My unit plan is going to be for a sixth grade classroom. The standards that my unit is going to cover are: 6.7.3.3, which covers writing narratives and creative texts. The class is going to be reading A Raisin in the Sun. We are going to be analyzing this play in order to help students identify characters, setting, plot, and other elements that are present in narratives. Most of the focus of this unit plan is going to be the writing process and working with peers to review and edit their writing.
Each day we are going to focus on one element of narratives: characters, setting, plot. The plot is going to take a few days, because we are going to be examining each piece of the plot: exposition, rising action, climax, falling action, and solution. As students are writing and looking at each of these elements in A Raisin in the Sun, they will be writing their own and working together to help develop one another's writing.
The final part of this unit, I would like to incorporate students being able to publish their work online, possibly in a blog. I think I will have them create one at the beginning of the class. Also I want to include students typing their work on Google Docs, so when it comes time to revise, classmates and I will be able to edit online to make it more convenient.
Friday, April 13, 2012
Unit Plan - The Writing Process
The link below is a unit plan found on Teachers Net. It is the process of writing an essay. There are a total of nine steps and the author of the unit plan says it requires about 90 minutes per step.
http://teachers.net/lessons/posts/1555.html
I think this would be a useful unit plan because each step is very detailed and says specifically what needs to happen at each step before proceeding onto the next. Each step builds on the next and eventually includes editing and peer reviewing. I think there could be an additional few steps that include brainstorming or letting students select their own topic for writing. This sounds as if the teacher only gives them three topics to select from. I would let students choose. I also like that students are given opportunities to discuss the topics and throw some ideas around before they begin the actual writing process. I would add handouts that guide students toward organizing their ideas before they write it out. Another handout I would include would be to writing thesis, topic sentences, etc.
http://teachers.net/lessons/posts/1555.html
I think this would be a useful unit plan because each step is very detailed and says specifically what needs to happen at each step before proceeding onto the next. Each step builds on the next and eventually includes editing and peer reviewing. I think there could be an additional few steps that include brainstorming or letting students select their own topic for writing. This sounds as if the teacher only gives them three topics to select from. I would let students choose. I also like that students are given opportunities to discuss the topics and throw some ideas around before they begin the actual writing process. I would add handouts that guide students toward organizing their ideas before they write it out. Another handout I would include would be to writing thesis, topic sentences, etc.
Student Writing: Student to Student
I watched the video online regarding student writing and how to encourage positive peer review. This segment was very helpful and full of great ideas that I plan to incorporate into my classroom. The first teacher incorporated peer reviewing in groups of four with an adult who served as the facilitator and reporter. This helped the students stay on track. The method they followed used three steps. First students identify in the piece of writing what is working and how it is effective. It is important to start with positive feedback in order for the student to feel comfortable with being vulnerable in their writing and sharing it with their peers. Second the readers ask the author questions about the writing. It is important to ask questions, rather than just saying "I don't get it." With that type of response, it is easy for the author to feel trapped and not have the ability to move forward. The final step is where the author asks readers questions about the writing, maybe targeting areas they had trouble writing.
All the teachers made a point of using your own writing as an example and letting students practice giving proper feedback through your work. Modeling is very important.
Another method that I found very useful was called P.A.T.S. Praise; ask a question (clarify or expand); tell what stuck in your mind; suggest. I like this method as well because it tells the reviewer what needs to be addressed. I like seeing the teacher using their own pieces of writing, not as exemplars, but giving students the opportunity to review that work and practice before they begin working on their peers writing.
All the teachers made a point of using your own writing as an example and letting students practice giving proper feedback through your work. Modeling is very important.
Another method that I found very useful was called P.A.T.S. Praise; ask a question (clarify or expand); tell what stuck in your mind; suggest. I like this method as well because it tells the reviewer what needs to be addressed. I like seeing the teacher using their own pieces of writing, not as exemplars, but giving students the opportunity to review that work and practice before they begin working on their peers writing.
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