About VWC

The Vermont Writing Collaborative is a group of teachers in Vermont (and elsewhere!) whose mission is to help all students, K - 12, write thoughtfully and effectively.
The five founding members are: Jane Miller of Burlington, Karen Kurzman of Derby Line, Eloise Ginty of Thetford, Joey Hawkins of Strafford, and Diana Leddy of Strafford. Among us, we have over 130 years of public school teaching experience at all grade levels.
In the fall of 2008, we published a book through Authentic Education (with a foreword by Grant Wiggins) called Writing for Understanding:Using Backward Design to Help All Students Write Effectively.
Since then, we have offered courses and workshops in the principles of Writing for Understanding around Vermont, Rhode Island, New Hampshire, and elsewhere.

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Sunday, August 2, 2009

Mary Gunn Grade 2 Response to Text

Teacher Mary Gunn Class Gr. 2 Date 7/31/09 Writing genre Response to text


Topic / Subject / Text

Picnic at Mudsock Meadow by Patricia Polacco

CENTRAL IDEAS
We can learn many things about characters by their physical reactions/actions and thoughts

Content: William impresses Hester and others through his determination to participate in contests and bravery at the swamp

Reading: Rereading by the teacher helps students to focus on the details in the story

Writing:To write effectively in Response to Literature, we choose evidence from the text and explain its relationship to the focusing question.

Focusing Question

How do you know that William is determined to impress Hester and is also brave but scared?

Focus (answer to focusing question)

William is determined because he keeps participating in different contests at the picnic even though he has problems with each one. He worries about comments made by Hester and this spurs him on to continue. He shows his bravery by going towards the light in the swamp which everyone thinks is a ghost. The story details show us that he is really scared and embarrassed, but willing to overcome his fear and embarrassment.

Building Content Knowledge, Understanding of Writer’s Craft

Build background by asking for any known information concerning swamp gas and its effects; provide scientific explanation at student's level and photographs of swamp gas

Vocabulary - Frayer model and acting out - glowering, leer, eerie lights, mortified, trembling, guffawed - post as public notes

Teacher will read the book aloud three times:
Listen and enjoy the 1st time
Comprehension discussion, meaning of phrases,
author's craft questions the 2nd time
Read a third time with focusing question in mind and
stop after each contest at the picnic and turn and
talk in partnerships about details

Record public notes concerning William's determination and bravery yet is fearful, and how the author shows these character traits through physical movement/actions and thoughts

Structures

Introduce an enlarged Painted Essay chart with the terms introduction, thesis, evidence paragraphs #1 and #2, and conclusion, including a so-what statement

Provide a teacher written model using similar physical elements that reflect characters thoughts or feelings
( the character was mortified, he guffawed, etc)

Writing / Revising

Group write the introductory paragraph including the focusing statement
"William is determined to impress Hester and is brave even though he is scared."

Given the beginning statement for the first proof paragraph, students will complete on their own the 1st paragraph using the public notes and discussion. Share this paragraph in small groups. Have students discuss, checking for evidence of clear thinking.

Students will the write the second paragraph after composing the beginning statement as a group. Share this paragraph in partners. Have these partners check both paragraphs for GUM and clear thinking. Teacher will also check in with different students as need and time allows.

Begin the conclusion as a group. Discuss a so-what statement and invite students who feel comfortable the chance to include this in the conclusion. Provide complete support for students who feel they need it.

All of this writing will take place on a colored structure with students discussing each part as they proceed.

Share as a full group and discuss the thinking behind the essays.

Lesson Sequence

The lesson sequence will continue over 3 or 4 days.
1. Build background as previously discussed.

2. Vocabulary work as stated and recorded for public notes

3. Read aloud Picnic at Mudsock Meadow by Patricia Polacco for enjoyment

4. Second reading with discussion breaking up reading. Discuss phrases, terms, author's craft, pictures etc.

5. Introduce an enlarged Painted Essay chart with the terms introduction, thesis, paragraphs #1 and #2, conclusion and a so-what statement. Discuss colors and meanings.

6. Read and discuss teacher written model which uses similar physical elements/actions that reflect the characters feelings or thoughts

7. With focusing question in mind and displayed, read the story a third time. Stop after each contest William participates in at the picnic and discuss how he is feeling and the details that let you know. Read the final action that William takes, going into the swamp. Again, discuss how he is feeling and the evidence that lets you know. Do this in partnerships.

8. Record public notes in a graphic organizer concerning William's determination and bravery. Use colored paper to reflect the yellow paragraph and blue paragraph.

9. Display painted essay model and group write introductory paragraph using the focusing statement, with teacher guidance.

10. Given the beginning statement for the first proof paragraph, students will write their own paragraph using the public notes and discussion. Share this paragraph in small groups and edit for clear thinking/meaning.

11. Students will write the second paragraph after composing the beginning statement as a group. Share this paragraph in partners and check for GUM and clear thinking.

12. Begin the conclusion as a group. Discuss a so-what statement and invite students who feel comfortable the chance to include this in the conclusion. Provide support for less secure students.

13. All of this writing will take place on a colored structure. Share writing orally and explain any thinking that needs further exploration. Celebrate!

Assessment:
Teacher's assessment will be formative and continuous throughout the writing process. This will help the teacher plan the next steps. For example, do the students need more explanation and modeling in the Painted Essay or in providing evidence from the story? Do they need more guidance in analyzing the text? Revision should be integrated into the overall writing and shared with partners and small groups. The teacher will also contribute to the revision process. However, the teacher should be able to note areas that the students might need mini-lessons in or more work as a whole group or smaller groups,jotting these notes as she walks around.

Next Steps: Gradual Release of Responsibility
This lesson is planned for near the beginning of the school year with a second grade class. These students are familiar with the hamburger paragraph and providing evidence from the text, so the Painted Essay is a step up from their previous lessons. This lesson is meant to provide confidence in writing and set the groundwork for more independent writing. If all goes well, I would envision the next assignment involving graphic organizers, public notes and more partner discussion rather than group work. The formative assessment would dictate how quickly the release of responsibility would occur. Orally practicing the writing will continue as the student's need to feel confident before they begin to write.

1 comment:

  1. Your central idea is such an important one that continues through out an individual's reading life. You are helping students understand the author's intention through characters. This is a great way to get students thinking about how important character's actions and thoughts are. Hopefully your students will make that connection into their own writing.

    Your answer to you focusing question is very thoughful and well evidenced by the text. I was wondering how you will help those students who go too far beyond the text to answer the focusing question?

    When students are asked to write the rest of the first proof paragraph, will you allow those who are not ready to write it individually an opportunity to write with a partner?

    It seems that you are allowing enough time to complete this lesson sequence.

    You have allowed for formative assessment all along the way. I was wondering if you would be using exit tickets, or any of the other formative assessment techniques?

    How will you encourage students to use rich vocabulary in their responses?

    ReplyDelete