Extensive+Writing+Project

toc Extensive Writing Lesson Plan by Lindsay Core =Goals= = =
 * to achieve a number of the writing-relevant LK06 curriculum goals for English
 * to base the plan in contemporary theory
 * to engage students in writing and improving their skills as effective writers.

=Overview= NOTE: The lesson plan is designed for each step to take one week. This could easily be adapted to go through two steps in one lesson if you have longer lessons. = =
 * This project is geared toward a ninth grade English class which meets for 45-minute periods three times a week.
 * The project would last the entire school year.
 * Halfway through the year, and at the end of the year the students polish one piece of writing for presentation.
 * Students will write in one notebook (or submit writing electronically each week). The notebook will serve as a portfolio for tracking writing and writing progress.
 * The writing themes in the lesson plan were chosen based on a number of criteria, firstly for their age-appropriateness and interesting subject matter, secondly for their easily definable scope while being broad enough to allow students a great deal of creativity in deciding what to write, thirdly, consideration was given to how well each theme fit into the progression through the framework of models and theories.
 * Publishing methods were determined with thought to digital media and variety.
 * Assessment needs to be developed but the overall goal is to track student progress toward becoming effective writers rather than focusing too much on the individual steps.

=Method=

Month-after-month the teacher demonstrates the lesson and coaches students through an empowering writing process. As their confidence goes up, their enjoyment should too. In August the steps are not followed but instead focus is on building a strong community where students feel comfortable experimenting with their writing. STEP 1* STEP 2 STEP 3 STEP 4 REPEAT = =
 * Discuss the audience and purpose of the writing activity.
 * Show examples of other’s work and read them together as a class. Discuss the characteristics of that piece of writing, point out what works well.
 * Teacher demonstration – the teacher models the writing.
 * Example: If the topic is **writing instructions**, on the spot choose a subject and write in front of the students. Talk out loud so they can hear your thought process as you write.
 * Write together – Choose a new subject and go through the steps again eliciting help from the class.
 * Re-read what was written together. Once again identify the characteristics of that piece of writing (same as you did when you were talking about someone else’s example at the beginning)
 * Now the students start to produce their own writing.
 * Student brainstorms ideas.
 * Student shares with a partner her ideas and talks it out (ex. Tells her partner the steps for the instructions she is writing. NOTE: she may have written key words, but she has not yet written the instructions).
 * Sustained writing time.
 * Conferences with teacher – this could be walking around the room to check-in with each student.
 * Students share their work with partners or small groups and get feedback (teacher should coach students in giving feedback and model it during step one when you’re writing together).
 * Students revise their work based on the feedback they received.
 * Students edit their work so that it is mistake free.
 * Publish!
 * Starting in September, you’ll notice the step numbers are included. Also included are ideas for mini-lessons along the way to give students additional tools.

=Theory=

The theoretical basis for the instructional design includes the [|Writing Acts and Competencies Model], the Optimal Learning Model, Writing Essentials for All Grade Levels, and [|6 + 1 Trait Writing]*.


 * Many of the Mini-Lessons in the plan use these traits as a starting point for improving writing skill.

= = = = =The Plan=

August - Freewriting and Building a Community of Writers
**AND THEME** || **CLASSROOM ACTIVITY** || **// Freewriting //** || Week 1 || ** >Mini Lesson: Introduction to the Writing Project ** -explain process and goals -set expectations **// Creating a community of writers requires engaging students to using their voice to write. Sharing to build a safety net and comfort with writing and discussing each other’s writing. //** -show a photograph, teacher and students freewrite the story behind the picture for 5 minutes -class discussion on what they saw -teacher shares and invites students to share writing -play a piece of music, repeat || -distribute and read the first half of a short story (Shared Stories, CBC’s Vinyl Café) -freewrite endings for 5 minutes -share endings, and discuss with the whole class -choose 2-3 endings to act out -read the end of the actual story || -play a radio interview (Cpt. Nicola G.’s parents about her death in Afghanistan) -class discussion and reaction -model 5-line poems (from PPU English didactics) -write 5-line poem together -students write 5-line poems -students share their poems ||
 * **TIMELINE**
 * ** August **
 * >Create a Community of Writers **
 * ^  || Week 2 || ** >Mini Lesson to Review Expectations **
 * >Create a Community of Writers **
 * ^  || Week 3 || ** >Create a Community of Writers **

