EDRL 427 Writing Portfolio Luzmaria Houston Nevada State College

Instructor: Roxanne Stansbury 6-1-20-12

Preview Writing Portfolio

RAFT Lesson Plan Poetry Lesson Sequence Mini-Lesson Voice Reflection Thinking Maps Conferencing Recap Ideas Reflection Pictures Response to Student Writing Model Lesson

RAFT NSC Lesson Plan Lesson Sequence for RAFT:9 STEPS 1. Read a book that demonstrates great ideas. 2. Define RAFT: Role, Audience, Format, and Topic 3. Explain how students can research content. 4. Give students tools to be successful with writing format (prewriting). 5. Model how to infuse the content and the writing format. 6. Create rubric with students-allow for self-evaluations and changes (rough draft). 7. Allow students time to write. (Revisions) Buddy edit (editing) Share revisions (publishing RAFT Lesson Plan Read, Dear Mrs. La Rue, Letters from Obedience School. Written by Mark Teague

Role: Cat from Obedience School. Audience: Hibbins Cats. Format: Email from Academy Cat. Topic: Ikes Lies and exaggerations.

Thinking Map- Bubble Map Description of Ikes lies and exaggerations from Academy Cat Circle Map Ikes Lies. Teachers being mean. Lied about being in tiny cell. Bad food. Lied about being sick Lied about verbal abuse

Rubric for Email Humorous and sincere Include accurate facts and Ikes lies from story

Create at least one email from Academy Cat, and one from Hibbins Cat. Include at least one fact and one of Ikes distorted perceptions.

POETRY-Lesson Plan Introduction How many of you remember your favorite Nursery Rhyme, Riddle or Poem? Now. think of all the nursery rhymes youve heard over the years and imagine having the ability to change, or add another verse to it. Imitation of someone elses writing is called a parody. Well, I was very fortunate to find a book named, Hickory, Dickory, Dock written by two cleaver authors who did just that. You will have the opportunity to pick a poem and do the same. Demonstration/ Model Teacher will read the Poem Hickory, dickory, dock, The mouse ran up the clock. The clock struck one, The mouse ran down, Hickory, dickory, dock Read the book, Hickory, Dickory, Dock By Robin Muller and Suzanne Duranceau. (Hickory, dickory, dock, The cat has hidden the clock. The clock struck one, The hunts begun. Hickory, dickory, dock. Guided Lesson: Teacher: Use Circle map to find rhyming words for Clock and One Rhyming words for Clock-Tick Tock, sock, padlock, flock Rhyming words One-Bun, begun, done, fun, ton, sun, won Students participate and together and help rewrite the first verse. Hickory, dickory, dock, The Clock goes Tick Tock, Tick Tock, The clock, struck one, Our workday has begun, Hickory, dickory, dock. Guided Practice Students will partner up and work together.

Decide on a Nursery Rhyme, Riddle or Poem Circle map words and rhyming words Students will change, continue, or add new verses to original piece.

Share & Review: Students will share new poems with the class. Students will discuss and compare new poems and original poems. Example of a Shared Poem Original Poem: Mary had a little lamb its fleece was white as snow; And everywhere that Mary went, the lamb was sure to go. It followed her to school one day, which was against the rule; It made the children laugh and play, to see a lamb at school. And so the teacher turned it out, but still it lingered near, And waited patiently about till Mary did appear. "Why does the lamb love Mary so?" the eager children cry; "Why, Mary loves the lamb, you know" the teacher did reply Revised Version: Dotty had a little Dog; its fleas were ready to hatch And everywhere that Dotty went; the Doggy was sure to scratch It followed her to the bank one day, which was against the law: It made the bank tellers itch and scuff, to see a flea on his paw. And so the security, turned Dotty out, but still fleas lingered near, And waited anxiously about for Dotty and Dog to disappear. Why does the Dog have Fleas?, the bank customers cowered. Why, Doggy has Fleas? Dotty replied, because he doesnt know how to shower! (Revised by Luzmaria Houston)

