2. Agenda
✘ PLC: Collaborative Writing and Meaningful Tasks
✘ Collaborative Writing Exploration
✘ Writer’s Workshop for SJ Lesson Plans
(mini-lessons on lesson planning and writing time)
✘ Assessing Writing
✘ Writing Strand Blogs
2
3. PLC Discussions
Leaders set your timers for 15 minutes
Recorders open Sakai message to take notes
Leaders fill out self-evaluation form on Sakai
and submit planning page via Sakai Assignment
tab
3
4. 1. Collaborative Writing
Let’s write a narrative together
a) Listen to the passage for inspiration
b) Write the introduction to a story until the
instructor says the time is up
c) Pass your page to the person to your right
d) Read what they wrote and continue
the story
e) Listen for the story elements
described by the instructor
f) Continue passing to the right until
the story is complete
5. 1. Collaborative Writing
Let’s write a narrative together
a) Beginning of the story
b) Deeper Character Development
c) Problem Posing
d) Solution
6. 1. Collaborative Writing
Let’s reflect on our narrative
a) What are the benefits of this strategy?
b) What skills can students foster?
c) What forms of writing might this be
most useful for?
d) Challenges?
7. 7Collaborative and Shared Writing and
Presenting Ideas in the Classroom
Cubing
RAFT
Clusters
No Tech. Technology
Writable.com
(Resources Assignments)
Write About This
Boomwriter.com
Storyjumper.com
Author’s Chair
8. 8
Global Writing
Writing needs to be authentic, meaningful, real life, for a purpose
(inform, entertain, persuade, discuss)
a) The World is My Audience: Twima Twima2, Twima3
b) Re-write a Wikipedia Article
c) Blog/Vlog- Kid Blog,
d) YouTube and Kidzvuz
e) Quad Blogging Article
f) Global Read Aloud
g) 100 Word Challenge
9. Take 15 minutes to explore the
collaborative writing resources linked on
Sakai, and share your thoughts with your
group members: Would you use this in the
J/I classroom? How and Why?
9
10. Writer’s Workshop
A series of mini-lessons, writing time, and sharing opportunities
Let’s try this with our teacher hats on and focus on lesson plan writing
10
12. Lesson & Unit Planning 101
2 BIG QUESTIONS YOU NEED TO
BE ABLE TO ANSWER:
What are you doing?
AND
Why are you doing it?
13. Lesson & Unit Planning 101
3 BIG CONSIDERATIONS:
What do you want students to learn?
Big Ideas/Enduring Understandings
Curriculum Expectations
How will you know they learned it?
Assessment tools and strategies
What do they need to succeed at this task?
Lesson components, examples, practice, etc.
14. Lesson & Unit Planning 101
Thoughts to communicate in a formal lesson plan:
Background Success
Big Idea & Curriculum Expectations
Learning Goals & Success Criteria
Materials/Resources
Prior knowledge (if any)
Lesson Success
Grouping & Timing
Minds On, Action, Consolidation
Student Success
Assessment
Accommodations/Modifications
Next Steps
17. Lesson
2 exemplars:
1) The Water Walker
Lesson on unfair distribution of water
resources and environmental responsibility
Assessment task: series of tableau explained
in a blog post to show what students learned
2) Ghandi’s Glasses
Lesson on global citizenship and treating
people and our world respectfully
Assessment task: storyboard comic on a
particular social justice issue and how people
should act to create a better world
Mini-Lesson #1: Be inspired!
Choosing a Topic & Assessment Tasks
Writing Practice
What is your social justice
topic?
What specifically do you
want students to learn?
What big activity/project
can they complete to
show their learning?
17
18. Mini-Lesson #2: Best Practice Teaching
Curriculum, Learning Goals, and Success Criteria
18
19. Lesson
2 Exemplars: 1) Water Walker
Mini-Lesson #2: Best Practice Teaching
Curriculum, Learning Goals, and Success Criteria
19
CURRICULUM:
Writing 2.5: identify their point of view and other possible
points of view;
Writing 1.2: generate ideas about a potential topic and
identify those most appropriate for the purpose
Drama B 1.1: engage actively in drama exploration and
role play, with a focus on identifying and examining a
range of issues, themes, and ideas from a variety of
fiction and non-fiction sources and diverse communities,
times, and places.
Media literacy 3.4: produce a variety of media texts for
specific purposes and audiences, using appropriate
forms, conventions, and techniques.