September - What do you hear?
**AND THEME** || **CLASSROOM ACTIVITY** || **// What do you hear? //** || **Week 4** || ** >Mini Lesson on Steps for Writing ** 1. discuss audience and purpose, teacher demonstration, write together, re-read 2. brainstorm, talk before writing, sustained writing time, conferences with teacher 3. share, revise 4. edit, publish **// This is a creative writing exercise to describe detail. The student chooses a place (ex. street corner) and composes a description of what she hears. //** -discuss audience and purpose -read and review examples and discuss characteristics -teacher demonstration -write an example together -re-read and discuss what was done || -brainstorm using mindmap -describe to a partner where you are and what you hear -sustained writing -conferences with teacher || -share in pairs to give feedback - revise based on feedback || -edit -publish: //The students take pictures of themselves listening and integrate the photos into a typed document with their work. Posted on class website.// ||
 * **TIMELINE**
 * **// September //**
 * >What do you hear? (1) **
 * ^  || **Week 5** || ** >Mini Lesson on IDEAS Trait **
 * >What do you hear? (2) **
 * ^  || **Week 6** || ** >Mini Lesson on Giving Feedback **
 * >What do you hear? (3) **
 * ^  || **Week 7** || ** >What do you hear? (4) **

October - Children's Stories
**AND THEME** || **CLASSROOM ACTIVITY** || **// Children’s Stories //** || **Week 8** || **// This is a narrative exercise to develop a children’s story. //** -discuss audience and purpose -discuss which stories they enjoyed the most as kids, discuss characteristics -read children’s stories together -teacher demonstration -write an example together -re-read and discuss what was done || -brainstorm and plan a story line -tell the story to a partner to make sure it makes sense -sustained writing || -conferences with teacher -share in groups of 3 to get feedback -revise based on feedback || -edit -publish: //The students create a finished book with illustrations to be bound. Finished books displayed in classroom.// ||
 * **TIMELINE**
 * ** October **
 * >Children’s Stories (1) **
 * ^  || **Week 9** || ** >Mini-Lesson on ORGANIZATION Trait **
 * >Children’s Stories (2) **
 * ^  || **Week 10** || ** >Children’s Stories (3) **
 * ^  || **Week 11** || ** >Mini Lesson on Editing Expectations **
 * >Children’s Stories (4) **

November - Instructables
**AND THEME** || **CLASSROOM ACTIVITY** || ** November ** **// Insructables //** || **Week 12** || **// This is a writing exercise to write instructions for how to do something. //** - discuss audience and purpose -examine examples on the website and discuss characteristics -teacher demonstration -write together -re-read || -brainstorm -talk before writing: describe the steps to a partner -sustained writing -conferences || -share in groups of 3 to get feedback -revise || -edit -publish: //The students post their instructables on the website complete with pictures.// ||
 * **TIMELINE**
 * >Instructables ** ( [|www.instructables.com] ) **(1)**
 * ^  || **Week 13** || ** >Mini-Lesson on VOICE Trait **
 * >Instructables (2) **
 * ^  || **Week 14** || ** >Instructables(3) **
 * ^  || **Week 15** || ** >Instructables (4) **

December - Polish and Present
**AND THEME** || **CLASSROOM ACTIVITY** || **// Polish and Present //** || **Week 16** || **// This exercise allows students to polish and present their work. //** Each student chooses one of the piece of work and polishes it further. Students create a display of their writing for the foyer, and post it on the school website. In plenum we discuss their experiences so far and they fill out a reflection sheet. ||
 * **TIMELINE**
 * ** December **
 * >Polish and Present **

January - Writing a Dialogue
**AND THEME** || **CLASSROOM ACTIVITY** || **// Conversation with a stranger //** || **Week 17** || **// This activity is to practice writing dialogue. //** -discuss audience and purpose -read examples of conversations and discuss characteristics -teacher demonstration (conversation at the bus stop) -write together - re-read || -brainstorm -students talk about ideas with a partner -sustained writing -conferences || -share with the whole class to get feedback -revise || -edit -publish: //Practice the conversation with a partner. Props may be used. Students can choose to record the conversation on video or to perform it live for the class.// ||
 * **TIMELINE**
 * ** January **
 * >Conversation (1) **
 * ^  || **Week 18** || ** >Mini-Lesson on WORD CHOICE Trait **
 * >Conversation (2) **
 * ^  || **Week 19** || ** >Conversation (3) **
 * ^  || **Week 20** || ** >Mini Lesson ** **on Presentation Skills**
 * >Conversation (4) **

