Day One:

Designate a meeting area for Writers Workshop

Introduce a quiet signal
Model what students should do when they hear the quiet signal
Have the students practice walking to the meeting area when the quiet
signal rings.
Model undesired behavior when the quiet signal rings.
Immediately model the desired behavior again.
Have the students practice this correct behavior once again.
Instruct students to complete an On Demand text. This means that
students will write a narrative as they are experienced writers to
provide a pre-assessment of student ability levels.
Model this process, including brainstorming.
Set behavioral expectations.
Students will write for ten minutes.
Students will plan before writing.
Students will write: a beginning, middle, and end.
Students will spend time independently writing.
Use the quiet signals to bring students back to the meeting area.
Model this behavior when the quiet signal takes place with verbal cues.
Model how to share your idea with a partner.
Allow students to practice this with a shoulder partner.
Model how to share a detail you would like to add with a partner.
Allow students to practice this with a shoulder partner.
Students will go back to write for ten to fifteen minutes.
Use the quiet signal to bring students back to the meeting area.
Model this behavior when the quiet signal takes place with verbal cues.
Model how to share your main idea with a face partner.
Allow students to practice this.
Wrap up the content learned during this block of time.
Day Two
Use quiet signal.
Model this behavior when the quiet signal takes place with verbal cues.
Debrief the content learned yesterday.
Introduce Conference Time

 Create an anchor chart.

What is a conference?
Why do we do them?
What does it look like?
What are questions the teacher might ask?
Model potential answers based on the text you wrote yesterday.
How will I know when its time to conference?
Do we conference every day?
How do I know which day I conference?
Have students share three writing ideas for a narrative today with their

shoulder partner.
Students will independently write for ten to fifteen minutes.
Use quiet signal.
Model this behavior when the quiet signal takes place with verbal cues.
Model how to share with the class your writing.
Model Constructive feedback.
Allow one student to share their writing.
Model constructive feedback for this student.
Allow class feedback.
Allow second student to share writing.
Model constructive feedback.
Allow class feedback.
Wrap up the content of the day.

Days 3-11
Mini Lessons on the writing process. Lessons include:
3. Pre-writing: brainstorming small moments by thinking of big emotions.
4. Pre-writing: using a graphic organizer to brainstorm.
5. Drafting: writing an introduction with a hook.
6. Drafting: how to structure a paragraph.
7. Drafting: how to write a conclusion.
8. Peer Editing: how to do so constructively.
9. Revise: what is revising?
10. Editing: basic edits.
11. Publishing: the publication process