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.2.3-Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
  • W.2.5-With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • L.2.1.e.-Use adjectives and adverbs, and choose between them depending on what is to be modified.
  • L.2.2.e-Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.
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 personal narrative of the drafts from their writing folder.

Formative:
  • Students are able to generate lists of ideas for writing.
  • Students are able to use a top down web to brainstorm 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 Second Grade Writing Units of Study. This unit gives you the opportunity to roll out your expectations and procedures gradually, help students build writing stamina, and re-teach as necessary. It culminates with an opportunity for students to publish apiece of writing. You may want to establish criteria for publishing.

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. Celebrations can be as simple as sharing 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 through the year.

Lesson #1: Why Writers Write (W.2.5)
Lesson #2: Finding Ideas (W.2.5)
Lesson #3: Topic Lists (W.2.5)
Lesson #4: Topic Webs(W.2.5)
Lesson #5: WritingFolder
Lesson #6: Writing Tools
Lesson #7: Quiet Environment
Lesson #8: What To Do When Finished(W.2.5)
Lesson #9: Adding and Changing(W.2.5)
Lesson #10: Partner Sharing (W.2.5)
Lesson #11: Choice—Amazing Adjectives (W.2.3,L.2.1.e)
Lesson #12: Spelling Tools (L.2.2.e)
Lesson #13: Let’s Publish! (W.2.3, W.2.5)
Lesson #14: Let’s Celebrate!—Day 1
Lesson #15: Let’s Celebrate!—Day 2
Lesson #16: Goal Setting Part One
Lesson #17: Goal Setting Part Two

Full Lessons:
Sample Parent Letter:
Resources
Digital:
To incorporate the Standard W.2.6, 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 voicer 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.

Print:


Media: