Walter Looney

Student Teaching Seminar

CIMTE 400 Section 004

Sandra Wedeen – Supervisor

Ms. Anaya-Hallam – Mentor Teacher

 

Date: 10-04-04                                                                                                            Grade 2

 

The Writing Process                        Writer’s Workshop                                                     Subject: Language Arts

 

Time Frame:  Twenty ½ hour Writing Blocks

 

Overview:

This activity is designed to help the students learn the basic steps involved in the writing process, and in Web Page design.  It should give them the knowledge of the steps that a writer can use to complete a written assignment.  It should take between 15 to 20 hours to complete.

 

Anticipatory Set:

The students have been doing journal writing, shared writing, and guided writing.  They have also been learning about and using the Six Traits writing curriculum.  The students are now ready to work on independent writing assignments to be published on a class Web Page.

 

Objectives:

At the end of this activity the students should be able to:

State the steps involved in the writing process.

Define the steps involved in the writing process.

Use the steps involved in the writing process to complete a written assignment.

State the steps involved in making a Web Page.

Define the steps involved in making a Web Page.

Use the steps involved in making a Web Page to complete a Web Page.

 

Targeted Standards:

CONTENT STANDARD 15:  TECHNOLOGY AND THE HISTORY OF SCIENCE STUDENTS WILL KNOW AND UNDERSTAND THE DIFFERENCES BETWEEN THE INTERACTIONS OF SCIENCE AND TECHNOLOGY

K-4 Students will:

C.  List some outcomes of scientific and technological investigations for society in terms of transportation, health, sanitation, and communication.

1. Identify current technological tools in the home and the ways they have affected our lives (phones, computers, etc.).

STRAND III:  Expressive Language Writing

CONTENT STANDARD:  The student writes effectively different audiences and purposes (e.g., to describe, narrate, express, explain, persuade, and analyze) using appropriate strategies and conventions.

K-5 Benchmark:  The student develops and uses writing strategies and conventions across content areas to describe, narrate, express, explain, persuade, and analyze for a variety of purposes and audiences.

Grade 2 Students Performance Standards:

1.      Use the writing process to create a final product:

• plans and makes judgments about what to include in written products (e.g., narratives of personal experiences, creative stories, skits based on familiar stories/experiences).

·        compose first drafts and revise (improve sequence, provide more descriptive detail, add variety of sentence types) to clarify and refine written work.

·        edits to check and confirm correct use of conventions and correct word order in sentences.

• begin to assist others with editing.

2.      Uses the elements of effective writing (i.e., idea, organization, voice, word choice, sentence fluency, and conventions).

3.      Uses technology (e.g., word processor, e-mail, overhead projectors, multimedia) to present information for the intended purpose and audience.

4.       Uses writing conventions (i.e., grammar, spelling, capitalization, punctuation): -uses letter formation, lines, and spaces to create readable documents –spells correctly using previously studied words, spelling patterns and analysis of sounds.

Strand V:  Receptive Language:  Listening and Viewing.  Performance Standards:  1. Listens and views with focused attention (e.g., makes eye contact with speaker, talks at appropriate times).

Targeted TESOL Standards:

1.      Goal 1, Standard 1:  To use English to communicate in social settings:  Students will use English to participate in social interactions.

2.      Goal 1, Standard 2:  To use English to communicate in social settings:  Students will interact in, through, and with spoken and written English for personal expression and enjoyment.