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Nicole Hullfish 4/1/14 ELD-307: Dr. Casey Lesson Plan 2 Writing Workshop Lesson Plan Rationale: In this second grade class they will be able to listen to how friendships have struggles from a book and let them eventually after brainstorming about this topic and book plot they will be able to write their own story about a friendship which overcomes problems. They will be able to write their own narrative on this important topic and filling in a story frame. Standards: CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. Main Standards: CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a question. CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Objectives: SWBAT brainstorm about what makes a true friend and what can make friendships strained and how they could turn ugly if not resolved with more than 80% accuracy. SWBAT fill in a story box chart about their story which will help them incorporated into a story with friendship which can overcome a problem with 100% accuracy.

SWBAT write their own narrative story about a friendship which overcomes some problems with at least 85% accuracy. Procedure: Mini-Lesson (15 minutes)- I will call each table of students over to the carpet. Once they get settled I will ask them if they have ever had a friend before and if so how does that make you feel? I will then ask them if they have had a friendship before and if so, if you have had a problem between the two of you. And if they have had a problem I would ask if how they resolved it? The next question I would ask them would be what makes a true friend? (I will post these answers up on the board under true friend characteristics.) Next I will ask them what can happen to friends that can make a friendship strained. Now, how can these problems ruin a friendship if they arent resolved? Once these questions are answered and written up on the whiteboard I will begin the book. I may ask a few questions during to see if they think of any of the things happening in the book can relate to the characteristics we have written up on the board. This is a summary of the story: When Kathy and Louise are separated over the summer, Kathy becomes jealous of Louises new friends. Kathy feels lonely and she thinks that Louise does not miss her at all. Kathy is mad and she begins to think of ways she can fix Louise for not being her best friend anymore. The girls sort things out and Kathy realizes she is lucky to have a special friend like Louise. Once the book is completed we will move on to discuss how the characters may have resolved the problem in the book. After this I will let the class know that they will be writing their own story based on friendship and how to resolve a problem. I will ask them to go back to their seats and I will hand out to them a worksheet with 6 boxes which will need to be answered before they can move on to writing their story. The outline will help them frame their own story. Status of the Class (3 minutes)- I set a 35 minutes timer which will be the amount of time given for the writing and conferencing time. I will during this 5 minute time go over to each student and see how well they are doing on their story boxes. When they are done with them they will raise their hands and me or another teacher will go over and check to see if they are on the right track. If they are we will give them the go to start on their story. Writing Time/Conferencing (35 minutes)- During this time the students will be getting their story boxes checked by me and or another teacher and when they are checked they will

be allowed to start their story. Once each child is checked this is the time when I will conference with 3 students. While I conference one on one I will go over how they are doing on their story and if they are having trouble with anything we have gone over in particular. If they are doing well I will ask them some questions about how they would set up their story and what aspects are needed in it (based on the story boxes). I will also when I finish with each one I will write in my workbook how the child is progressing and what their strengths and needs are at this point. Also I will check off few specific areas that they are excelling in or arent. When the timer is up that means that it is time to stop what we are all working on and head over table by table back to the rug. Sharing (15 minutes)- Once on the rug the students will get together with their writing workshop partner. They will share with one another their story that they have written. If one of the students happen to not have finished their story they can just read what they have written so far and maybe orally express what they were going to finish the story with. Each partner while listening to the other person will check off on their story boxes if their partner has included all the areas that were supposed to be included in this narrative about friendship. Once they are finished I will see based off of a hand raise how many of them have completed their story. If I see a good amount of them have not finished I will save time for them to finish tomorrow. But, if only a few (Special needs students) havent finished I will work with them at another time to help them or they can talk to me about it and then have them complete it for homework and bring it back in the next day. This will be the end of the lesson on friendship but I would leave them all with a reminder that friendship is something to be cherished so if you ever have a problem with a friend there also can be a way to solve that problem without losing a friend. Materials: Whiteboard Markers Best Friends by Steven Kellogg Worksheet of story boxes 2 pieces of lined paper (Write their narrative) Pencil Conferencing Workbook

Assessments: I will assess them based off of their answers to the brainstorming questions that I ask them before we read Best Friends. I will assess their understanding of the topic based on their story boxes which would help them frame their work for their story. I will also grade and assess their story that they will write which will include a friendship and a problem that will

have been solved. I will assess the students on how well they share their stories with their partners with one another as well. Differentiation: The places where differentiation would be essential would be when a student is working on their story. I would want to make sure that they understand what they are suppose to be writing so when I give them a go I would spend a few extra minutes with them. I may even make another sheet which would be more specialized to them for how they should be writing their story. I also would accommodate for them if they did not finish their story so I would work with them one on one to supervise their writing so they can ask me questions if needed. I wouldnt have them take their unfinished story home to finish for homework. If a student needs to sit close for visual reasons or behavioral reasons I will have them do so during the mini lesson. Technology Links: http://www.tips-for-teachers.com/Mini%20Lessons.htm http://www.fargo.k12.nd.us/education/components/docmgr/default.php?sectiondetailid=6013 &fileitem=1971&catfilter=649 http://olc.spsd.sk.ca/DE/resources/friendship%20unit/difficulties.pdf