Conferencing

Author: Elyssa Place

Date created: 11/07/2011 4:50 PM EDT ; Date modified: 10/13/2013 1:18 PM
EDT
Subject(s)
Writing
Grade/Level
Grade 5
Descriptive Data
On November 10, 2011, for Mrs. Cummins' fifth grade class, I will teach the children
how to have a writing conference together and add descriptive data to a paper. I
will allow 2 minutes for the anticipatory set that will take place at their desks. I will
allow 8 minutes for me to explain how they can add description and explain what a
writing conference is and how they are going to accomplish it. I will allow 8-10
minutes for them to talk in their pairs and another ten minutes for them to work on
their papers. Then 2 minutes for them to fill out the "Reflection" handout (see
attached). Mrs. Cummins is having her students complete their papers by going
through the writing process. She asked me to have to children do a writing
conference and have them add descriptions to their papers.
Rationale
The writing process includes five stages: pre writing, drafting, revising, editing and
publishing. The writing process helps children understand that once they finish a
draft, there are still more steps until the product is finished. "During the revising
stage of the writing process, students meet in writing groups to chare their rough
drafts and get feedback on how well they are communicating" (Tompkins). Writing
groups help children develop their writing skills. "The key to enticing struggling
writers to revise and edit is to help them develop a sense of audience. When they
want classmates or another audience to understand their message, they begin to
recognize the importance of refining their writing" (Tompkins). The writing process
develops children's papers and is used throughout life. Most adults go through the
process when they write. It gives children a sense of order and there are steps
that children can easily follow. By working in partners children learn how to work
together and help each other.
New York State Learning
Standard(s) Addressed
NY- New York State Common Core Standards (2011)
Subject: English Language Arts & Literacy in History/Social Studies, Science, and
Technical Subjects
Grade: Grade 5 students:
Strand: Writing
Domain:
Text Types and Purposes
Standard:
3. Write narratives to develop real or imagined experiences or events
using effective technique, descriptive details, and clear event sequences.
Indicator:
a. Orient the reader by establishing a situation and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally.
Indicator:
b. Use narrative techniques, such as dialogue, description, and
pacing, to develop experiences and events or show the responses of
characters to situations.
Indicator:
c. Use a variety of transitional words, phrases, and clauses to
manage the sequence of events.
Indicator:
d. Use concrete words and phrases and sensory details to convey
experiences and events precisely.
Indicator:
e. Provide a conclusion that follows from the narrated experiences or
events.
Domain:
Production and Distribution of Writing
Standard:
5. With guidance and support from peers and adults, develop and
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strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach. (Editing for conventions should demonstrate
command of Language standards 13 up to and including grade 5 on
pages 28 and 29.)
Strand: Speaking and Listening
Domain:
Comprehension and Collaboration
Standard:
1. Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacherled) with diverse partners on grade 5 topics
and texts, building on others ideas and expressing their own clearly.
Indicator:
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
Instructional Objectives
1. The students will be able to revise others' papers.
2. The students will be able to work together in pairs and have a discussion about
their papers.
3. The students will be able to revise their own papers.
Student Assessment
1. I will look at what the children write in their notebooks.
2. I will listen in on the children's discussions.
3. I will read the "Reflection" papers to see if they changed anything and to see
what they changed.
Materials and Resources
! Materials and resources:
1. Picture (I found online)
2. Projection Screen (in the classroom)
3. Chart paper with the steps (I will get from Dr. Henry and fill out before
November 10)
4. Writing journals (they are the children's at the school)
5. Drafts (they are the children's at the school)
6. Reflection handout (I will copy at the school)
! Technology resources:
Word, Projection Screen
! The number of computers required is 1.
Anticipatory Set
1. I will have the picture on the projection screen (see attached)
2. I will ask the children to tell me what is going on in the picture in a couple
sentences
3. After they answer I will ask them how we can add more detail to the sentences?
I will tell them to use their imaginations
4. Based on what they say I can ask them other questions to help them come up
with more details. For example: Where are they? Who are the people? What are
the people eating? What kind of music are they listening to?

Sequence of Instruction
1. I will explain that they are going to add descriptions to their narratives just like
how we added descriptions to those first couple sentences about the picture.
Descriptions help a reader understand and form a picture in their minds of what
they are reading.
2. I will explain that to accomplish that they are going to work in pairs and have a
writing conference. I will show them the chart paper where I wrote the steps of
what they are to do: "1. Get together with partner anywhere around the room
with your writing journals. 2. Person 1 reads their paper. 3. Person 2 listens and
takes notes based on these three questions: -Where could your partner add more
descriptions? -What did you like about the story? -Would you improve any parts?
4. Switch roles. 5. Go back to your desks and make revisions." I will go through
each step.
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3. I will explain that there are 2 rules. First there are to be no distractions. Just
their partner and them discussing their papers. Second rule is that they are to help
each other by giving constructive feedback. I will ask if they know what that
means. They are going to help each other further their papers while being nice. I
will write on the board how they can start sentences when they are offering
suggestions: I got confused in the part about... I would like you to add more
about...
4. I will tell them who they are paired up with and whether they are number 1 or 2
by using the sticks Mrs. Cummins has. They can then go off anywhere around the
room together with their writing journals.
5. I will walk around as they do their work. When they finish they can go to their
desks and make their revisions on their papers for 10 minutes.
Closure
1. After the ten minutes I will tell them to stop and they can work on them at
another time.
2. I will ask them what they thought and what they liked about their partner's
paper
3. Then I will hand out the "Reflection" handout (see attached) and I will collect
them after they finish.
Modifications/Adaptations
I will help Nolan write his revisions on the rough draft because of his broken wrist.
Teacher Reflection and Revision
The lesson went very well. All of the children participated and improved their
papers. Next time I would group the children by ability to stay on task. Some of the
groups were unable to stay on task without me redirecting them. It would be
better to group a child I know will stay on task with a child that needs the
redirection.
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