Stage 1- Desired Results
Transfer:
Students will be able to independently use their learning to…
  1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  2. Build a strong base of knowledge through content rich texts.
  3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
  4. Construct viable arguments and critique the reasoning of others.
  5. Read, write, and speak grounded in evidence.
  6. Use technology and digital media strategically and capably.
  7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
Standards:
  • W.1.3-Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
  • W.1.5-With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details strengthen writing as needed.
  • W.1.6-With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • L.1.2-Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
  • L.K.2.a-Capitalize the first word in a sentence and the pronoun I.
Essential Questions

Overarching:
  • What inspires authors?

Topical:
  • How do author gather their ideas for stories?
  • How do writers collaborate and communicate about their work?
  • How can authors convey images, emotions, ideas, and their stories?
Big Ideas
Becoming a Writing Community

Enduring Understandings

Overarching:
  • Authors gather inspiration by their experiences in the world around them.

Topical:
  • Authors reflect on their most meaningful and memorable experiences and relationships.
  • Authors share their writing, listen and learn from other writers.
  • Authors convey their ideas through descriptive details and word choice.
Students will know…
  • Elements of a personal narrative.
  • Strategies for generating ideas for writing.
  • Organization of a personal narrative.
  • The writing process including generating ideas, drafting, editing and revising.
  • Strategies for drafting, editing and revising.
  • Routines and procedures for writer’s workshop, editing, revising, and publishing.
Students will be skilled at …
  • Writing a personal narrative that uses strategies for organization and word choice.
  • Generating list of ideas for writing.
  • Organizing their personal narrative using appropriate sequence.
  • Engaging in the writing community through collaboration and communication with their peers.
  • Demonstrating expertise and knowledge of personal narrative and the writing community by sharing with their peers.
  • Modeling for peers effective routines.
Stage 2- Assessment Evidence
Performance Tasks: Students will revise, edit, and publish one of the drafts from their writing folder. Use rubric to evaluate draft and final writing piece.


Formative:
  • Students are able to generate lists of ideas for writing.
  • Students are able to generate drafts of stories.

Summative: Final piece of writing serves as summative.

Student Self-Assessment: After celebrating and completing their first writing piece for the year, ask student to identify their strengths and areas of need. Ask students to set goals for the year for writing. Keep the goal setting sheets to revisit and update through the school year.
Stage 3- Learning Plan
This is the first unit in the First Grade Writing Units of Study. It is important to spend time in this unit, rolling out your expectations and procedures gradually and re- teaching as necessary so students work with confidence and independence.

This unit culminates with an opportunity for students to publish a piece of writing. You may choose to use an “All About Me” theme to assist students who have trouble deciding on something to writing about. You may also want to establish criteriafor publishing. In the resources at the end of this unit you will find a generic publishing checklist as well as one specific to an “All About Me” project.

Celebration at the end of the publishing process is an important way to let students know we value their writing. It is something to look forward to and can motivate students to do their best work while publishing. Celebrations can be as simpleas sharing their writing with a partner or as elaborate as an author’s tea with parents.It is entirely up to you. Try different ways to celebrate at the end of each unit and have a marvelous time with your students as you write together throughout the year.

Lesson 1: What is Writing Workshop?
Lesson 2: Finding Ideas
Lesson 3: Using a Sketch to Write More Details
Lesson 4: Introduction to Writing Tools
Lesson 5: Stretching and Writing Words
Lesson 6: Using the Word Wall to Help Write Words
Lesson 7: Quiet Environment for Writing
Lesson 8: Whole Group Sharing
Lesson 9: Using an Alphabet Chart
Lesson 10: What to Do When I’m Done
Lesson 11: WritingFolders
Lesson 12: Continuing a Piece of Writing the Next Day
Lesson 13: Using Known Words to Spell New Words
Lesson 14: Complete Sentences
Lesson 15: Spelling-Longvs.ShortWords
Lesson 16: Spacing In and Between Words
Lesson 17: Using Periods at the End of a Sentence
Lesson 18: Capitalizing the Beginning of Sentences
Lesson 19: What to Do When You’re Stuck
Lesson 20: Preparing to Publish
Lesson 21: Using a Publishing Checklist
Lesson 22a: Partner Sharing
Lesson 22b.Publishing Celebration

Full Lessons:
Resources
Digital:
To incorporate the Standard W.1.6, to "use a variety of digital tools to produce and publish writing," throughout the year you may choose to:
  • Take digital photographs of shared experiences.
    • Create a PowerPoint of writing with voice recordings.
    • Use story-making applications from iPads or other tablets.
    • Type final projects.
    • Share writing over school announcement system.
    • Have students project the written pieces using a document camera.