STUDENT FRIENDLY LEARNING GOALS:
1. I will be able to identify my POV and others POV to
determine whether my opinion is balanced.
2. I can generate ideas about our topic and choose the
most appropriate idea for my purpose.
3. I will be able to express my ideas around our social
justice issue through tableau.
4. I will be able to create a blog explaining my dramatic
process for the creation of my Tableaus.
20. Lesson
2 Exemplars: 1) Water Walker
Mini-Lesson #2: Best Practice Teaching
Curriculum, Learning Goals, and Success Criteria
20
STUDENT FRIENDLY LEARNING GOALS:
1. I will be able to identify my POV and others POV
to determine whether my opinion is balanced.
2. I can generate ideas about our topic and choose
the most appropriate idea for my purpose.
3. I will be able to express my ideas around our
social justice issue through tableau.
4. I will be able to create a blog explaining my
dramatic process for the creation of my Tableaus.
STUDENT FRIENDLY SUCCESS CRITERIA:
I will understand important details about lack of
water in Indigenous communities from the
resources shown in class, and list these in a
graphic organizer.
I will make tableaus around this social justice
issue that portrays my purpose and POV. I will
take photographs of my tableaus to use in my
blog post to show my POV.
I will create a blog with four paragraphs.
-The first three paragraphs will explain my
dramatic process for the creation of each tableau.
-The fourth paragraph will reflect on my POV and
compare that to the POV’s of my peers work.
21. Lesson
2 Exemplars: 2) Ghandi’s Glasses
Mini-Lesson #2: Best Practice Teaching
Curriculum, Learning Goals, and Success Criteria
21
CURRICULUM EXPECTATIONS
O1.6 extend understanding of oral texts by connecting
the ideas in them to their own knowledge, experience,
and insights; to other texts, including print and visual
texts; and to the world around them
O1.8 identify the point of view presented in oral texts
and ask questions about possible bias
Social Studies B3.9 describe some different ways in
which citizens can take action to address social and
environmental issues
Drama B1.1 engage actively in drama exploration and
role play, with a focus on examining issues and themes
in fiction and non-fiction sources from diverse
communities, times, and places
STUDENT FRIENDLY LEARNING GOALS:
I will understand how to connect my understanding of
a text to my own experiences, other texts, and the
world around me
I will identify a character’s point of view in a text and
think about other possible views
I can communicate some ways that people can take
action to help with social justice and environmental
issues
I can use role play to address an issue or theme
22. Lesson
2 Exemplars: 2) Ghandi’s Glasses
Mini-Lesson #2: Best Practice Teaching
Curriculum, Learning Goals, and Success Criteria
22
STUDENT FRIENDLY LEARNING GOALS:
I will understand how to connect my understanding of
a text to my own experiences, other texts, and the
world around me
I will identify a character’s point of view in a text and
think about other possible views
I can communicate some ways that people can take
action to help with social justice and environmental
issues
I can use role play to address an issue or theme
STUDENT FRIENDLY SUCCESS CRITERIA
I made a connection between the text and my own experiences
I demonstrated my point of view and considered alternative
POV’s in my T chart
I explained several ways a good citizen should act on social and
environmental issues, considering different POV’s to make my
decisions
I considered solutions to social and environmental problems and
presenting them in the form of drama. I chose words and action
to communicate my ideas clearly
I participated in group discussions and collaborated with peers to
create a script for our role-play
I actively listened to peers perspectives and treated their ideas
with respect
23. Lesson
2 Exemplars:
1) Water Walker
Refer to previous slides
2) Ghandi’s Glasses
Refer to previous slides
Mini-Lesson #2: Best Practice Teaching
Curriculum, Learning Goals, and Success Criteria
Writing Practice
What grade is your lesson appropriate
for?
Look through the curriculum document.
Thinking about the task you plan to
complete, choose 3-4 appropriate specific
expectations that you can assess.
Copy & paste the expectation.
Then re-write it as a learning goal and
develop a list of success criteria.
23
25. Mini-Lesson #3: Lesson Components
Meaningful & Memorable Hooks
Writing Practice
How might you engage
your students to think
about your topic?
What might excite them?
make them want to learn
more? target their
emotional response? set
them up for success on
the tasks to follow?
25
Consider: Multimodal? Active? 4 C’s (creativity, collaboration, critical thinking, communication)? Technology?
Lesson
2 exemplars:
1) The Water Walker
Water demonstration to visually represent the lack of fresh water in
the world and the struggles of communities that have to transport
water far distances.
