In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “We have been researching and writing about our inventions by using different text structures. Today, we are going to put all of our writing together in an order that makes logical sense.
Teach: I will say, "I am going to practice the skill of reading a text that has many different text structures in order to understand how to put my piece together. I am going to use the strategy of annotating the text. The process I will use is as follows:
1) Read the text
2) Annotate important details with readers marks that help me understand the structure
3) Use an outline to organize my writing piece by using the text as a mentor.
4) Put my writing piece together."
I will show the students how read the first paragraph of the text and stop and jot what text structure I infer the author is using and starring the text details.
Active Engagement: I will say, “Now you are going to read the rest of the article and annotate the text details that show you evidence of the text structure I have noted in the heading. After about 10 minutes I will ask my different levels of learners their examples of what text details provided evidence for the noted structure (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember successful writers practice the skill of reading a text that has many different text structures. They use the strategy of annotating the text in order to understand how an author uses the structure to give them ideas about their writing piece.
Here is further Explanation of Organizing Text Structures into one Writing Piece.
Independent Practice: Students will be then be directed to outline their organizational structure, then write about their invention, putting together writing they have already completed and trying out new ones (I will have an example of my own outline and writing piece under the document camera).* I am also going to give them the rubric today, but will go over it briefly. Tomorrow we will go over it more in depth.
I will confer with them about their writing. As they are working independently and quietly, (I like to play classical or smooth jazz for “writing” music (I just create a play list on Pandora Internet radio).
Partner Work: Students will be directed to turn and share how they have organized their structures with their partners so far. I will direct students to do this after about ten minutes of writing.
I will say, “Decide who will be partner A and who will be partner B. Partner A, I want you to share how you organized your writing so far. Partner B, I want you to listen if Part A is showing that they understand how to organize their writing piece. Then you will tell them if you heard them talk about a structure that makes sense to you. If not, give them feedback; tell them an idea of what they could add. Then you will switch.”
*Students also were given the option to collaborate on this writing because they wanted to collaborate about the invention they were writing about.
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing: I will ask, “What text structures did you include in your writing today?” “Which structure do you still need help with?”
They will finish the rest of their writing for homework, they should have at least two pages.