February - Persuasive Letter
**AND THEME** || **CLASSROOM ACTIVITY** || ** Persuasive Letter ** || **Week 21** || **// At the end of this unit each student will send a letter trying to convince someone to take action or to bring about change. //** -discuss audience and purpose -read examples and discuss characteristics and important vocabulary -teacher demonstration -write together (letter to the headmaster about something the students want changed at school) -re-read || -students choose who they will write to -brainstorm content of letter and the important arguments -students talk to a partner about what they’re going to write and the main arguments -sustained writing -conferences || -share with the whole class to get feedback -revise || -edit -publish: S//end the letters.// ||
 * **TIMELINE**
 * ** February **
 * >Persuasive Letter (1) **
 * ^  || **Week 22** || ** >Mini-Lesson on FLUENCY Trait **
 * >Persuasive Letter (2) **
 * ^  || **Week 23** || ** >Persuasive Letter (3) **
 * ^  || **Week 24** || ** >Persuasive Letter (4) **

March - Heart Poems
**AND THEME** || **CLASSROOM ACTIVITY** || **// Heart poems
 * **TIMELINE**
 * ** March **

//**  || **Week 25** || **//Students will write free verse poems about what’s deep in their hearts. They will be encouraged to experiment with the shape of the //****// poem. //** -discuss audience and purpose -read examples and discuss what makes a heart poem -students present poem examples through acting -teacher demonstration of writing a heart poem -write a heart poem together -re-read and discuss what was done || -brainstorm topics -students make notes to themselves about how the ideas could come together -sustained writing -conferences || -share with two other students -revise || -edit -publish: //Each poem is published on the class website.// ||
 * >Heart Poems (1) **
 * ^  || **Week 26** || ** >Ultra-Mini-Lesson on PRESENTATION Trait **
 * >Heart Poems (2) **
 * ^  || **Week 27** || ** >Heart Poems (3) **
 * ^  || **Week 28** || ** >Heart Poems (4) **

April - Comparison Essay
**AND THEME** || **CLASSROOM ACTIVITY** || ** April ** ** Comparison Essay ** || **Week 29** || **// Students will compare and contrast two objects or images to create a 5-paragraph essay. //** -discuss audience and purpose -read examples and discuss the components of a comparison essay (intro, similarities, differences, personal opinion, conclusion) and important vocabulary -teacher demonstration using two photos illustrating how much food a German and a Somali family eat in a week. -write together -re-read || -brainstorm topics and talk about them with a partner, figure out the 5 paragraphs. -sustained writing -conferences || -share with a partner students -revise || -edit -publish: //Each essay is published on a poster with an image of the two things being compared. Posters are posted around the classroom.// ||
 * **TIMELINE**
 * >Comparison (1) **
 * ^  || **Week 30** || ** >Mini-Lesson on CONVENTIONS Trait **
 * >Comparison (2) **
 * ^  || **Week 31** || ** >Comparison (3) **
 * ^  || **Week 32** || ** >Comparison (4) **

May - Advice for Future 9th Graders
** Advice for Future 9th Graders ** || **Week 33** || **// Now that the school year is almost over, the class will publish a book of advice for future 9th graders based on their own experiences. //** -discuss audience and purpose -brainstorm ideas for important advice -teacher demonstration using one of the topics -write together (this can be the introduction for the book) -re-read || -in pairs, choose one of the topics and brainstorm ideas -sustained writing in pairs -conferences || -share with another group and revise -publish: //Each pair makes a page for the book, all are collected and bound. Visit a gr.8 class and share their advice.// ||
 * ** May **
 * >Advice for 9th Graders (1) **
 * ^  || **Week 34** || ** >Advice for 9th Graders (2) **
 * ^  || **Week 35** || ** >Advice for 9th Graders (3) **

June - Polish and Present
**AND THEME** || **CLASSROOM ACTIVITY** || **// Polish and Present //** || **Week 36** || **// This exercise allows students to polish and present their work. //** Each student chooses one piece of work from the year that they are especially proud of. Each student decides how to best present their work in the form of a presentation. The teacher invites families to an evening celebration where each student presents their work. Each piece is compiled into a class anthology which each student receives at the end of the year. ||
 * **TIMELINE**
 * ** June **
 * >Polish and Present **