Writing Workshop and Technology

	Writing Workshop and Technology
Author(s):	Kaila Harkins – W401
Grade Level:	2nd Grade
Timeframe:	45 Minutes a day 3 days a week for 3 Weeks (Students can also write during free time and literacy rotations)
Lesson Description or Explanation	This year my second graders will be studying punctuation and crafting their writing in writing workshop. The students are all at different reading and writing levels; however, they can all greatly benefit from learning more about punctuation. Punctuation also seems to be a lesson the students would really enjoy since most of them read with the intended voice of the author. In this lesson the students will be reading, writing, and using technology in all areas. The students will learn about authors they like and learn to write like an author and publish their writing.
Indiana Curricular Standards	Writing: 2.6.6- Use quotation marks correctly to show that someone is speaking. 2.6.3- Use correct word orders in written sentences.   Reading: 2.3.1- Analysis of grade level of appropriate literary text. Compare plots, settings, and characters presented by different authors.
ISTE Standards	1. Communication and Collaboration: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. c. Contribute to project terms to produce original works or solve problems. 2. Digital Citizenship: a. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. b. Exhibit leadership for digital citizenship.
Assessments Formative/Summative	Formative: Throughout the entire lesson I will be assessing where they began the study and where they ended. I will take notes as I watch the students write down their wonderings, write like an author, revise their writing, and publish their works. I will also take notes when I meet with the students during writing workshop. Summative: As the students ask questions of authors, write their drafts, and revise their writing I will collect the papers to see where they students writing began and how it progressed through the study. I will also assess the students after they talk in the authors chair about what they have learned about authors. I will assess their final published draft.
Prior Knowledge	Curricular Knowledge or Skills: Since I am writing this lesson for my own students I know some of their knowledge of punctuation and crafting writing since I have spent time listening to them read and watching them write. I would like to learn more about what they know about punctuation and crafting their writing by using a KWL chart. I will also begin the study having students share what they already know and I will write these things on chart paper. We will add to the chart paper as we learn.   Technology Knowledge: I do not know very much about the students’ knowledge of technology. I would have to investigate this by asking them about technologies they use, I would talk to the computer teacher in their school, and I would observe them using technology in their special classes and in my class.
Technology	Internet Resources: (please list URLs)  Websites of the authors from our anchor texts for writing workshop. ·       www.cynthiarylant.com ·       www.suessville.com     Hardware: Computers with internet access, televisions, and cameras   Software: Microsoft Word, Skype, and a Camera Programs
Procedure	Day 1: We will talk to the students about an authors voice and how they can use punctuation to craft their writing. We will have the students look at our text set and write down their noticings on post it notes. We will gather together to talk about what we have noticed about the authors’ writing (punctuation). I will type all of the noticings into a word document that will be projected onto the screen.   Day 2: Read an anchor text to the students that anchors the study of punctuation and crafting ones writing. We will teach a mini lesson about how to make strong noticings about a text. We will show the students how we study a text. Then send the students back out to read, read, read!   Day 3: Have the students pick an anchor text, one of their favorites. The students will go to the computer lab to look at the authors website and learn about the author’s voice and technique. Add what we have learned to our noticings.   Day 4: Read Yo! Yes? and talk about the authors choice of punctuation. Send the students out to have a go and practice writing one to two sentences using punctuation to craft their writing. Have the students come back together and read some of the students’ writings. Then, the students will use their anchor texts to begin writing their own stories. They will spend the day working on their rough drafts.   Day 4: Teach mini lesson about on ellipses and other fun things authors do to catch the reader’s attention. Teach this lesson on a camera projector so all the students can see the specific passages on the screen. After the mini lesson the students will practice using what they have learned in their writings. The students will make changes to their rough drafts to in order to keep making them better. We will gather as a class again to talk about more things we have noticed about punctuation and add them to our word document.   Day 5: Break students into groups and have them share a mini lesson with their peers about something they believe is important to add or take away from their writing. The students will work on their writings after each mini session on the skill they learned from their peers. Peers teaching peers!   Day 6: The students will begin to use the computer to make final copies of their writings. They will use Microsoft Word to complete a published piece of writing. The students may use a digital camera to take a photograph for the cover of their story if they would like.   Day 7: Teach a mini lesson on revisions. Have students work with partners to revise their writings. Have the students work together to support each other’s writing. If there is time the students will go back to the computer lab to make the necessary changes. Conference with students about their writing and their punctuation choices.   Day 8: Author’s Chair! All students who would like to share their stories may share this day in the author’s chair. After each author shares we will add to more “noticings” to our document.   Day 9: Celebration day! We will spend an extra long day celebrating our writing by going down to the library for a distance education program with a local artist connected through Skype. We will learn about the authors voice from the author herself!
Differentiated Instruction
ESL	We have six ESL learners in our classroom. We will include books in our punctuation set that are written in both English and Spanish or English and Chin. The students will also work with a buddy to read and write their “noticings.” The students may use the google translator tool. We will also have books on tape available for students to listen to.
Challenge/Extend	We will build a text set of books that are more challenging for students who would like to extend the lesson. We will also make sure these students teach their peers during the mini lesson day.
Special Needs	We have one student with an IEP in our classroom; however, we have students with a variety of diverse needs. We will begin each day reading to the students and teaching a mini lesson that we will demonstrate; this will allow students to listen and see what is expected of them and use a variety of senses.  The goal of this lesson is that students can work at their own pace during the day. We will also have a scribe for one student. We will have some of the books on audio. Our text set will include books with easily decodable text. Students will always have the option to read with a buddy and have a buddy help them revise their work.