Reflection: Writing Across the Disciplines Harnessing the Wind Part 1 - Section 5: Independent Writing

 

Today my students wrote about the wind. Our objective was about understanding the wind as a a pull and push force. Their writing suggests that my students understood and met the objective.

Their writing tells of how the wind pushes different objects such as: clouds, leaves on trees, hot air balloons, houses, plants, sailboats, papers, etc: TheWindDoesPushClouds.

In two of the writing pieces, the students actually state, "the wind pushes and pulls;" another students write about the wind as a force: TheWindHasPower and VeryFocusedWriting.

I was impressed by a student remembering that HotAirISLighter. I feel it shows an understanding of how hot air rises. I liked her topic sentence and the details she gave to support this topic sentence.

While this student lists good examples of what the wind can blow, I was looking for her to give more detailed information how the wind is able to blow these items: GoodStartNeedsMoreElaboration.

One of the shifts in the CCSS is about engaging students with more informational texts. I noticed my students had fun learning about the wind with both sources. They were excited in learning how the wind can be a pull and push force.

I was pleased by how the students' writing is demonstrating their learning of time order words. By writing about different topics, this skill of using sequence words is not a monotonous routine.

  Writing Across the Disciplines: Writing About the Wind
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Harnessing the Wind Part 1

Unit 11: Inventors
Lesson 8 of 9

Objective: SWBAT ask and answer questions to understand key details in an informational text.

Big Idea: Objects move in proportion to the force that pushes and pulls them. Today, students work to find out important information in a text about this powerful force and learn important content knowledge for our final inventors lesson tomorrow.

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