Class discussion to activate prior knowledge: what do you think our
topic is for today? What do you know about Indigenous
communities?
Picture book read aloud.
2) Ghandi’s Glasses
Video hook: “Kid President: How to Change the World”
Class discussion activating prior knowledge about Ghandi
Picture book read aloud with cut-out glasses to put on!
26. Mini-Lesson #3: Lesson Components
Meaningful & Memorable Actions
Writing Practice
What steps might students go
through to complete their
assigned activity /project?
(first, next, then, finally)
What does the teacher do /
say / use?
What does the student do /
say / use?
What critical thinking
questions are posed?
26
Consider: Multimodal? Active? 4 C’s (creativity, collaboration, critical thinking, communication)? Technology?
Lesson
2 exemplars:
1) The Water Walker
QR codes to various websites and videos. Students record
learning on a mind map organizer. Share and Discuss.
Create 3 tableau scenes in groups: 1-the reality of the issue,
2-the ideal solution if the issue were solved, 3- how to raise
awareness of ways to bridge that gap. Once practiced, photos
will be taken of each tableau scene.
2) Ghandi’s Glasses
Critical discussion as a class to break down the text
Choose a topic and write a script to show 1-ways in which
people act poorly, and 2- ideal behaviours.
In groups, peers will help act out each other’s scripts
27. Mini-Lesson #3: Lesson Components
Meaningful & Memorable Consolidations
Writing Practice
How might you wrap up your
lesson?
How will you circle back to
your learning goals to see if
they were achieved?
How will you engage students
in self-reflection, peer
feedback, sharing, or
preparing for the next steps?
27
Consider: Multimodal? Active? 4 C’s (creativity, collaboration, critical thinking, communication)? Technology?
Lesson
2 exemplars:
1) The Water Walker
Students will reflect on the POV shown in their tableau
scenes, and think about how they will write about this in their
blog posts (to be started next class).
Students will write an exit card about their process so far.
2) Ghandi’s Glasses
Students will reflect on their scripts as seen in action, make
revisions as necessary.
During the next class, will create a storyboard comic to share
their storyline about how to create a better world.
This will be published in a class book.
28. Mini-Lessons for next time…
Assessment Tools
What is the most
apt tool to assess
your project?
Who uses the tool?
How well does this
align with your
chosen
expectations?
Accommodations
How can you add
differentiated
instruction
components to
ensure all of your
students have the
ability to succeed?
28
Details
Materials clearly listed
Resources clearly
described and linked
(if possible)
Do/Say actions clearly
described so
colleague could teach
you lesson
Next steps listed
31. Writing Assessment
There are several ways to assess writing. The most
common method is to use some sort of rubric. Items on
the rubric range from curriculum writing expectations to
individual items specific to an assignment. Other forms of
writing assessment use checklists or rating scales.
A teacher isn't the only one who can assess a writing
sample. Students can assess their own writing by
working in pairs or small groups. Small groups of students
can meet and conference about one piece or each student
can bring a piece to exchange and have reviewed.
As with any good assessment, the purpose should drive
the procedure.
34. 34
Writing Strand Blogs
Affirmation Writing Strategy
✘ Open a word doc.
✘ At the top of your page, write an affirmation you need
to hear while writing. Make it as large as possible to
fit on 1-2 lines of text
✘ Free write a possible angle you might take on this
next blog post. Just type – don’t edit or stop – if you
are stuck, re-read your affirmation, believe in
yourself, and continue.
35. 35
I am a great writer!
You can do this!
My Ideas matter!
I have something valuable to say!
Take a deep breath. You’ve got this!
It doesn’t have to be perfect. Just write!
Just try your best!
You’re doing great! Keep going!
You are not actually hungry! Keep writing!
One sentence at a time…
Put pen to the paper, and let the words run to the finish line!
Progress is more important than perfection.
As long as you are still writing, you are winning!
36. Homework for next class:
Read + View + Forum
Response
We are moving on to oral
communication.
Explore the links on using podcasts
in the classroom, and record a
response according to the
instructions posted in the week 8
tab.
DUE SATURDAY NIGHT
Blog Post #3
Write your blog post on the writing
strand.
Submit your link through the
assignments tab
DUE IN CLASS for peer sharing
SJ Lesson Plan
Use the ideas you developed
today to fill in most of your
lesson plan template.
Bring your ideas to class for
peer feedback
36
Curation Bank
Don’t forget to add writing
resources to your resource
banks
Have a wonderful
rest of the week!
