Modeled Writing: October 6-7

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.
O: 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.
M: Storybird website for book examples (The Real Superhero), pencil, tree map
P: Show a preview to the class of what we will be creating (a final book about being a
superhero),discuss the parts of a tree map, display tree map example on elmo/Promethean board
for students to see, have students pick their topic and write it on their tree map, identify the three
categories we will be writing about, brainstorm sentences that can be used in the subtopic section
of their tree map
Discourse: If I were a superhero for a day what would my superhero power be?
Vocabulary: tree map, topic, categories, subtopic (explanation of topics given)
Grouping: Whole, Individual
A: Complete pre-write of Superhero book
Modeled Writing: October 8-10
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.
O: 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.
M: pencil, pre-write tree map (students completed on Mon. and Tues.), rough draft
P: Review the parts of a tree map and discuss with class why creating a pre-write and rough draft
is important before creating our final draft, display rough draft worksheet example on
elmo/Promethean board for students to see, whole class, students will preview how we will write
our titles in title page box, individually, students will then write their titles in the title page box
on worksheet, then looking at their individual tree maps, students will then write their two
sentences in each box labeled page 1, 2, 3 that they wrote for each subtopic
Discourse: If I were a superhero for a day what would my superhero power be?
Vocabulary: tree map, rough draft, complete sentences, title page
Grouping: Whole, Individual
A: Complete rough draft of Superhero book
Modeled Writing: October 13-14
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.
O: 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.
M: pencil, review pre-write of tree map in which students had completed last week, rough draft
(Wed. and Thurs.)

P: Review the parts of a tree map and discuss with class why creating a pre-write and rough draft
is important before creating our final draft, review tree map that students had created, students
will continue to build their tree map, brainstorming ideas with clarification (based on students
response and example of their work the class needs to review and go more in depth about
brainstorming ideas for their tree map), (Wed. and Thurs.) display rough draft worksheet
example on elmo/Promethean board for students to see, whole class, students will preview how
we will write our titles in title page box, individually, students will then write their titles in the
title page box on worksheet, then looking at their individual tree maps, students will then write
their two sentences in each box labeled page 1, 2, 3 that they wrote for each subtopic
Discourse: If I were a superhero for a day what would my superhero power be?
Vocabulary: tree map, rough draft, complete sentences, title page
Grouping: Whole, Individual
A: Complete building of tree map and rough draft of Superhero book
Modeled Writing: October 15-17
W.2.5 - With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
O: 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.
M: pencil, pre-write tree map (students completed on Mon. and Tues.), rough draft
P: Review the parts of a tree map and discuss with class why creating a pre-write and rough draft
is important before creating our final draft, display rough draft worksheet example on
elmo/Promethean board for students to see, whole class, students will preview how we will write
our titles in title page box, individually, students will then write their titles in the title page box
on worksheet, then looking at their individual tree maps, students will then write their two
sentences in each box labeled page 1, 2, 3 that they wrote for each subtopic
Discourse: If I were a superhero for a day what would my superhero power be?
Vocabulary: tree map, rough draft, complete sentences, title page
Grouping: Whole, Individual
A: Complete rough draft of Superhero book
Modeled Writing: October 20-21
W.2.8 - Recall information from experiences or gather information from provided sources to
answer a question.
O: Recall information from experiences or gather information from provided sources to answer a
question.
M: pencil, rough draft, peer edit checklist, instructions to setup account for Story Bird (students
username and password)
P: On Mon and Tues. students will work in a rotation to complete their peer editing checklist and
creation/setup of their Story bird account, as a whole class, students will be demonstrated to how
and why we peer edit our work before continuing to our final draft, students will then be broken
up into partners (teacher's choice due to various learning levels in class) and conduct peer editing
on each others rough draft, while two groups will be peer editing each others paper, I will have
another group use our classroom computers to go onto the Story Bird website and log-on to their
accounts that I have created for them (account log-on cards will be distributed to students that I

have printed for them), my last group, will be at learning centers during this rotation.
*I will have 4 groups during this block, 2 will be working on their peer editing, 1 group will be
working on computers to setup their accounts, and 1 group will be at learning centers.
Discourse: Has your classmate/partner completed all parts needed for our superhero book?
Vocabulary: rough draft, peer edit, username, password, final draft, author, illustrator
Grouping: Whole, Partners, Individuals
A: Complete peer edit checklist and create and setup an account for Story Bird
Modeled Writing: October 22-November 14, 2014
O: Recall information from experiences or gather information from provided sources to answer a
question.
M: pencil, rough draft, peer edit checklist, instructions to setup account for Story Bird (students
username and password)
P: On Wed and Thurs. students will be working on the computers on their final draft creating
their superhero books. The class only has 7 desktops and 2 laptops so students will be working
in rotations, one group at computers, another group at learning centers, another group completing
seat work, and last group will be at guided reading group.
Discourse: Has your classmate/partner completed all parts needed for our superhero book?
Vocabulary: author, illustrator, final draft
Grouping: Whole, Partners, Individuals
A: Storybird online book creation