Mini-Lesson on Revision: Adding W Details, Peer Conferencing 4th grade Powel Elementary School Goals/Objectives: SWBAT review a piece

ce of narrative writing a pick out details that relate to who, what, where, when and why (W details) SWBAT generate ideas about how W details that are missing can be added to a piece of writing SWBAT conduct a peer conference in which they provide positive feedback and suggestions for improvement Standards: Common Core State Standards 4th Grade Writing o Text Types and Purposes CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELA-Literacy.W.4.3b: Use dialogue and description to develop experiences and events or show responses of characters to situations o Production and Distribution of Writing CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing PDE Standards 4th Grade Writing o Standard Area 1.4 Types of Writing Standard 1.4.4.A: Write poems, multi-paragraph stories and plays Include detailed descriptions of people, places and things o Standard Area 1.5 Quality of Writing Standard 1.5.4.E: Revise writing to improve detail and order by making words more exact and varying sentence length and structure, where necessary Materials and Preparation: Students writing notebooks and folders The Summer My Father Was Ten by Pat Brisson Blank peer review worksheet (see attached) Sample, completed peer review worksheet Chart paper Classroom Arrangement and Management Issues Classroom arrangement o Group of four six students will bring their writing notebooks and folders and a pencil to the round conference table for launch and introduction/explanation of peer conference task

o Students will be chosen by classroom teacher (those that are in the final stages of revisions of current writing will most likely be chosen) This arrangement will allow all students to hear and discuss how the sample passage includes W details and get instruction for their partner work o Students will be divided into pairs, and each student in the pair will bring the piece of work they have chosen to revise and a copy of the peer review worksheet to a spot on the carpet Partner work will allow students to practice peer conferencing Separate spots on the carpet will help ensure that students have a quiet space to work that will allow them to remain focused on their task o Students will return to the round table with their writing pieces and completed peer review worksheets for the concluding discussion Whole group discussion at the end will allow students to share what they discussed in their conferences and offer suggestions to the highlighted pair Management concerns o Distractions from other students in the room who are doing other things Round table is the most isolated meeting spot in the room Students will meet in the library Students will be seated far enough away from others so as to work independently without distruptions No other students will be working on the carpet nor do they have reason to walk by it o Students not understanding how to participate in a peer conference and therefore not doing anything during their independent work time in pairs Expectations for what peer conferencing looks like will be discussed and modeled (i.e. each person should first read their partners work, then fill out the worksheet and then come together to share feedback with one another) Students will see a sample peer review worksheet so they know what types of comments are appropriate when highlighting something their partner did well and something he/she could improve upon Students will be reminded of the rules for working respectfully in groups o Students getting off task Teacher will circulate among groups during peer conferencing time

Formatted

Comment [u1]: Have you given thought to how you will select students for your small group lesson? And then how you will partner students to support one another in their revisions?

Formatted

Plan: Hook (10 minutes): o Students will collect at the round table in the classroom Each student will bring with him/her, a writing notebook and a pencil o Introducing revision strategy expanding writing through the use of W details Read aloud with group: The Summer My Father Was Ten by Pat Brisson Pages 1-3 from book will be read to the group of students so as to present an exemplary use of the W details and give students an opportunity to

practice picking out W details from a text using the given worksheet for students to reference Body (20 minutes): o (3 minutes) Peer-revision of writing will be prompted by a worksheet provided to the students (see attached file) You will be given about five minutes to read a partners piece of writing (writing will be chosen by student prior to meeting at the table) While reading, think about the W details that we discussed after reading the passage from the book We will show you an example of how we filled our revision worksheet so as to give you an idea of what to look for (we will fill out a sample worksheet for the students to see) If you cannot find an example of one of the W details within the writing, leave that section blank At the bottom of the worksheet, please be sure to describe something that your partner has done well and something that you could suggest to add to the writing o (10 minutes) The students will read over the writing sample and fill in appropriate sections of the worksheet, asking questions if needed We will allow time for the students to share out with his/her partner o (10 minutes) The group will come together and discuss what they found in each others writing One group will be chosen by us to share their entire worksheets with the group: first partner will read his/her writing with the group Can you share examples of each of the W details that you found in your partners writing? What was something that you found your partner did well as a writer? What is one W detail that you found was missing in the writing? Second partner will read his/her writing with the group Questions listed above Discussion (10 minutes): o As a group, the students will work together to suggest ways in which both partners in the group that shared can fill in the missing details What are some ways we can help these students use the missing W details in his/her writing? Take a few minutes to think about how you can fill in some of the missing W details in your own writing. Save this worksheet in your writing notebook to use as a reference for the next time you need to revise your writing.

Comment [u2]: This reads as more summative. It may be helpful for you to write out what you intend to say to students. Although it does not need to be read as a script, fleshing out your ideas will ensure you are being clear and concise during delivery. In addition, it may be helpful for you to annotate the text for W details that you think students should be able to pull out during the read aloud.

Comment [u3]: Is this enough time for students to read and analyze their peers work?

Comment [u4]: Think about the rest of the group will be doing as this peer shares out. How will you keep them actively engaged?

Assessment: Peer-revision worksheet o Were students able to successfully pick out uses of descriptors such as who, what, when, where, and why in their partners writing?

o Were students able to provide feedback with regard to what their partners had done well in their writing? o Can students give appropriate feedback through a suggestion listed on the worksheet? Discussion o Can the students work together to give suggestions to one another for improving writing through the use of W details? Writing notebooks (ongoing assessment) o Will the students model understanding of the workshop content by using the new skills to expand writing at a later time?

Anticipating Students Responses: Management issues o We will begin the lesson/writers workshop by presenting the group with a reminder about group norms Respect each other when someone else is sharing Listen to all instructions before beginning a task Respect one anothers opinions o If a student is unable to constructively and productively participate with the group, the student will be asked to return to his or her regular desk work Content o If a student does not understand what he or she needs to look for in his or her partners writing, we will speak with that student individually and pull out another passage from the opening book to present the student with more examples Accommodations: Students who continue to have difficulty filling out appropriate sections of the work sheet will be given more individualized instruction o We will look at his or her partners writing together and work on guiding the student to pick out details regarding the who, what, when, where, and why aspects o As soon as the student feels more comfortable with the task, we will let him or her work independently until more instruction is needed Students who finish the worksheet early o Students will be asked to work with their partners to make better use of the W details within each others writing o If students are finished with constructing more ideas about details, we will ask the students to begin working on their revised drafts which will include the new W details suggested by their partners