Mini Lesson- Word Choice How many of you have every received a postcard from someone on vacation? Did it sound like they were having an exciting time? Or did it sound they were just having a nice time? Wellnow its your turn to write your family and friends about your vacation. Pretend that you are on an adventurous Safari or exotic place no one has ever been before. Remember that you dont have a lot of space on the card so your Word Choice will be very important Mini Lesson: Activity Teacher will read two postcards to demonstrate the difference in word choice. One postcard will be generic (B & W copy) Second will be written with vivid details (colorful original). Students will be asked to discuss the difference between the two postcards. Use a Circle Map to demonstrate how words can be changed to show their level of intensity (Antonyms). Pair up students to share and discuss their ideas for their vacation stories. Pass out black and white copies of postcards. Have the students write about their vacations and then exchange with partner. Partners will use Circle Maps to practice and experiment with new words to enhance their stories. Be specific, use details, Adjectives, and Adverbs. Allow students to rewrite their revised stories on a colorful original postcard. Reread the two postcards and have students compare the differences between old and new stories.

Word Choice: Lesson Plan Objectives: 1) Student will expand vocabulary; use specific words to describe persons, places and events. 2) Student will recognize the importance of using Synonyms, Adverbs and Adjectives to enhance their writing. Introduction How many of you have every received a postcard from someone on vacation? Now that you are all writers, it is your turn to write your family and friends about your holiday. Dont forget to write yourself one too, just for fun. Remember that you dont have a lot of space on the card so your Word Choice will be very important. Demonstration/Model Model by reading examples of well-written passages that use specific words to describe people, places and events. Demonstrate the use of specific words. Specific words invoke emotion and feelings: Sense of smell, touch, taste, and sound. When using detailed words, you are in control of what the reader imagines. Use a Circle map to create several words for one word. Understanding Synonyms: Example: Good in reference to food. (Delicious, yummy, scrumptious, mouth-watering) Example-Said: Spoke, whispered, shouted, screamed, preached, talked, yelled, whimpered, howled, and bellowed. Guided Lesson Use two postcards to demonstrate the difference in word choice. One postcard will be generic (B & W copy) and the second will be written with vivid details (original). Students will be asked to discuss the difference between the two postcards. Guided PracticeTeacher will model and read another generic (black and white postcard). Use a Circle map to help embellish, add or change some words. Be specific and add details (Synonyms, Verbs, Adverbs, Adjectives). Rewrite the new postcard on a colorful original postcard. Reread the two postcards and have students compare the differences.

Share & Review Pair up students and have them share vacation stories with one another, practice and experiment with new words. Be specific and remember its all about the details.

Voice Reflection I learned that teaching the Voice trait could be a little challenging. According to 6+1 Traits of Writing, the number one reason students have trouble finding their voice in writing is because they dont understand it. The book expresses it as, the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. It is flashes of spirit. That is a passionate explanation of voice. Teaching voice is about helping the writer with the ability to connect successful and appropriately. Thinking Maps-See attached Photos Conferencing Recap When you have a writing conference with a student, you are the mentor, and not a judge. Listen to the student read their essay aloud and do not correct the paper before they read it aloud to you. When the student has finished reading, restate or summarize the story back to them. Confirm their story by saying something like, It sounds to me like you are writing about Be specific in your response to the story and avoid comments like, It was nice. Instead, ask the writer to respond to your comment. This would be the time to ask the writer questions about their paper. Have they expressed what they wanted to say, or is there more? Point out something in the story that you think they did well. Discuss and respond to any improvement you think the writer may need on the ideas, voice, word choice and organization of their essay. Teach them a strategy or suggest an activity that will help them improve their skills where it is needed the most. A one-on-one conference is vital to the advancement and progress in a students writing. Conferencing Feed back I think that my partner and I understood the conferencing one-on-one is a very important. We read and listened to our giving essays and responded to them. The

teacher has to pay attention to the story in order to restate the story back. I thought this was the most difficult part of conference. I had to close my eye and concentrate to block all the other noises in the class. I think this is the skill I will have to master in a noisy classroom setting.

