Uos Ww Final Product Ideas

EssaysLife IntoBreathingUnit 3: QualityRaising theUnit 2: the WWLaunchingUnit 1:

Writer’s Workshop

Product Ideas

Lucy Calkins’s Units of Study Final Product/Celebration/Reflection Ideas- Draft Celebration Ideas Reflection Ideas Self-Reflection

Peer/Audience Reflection

Students celebrate these first personal narratives with their writing community: their classmates and their teachers from last year.

Students reflect on what they thought they did well and what they hope to improve on in the future. (Goal Setting.) (This reflection can be returned at the drafting stage of the next unit.)

As students listen to each personal narrative they quickly write a positive comment on a sticker sheet to stick on the author’s “Reactions” page at the end of the celebration. The reactions page is simply a sheet where students can capture their readers’ thoughts about their work. The teacher can also comment on this page. The page of reactions can easily be kept with the final product.

Handwritten with a typed cover and

Students celebrate their more powerful personal narratives with their larger writing community: another grade level and those teachers as well as their classroom community.

SECOND After collecting the stars and wishes cards from the audience, the author reads the cards and completes his own stars and wishes page. The wish is seen as a goal to work on in the next unit so it needs to be a transferable writing skill.

FIRST As students listen to each personal narrative they write 2 stars and 1 wish for the author. These “cards” are collected for the author to read after the celebration.

Typed. Preparation needed to collect and display all of the “pieces” used to develop this essay.

Students celebrate by sharing these essays, this “big work” with a group of big kids or adults.

Each student reviews his essay and prepares comment cards for his audience based on what he wants to know. In preparing these cards he will need to reflect on what he wanted to accomplish with this essay.

Each reader writes a comment on a card with topics already redesigned. For example:  This essay convinced me to…  I know now that…  From now on I will…  The author did a great job…  The essay would have been stronger if… Etc.

Handwritten with a student colored, created cover

The essays are typed up (in G3 they are typed and enlarged to A3 size) and provided together with a folder containing evidence of the organizational process the students went through to develop the thesis, topics, and essay. Students each meet with one

Jen Munnerlyn, October 28, 2009

Lucy Calkins’s Units of Study Final Product/Celebration/Reflection Ideas- Draft

AboutWritingEssays:LiteraryUnit 5: AmbitionsTallDreams,BigFiction:WritingUnit 4:

adult/high school student to explain the process and allow the “reader” time to read the essay. Handwritten. The cover is illustrated and designed to draw the reader in. The back cover contains an “About the Author” write up, typed by the student along with his/her photo.

Students celebrate with a younger group of studentssharing their stories and practicing reading them aloud.

Typed.

Students celebrate by holding “round-table” discussions on the book they wrote a literary essay about.

Students leave a copy of their story for the classroom library of the younger grade.

These discussions include all students who wrote about a particular book/story as well as an interested adult participant like the specialist teachers or teachers from the other grades.

Jen Munnerlyn, October 28, 2009

Students can self-reflect on their work by writing a book review about their story. The review should contain information about what the student hoped to tell the reader in writing this story.

Listeners can write letters to the author detailing what they liked in the story they were read. (This would be children in grades K-2 most probably.)

In preparation for the “roundtable” when the teacher participant will be asking the student “expert” questions, the students could prepare a short speech to read before the round table begins. The speech would be reflective in that it would define the student’s position about the story he/she read and could include information about what was learned/enjoyed or difficult about this type of writing.

The teacher participant would respond to each literary essay in writing. These topics could be provided and the teacher could choose from any…  This writer convinced me to…  I know now that…  From now on I will…  The writer did a great job…  The writer’s argument would have been stronger if… Etc.

***Author’s Day??

For G5 it would be great to have G6 teachers participate…

WellUnit 6: Memoir: The Art of Writing

Reading

Lucy Calkins’s Units of Study Final Product/Celebration/Reflection Ideas- Draft

Choice- up to the students with guidance from the teacher as to the best format for the type of memoir selected and the time available.

Students celebrate by sharing their Memoirs with their parents. These discussions are similar to student-led portfolio shares where the child describes the work and the parent listens. Coffee/tea/juice and cookies is provided to make the event feel like a serious literary event.

Jen Munnerlyn, October 28, 2009

As this is the final unit of the year, the self-reflection could involve the writing throughout the year and how they students see themselves. It might be appropriate for the student to examine all his work and the reflections made by himself as well as by the audience. As a reflection for this piece, he could write his memories of being a writer this year and make plans for what he hopes to accomplish next year. (These could be kept and passed up to the next grade along with the child’s writing notebooks and final pieces.)

The parent, after reading the memoir and the student’s culminating reflection could add comments both celebratory and as things to work on in the future to the goal sheet. (This could be dangerous if parents aren’t prepared well for what is appropriate to write.) Another idea might be to have parents write a letter to students right there in the conference detailing the growth they have seen in them this year. This piece of writing would be a nice addition to the student’s portfolio.