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SanJoaquinValleyWritingProject2016

You choose...
Whats Close to Your Heart

DemonstrationLesson
SanJoaquinValleyWritingProject2016
PresentedbyMicheleHelm(First/ThirdGrade)

ExplanationofCommonCoreStandardAlignment:
(W3.3 ac):
Students will write narratives to develop real or imagined experiences or
eventsusingeffectivetechnique,descriptivedetails,andacleareventsequence.
Studentswillwritea narrativepiecetotelltheirstory,butalsowritesinawaythatgets
their readers topicturewhatwas happeningand that bringstheirstory tolife.Theywill
work to show what happensin andto their characters byusing actions, thoughts, and
feelings.Writersareinspiredbythelivestheylead,alwayslookingforwritingideasfrom
theirownpersonalexperiences.
(W.3.4):
Students will write with limited guidance and support from adults, to produce
writing inwhichthedevelopmentandorganizationareappropriatetotask,purpose,and
audience.
Students will write with limited assistance from teacher to produce a clear and
coherent writing, in which thedevelopment andorganization, and style are appropriate
totask,purpose,andaudience.
(W.3.5):
Students will write with guidance and support from peers and adults,
strengthenwritingasneededbyrevisingandediting.
Studentswillwritewith help from othersto assist in descriptive writing skillstofurther
developwritingsample.

MicheleHelm

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SanJoaquinValleyWritingProject2016

MaterialsNeeded:

Hearttemplate(optionalcouldhavestudentsdrawtheirown)
Crayons/markers/coloredpencils/pencil/pen
Blankwhitecopypaper(4quadrants)
Scissors/glue/tape
Looseleafpaperforwriting(RoughDraft)

Task1:
Generateideasclosetoyourheart(Prewrite)
Studentswillfillupaheartwithideasthataclosetothem,thiscouldincludepeople,
places,hobbies,andthings.Theycanusepictures,words,orphrasestorepresentthe
ideas.Studentscanusecoloringsuppliesasneeded.(Refertosamplesforassistance)
Partnersthensharedifferentmomentswithaclassmate,havestudentsspendtime
orallydiscussingthedifferentideasthattheyincludedongraphicorganizer.This
conversationtimewillallowthestudentstotouchoneachsmallmomentconnectedto
theirvariousideas.

Task2:
Pickonemomenttotalkonyourfingers(Prewrite)
Selectoneideafromthehearttoelaborateon,thissmallmomentisthenbrokendown
usingfingers(nomorethanfive).Studentswilldothisindependentlyfirsttogather
thoughtsthenfingertalkwithpartner.Itiscriticalthatstudentsusetheirfingerstohelp
conveystory,itallowsthemtofollowtheirsmallmomentinsequentialorder.
Task3:
Create4quadrantdrawings(Prewrite)
Studentswillthenfoldpaperintofourths,ineachquadrantthestudentwillquicksketch
scenesfromstoryinsequentialorder.Remindthemtoincludedetailstohelptrigger
memory.Partnersharewithotherswhendone.

Task4:
Writeabouteachquadrant(RoughDraft)
Cutthesketchesapartandglueatthetopofseparatepiecesofloosepaper.Students
willthendigintothemomentsbywritingforeachquadrant.Theyareusingthesketch
asawaytohelpprocessthesmallmomentsintowords.

LessonRationale:
MicheleHelm

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SanJoaquinValleyWritingProject2016

Writingpersonalnarrativesattheelementarylevelcanbequitedaunting.
Varioustypesofchallengesarisewhenexploringthisspecificwritingstyle.Oneof
whichis,whengivenateacherledprompt,studentsfinditratherdifficulttoremembera
specificmomentintimefromrecall.Forexample,Tellmeaboutatimewhenyoulost
yourtooth?AsanadultIcouldntprovidemuchdetailonsuchanexperience.Inthis
lessonstudentshavetheabilitytoselfselecttheirownwritingtopic.Indoingsothis
allowsthemtochooseamemoryinwhichtheyfeelcomfortableandknowledgeable
enoughtowriteabout.WhenworkingwithEnglishLanguageLearners,assomanyof
usdo,theneedtoallowthestudentstoselecttheirownwritingtopicsbecomeseven
morecriticaltotheirlearningprocess.Inarecentstudy,theresultssuggestedthat
teachersarelikelytoseesignificanteffectsonEFLstudentswritingperformancewhen
theyprovidethestudentswithchoiceofselectingtheirownpreferredtopicfortheir
writing(Bonyadi,2014).HefurtherdiscussesinhisfindingsthattheEFLstudents
displayedahigherlevelofinterestandmotivationintheirwritingclasses.Providing
studentstheabilitytoselfselecttheirwritingtopic,facilitatesanopportunityforthemto
criticallythinkbeyondwritingtocompleteatask.Thereisadeeperlevelofpersonalbuy
inthatthestudentsinvestbecauseeachoftheirstoriesholdsspecialmeaning.
KnowingthatmyclassroompopulationismorethanthreefourthsEnglish
LanguageLearner,theyneedmorescaffoldingskillsinplacetosupporttheirwriting
developmentalprocess.Theuseofvisualsisacommontooltousetoenhancetheir
learning,howeverweaseducatorsthinkthatprovidingagraphicorganizerwillsufficein
regardstowriting.Picturesallowthestudentstofindthewordsthattheywouldnt
otherwisethinkofoffthetopoftheirhead.
IntheabsenceofEnglishlanguage
proficiency,theuseofvisualsanddrawingsasmeansofcommunicationbecamean
indispensableresourceinrevealinglargerculturalvalues,religiousaffiliations,and
socialidentitieswithinthenewAmericanculture(Ismail,2012).Usingvisualsenables
thesestudentstovoicetheirideasandfeelingsuntiltheystrengthentheirlanguage
abilities.

References
Bonyadi,A.(2014).Theeffectoftopicselectiononeflstudentswritingperformance.
SAGEOpen
,
4
(3).

Ismail,I.(2012).Useofvisualrepresentationsanddrawingsinwritingforarabichigh
schoolenglishlanguagelearners.

SampleMyHeartMap:
MicheleHelm

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SanJoaquinValleyWritingProject2016

MicheleHelm

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