Beginning the Draft: Day 2 of 2
Lesson 10 of 12
Objective: SWBAT finalize their personal narrative draft and begin to revise and edit their drafts in preparation for publishing.
During this week in our writing block we have been working to create a fictional narrative about ourselves as snails. (W.1.3: write narrative in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure)
On this second day of the two day lesson series, I modeled how to use temporal words to indicate sequence. I also pulled small groups to read and begin making revisions on their work before beginning the final draft.
- Student beginning drafts from previous lesson
- Student Cylinder Graphic Organizer (Learning Headquarters)
I began today's lesson by telling my students they were all on their way to finishing their personal narrative drafts. I continued by explaining today they would work in their reading groups and rotate through writing activities, so that I could meet with each student.
We began this lesson on the rug where we reviewed the practice work we did as a whole class the day before on the large sheet of modeled writing. The accompanying video shows me Modeling by having my students point to the graphic organizer and read the sample together. I also had them count the snail facts, noting that once we got started writing, we had more than three. I then explained that today they were going to continue using their Student Cylinder Graphic Organizer to write the next part of their practice drafts. I directed their attention to the middle and last cylinder on the Large Cylinder Graphic Organizer of our practice work where earlier in this writing unit I had written My Friends and Adventures, and told them they were to use these two cylinders, from their cylinder graphic organizers, to finish their drafts.
At this point I reminded my students that this was the middle part of their narrative, and would be the longest. Then I asked: 'What words should you use to let me know what is happening in the beginning, middle, and end of your story'? My students were able to tell me 'first', 'next', 'after that', and 'last'. (Words we practice when re-telling a story)
Before asking if my students were ready to write their first draft, I called on two children tell the class what they were going to do at their desks. After they repeated my directions, I had the class move from the rug area to their chairs moving like snails. (Move Like a Snail)
Today I wanted to work with all my students to see where they were at and do any editing and revisions before they moved on to their published piece. To do this I put my students, by reading groups, in a rotation where they rotated every 15 minutes through different work areas. Once at their desks I told my students where they would start their Writing Rotation and the expectations while they were working in that area. Which was to respect their classmates and work quietly, use whisper voices, and sound out words they did not know how to spell. Having the students in this type of rotation helps me see all students in a short amount of time, and my students are not waiting long before we meet for a short one to one conference.
While I am working with each group one student reads while the other children in the group either finish their work, edit their work, or offer help to the student reading. In this video the student is Reading the First Draft and I can be heard telling him his next steps.