Ideas Reflection The one strategy that I really enjoyed the first week was the calendar picture dialogue writing activity. The writing dialogue assignment was to partner up with a classmate and write dialogue between two characters with a problem that needed to be solved. The lesson instructions could have ended there, but we were also provided with pictures of locations and characters. I think the addition of the pictures made all the difference in the world. I think the pictures helped us by making the places and faces real in our imaginations, therefore inspiring us to write with a purpose. I thought it was a great idea to have pictures of different locations and pictures of real and factious colorful characters. I remember looking at all the pictures on the table and feeling excited at all my choices. There were photos of popular historic landmarks that I recognized and pictures of beautiful exotic locations that I did not recognize. I kept flipping over the pictures of the places I didnt know, but the information wasnt provided. Then I realized I didnt have to know the exact location, it could be any place I wanted it to be. My partner Nicci and I both love cats, so we were delighted to pick the picture of the cute clown cat and the picture of the not so cute, scruffy looking cat. I thought they could both become lovable and endearing cat characters. We quickly caught ourselves laughing and enjoying creating personalities for these little cats. The writing process was so easy after that because we felt we knew them, and what they would each do in a problematic situation.

Our attitude toward our writing was a positive experience. I thought the addition of the pictures motivated and inspired Nicci and I to write our funny vacation cat story. This exercise was an excellent way to generate writing ideas and I will definitely incorporate this type of visual aid into my writing lesson plans.

Response to Student Writing A conference with 4th grade student on her Lazy Bees Essay. 1. Assess the writing on the following traits: ideas, voice, word choice, and organization. 2. Respond to the writing using ideas, voice, word choice, and organization as your guide. 3. Choose an activity from the book that you would use to help this student improve his writing skills. 1. Assessment of Lazy Bees-Conference with student Ideas: It sounds like the student is writing about a shortage of honey in the Harrison Community as a result of the bees taking time off.

Organization: The essay is one long paragraph and the organization of the essay needs attention. The student talks about the concerns about environment, how much she loves honey, and then asks people to buy it because the honey may run out. Writer needs to organize and elaborate on ideas. Voice: I hear voice and a sense of humor when the writer describes the bees vacationing and lounging poolside, getting a tan, eating pizza, donuts, and drinking soda. I could picture it in my mind. The description of the bees vacationing lacked fluency. Word Choice: There was a lack of specific details to describe the vacationing bees. I wanted to know what kind of pizzas, donuts and flavor of sodas they were drinking? The writer could have written a complete paragraph in describing this scene. Fluency: This story lacked fluency. Does not know how to use and in a sentence. Conventions: The writer didnt indent the paragraph. Only one misspelled word at the beginning. The writer used all caps for, LOVE honey. Could have better expressed that by writing, love honey!

RAFT Model Lesson Plan: Read Story, The Little Red Hen Introduction The Little Red Hen is one of my favorite stories and it has been rewritten and revised a hundred of times over. Today we are going to write about something that happened after the Little Red Hen baked her wonderful loaf of wheat bread. Someone has stolen the Little Red Hens bread and the Farmer wants a report of the incident. Who will write the incident report, and who is under suspicion? It is up to you to solve the mystery. Objective The Students will develop writing skills and ideas for writing dialogue for characters in a farm setting. Students will use the correct dialogue punctuation between two characters. Student will develop the main characters and solve the mystery.

Demonstration/Model: Read one of the many versions of The Little Red Hen.

Create a Circle Map and show dialogue between the characters. Create a Multi-Flow Map that shows the EVENT, CAUSE AND EFFECTS

Guided Lesson Teacher and Students will brainstorm on a Circle map as to some of the reasons why someone would steel the Bread. Create a Flow Map to show sequence of events. Guided Practice Handout Rubric and several versions of the story, The Little Red Hen. Partner up and brainstorm for RAFT ideas. Give a good example.

Role Dover the Dog Detective (called in from a neighboring farm) Audience Farmer and Farm animals in the surrounding community. Format Incident Report will include the sequence of events and witness testimony. Topic-Who stole the little Red Hens Loaf of Wheat Bread. Share and Review Students will share their mysteries; point out dialogue and buddy edit.

Rubric 1. Must have dialogue between Red Hen as and the investigator. 2. Investigator must have a dialogue with at least three suspects. 3. The story has a sequence of events that leads up to the crime.