student. This journal is where students write their creative stories. Students turn in their journals every week for a participation grade. Teacher reads students stories and provides feedback (like a dialogue journal). Teacher reviews general writing errors done amongst all students for future instruction. 2. At the center, students can write their stories. These stories can be about whatever the student wants to write about (school appropriate). If students need ideas, at the center there will be writing prompts with which they can use to begin their creative stories. 3. When students believe they are done with their stories Students will first complete a self-assessment form and analyze their own story. Students use this self-assessment and the teachers comments to help edit/revise their story. When students feel their story is complete, teacher will grade the story. Closure Activity: 1. Once the story is completely written and graded Students will publish their final version of the story on a flip book. Students will present their stories to the class. The story will be added to the class library for future reading. Materials: Journals Flip Books Self-Assessment Forms Accommodations: Teacher will provide additional guidance wherever it is needed. This center moves at the pace of each individual student according to their own creative writing process. However, each student will get the chance to share their final stories to the class at least once. Assessment: Informal: dialogue journal, teacher observation, student self-assessment form Formal: final draft of story Writing Center Sources: Culham, Ruth. 6+1 Traits of Writing The Complete Guide Grades 3 and Up. Portland, Oregon; Northwest Regional Educational Laboratory, Scholastic, Inc. 2003.