Getting Ready One Postit note for each student

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Getting Ready: One Post-it note for each student small green Post-its for each student

Getting Ready: One Post-it note for each student small green Post-its for each student expository books for each group to use as mentor texts

Lesson 7: Taking Stock Unit 1: Nonfiction Chapter Books Bend 1

Lesson 7: Taking Stock Unit 1: Nonfiction Chapter Books Bend 1

Connection Writers, today you are going to evaluate the book you think is your

Connection Writers, today you are going to evaluate the book you think is your best. That way, you can figure out the things that you do well, and figure out the things you need to work on, so you can give yourself some goals. GOALS q Fhgf q hfjgh

Teaching Today each of you is going to investigate the questions: • What have

Teaching Today each of you is going to investigate the questions: • What have I already learned to do as a writer of teaching books? • What do I still need to work on? GOALS q Fhgf q hfjgh

Teachin g I am going to give you a minute to find and put

Teachin g I am going to give you a minute to find and put your best teaching book in front of you. I am going to give you a Post-it note. Put it on your best teaching book.

Teaching I am going to read through the report writing checklist - item by

Teaching I am going to read through the report writing checklist - item by item. I will give instructions about ways to use Post-its to flag examples of that item in your writing. Example: • If you wrote on one topic that you named up front, put a green Post-it by it, and write ‘one topic’ on it. One topic

Teaching I will give you time in between each item for you to scan

Teaching I will give you time in between each item for you to scan through a page or two of your book. I won’t wait for everyone to finish before going onto the next item.

Teaching To become a much better writer, you also need to be hard on

Teaching To become a much better writer, you also need to be hard on yourself and to be able to say that you can do more, and I’m not yet great at that. Let’s reread the first part of the checklist again and think: ● Which of these things am I not great at - yet?

Teaching Turn and tell a partner. Which of these could become your own personal

Teaching Turn and tell a partner. Which of these could become your own personal goal?

Active engagement On a Post-it note, record a goal for yourself. This goal is

Active engagement On a Post-it note, record a goal for yourself. This goal is something you can work toward doing that will make you a stronger writer. My Goal Share information in an interesting way.

Active engagement Writers, turn and talk, sharing your goal with your partner. My Goal

Active engagement Writers, turn and talk, sharing your goal with your partner. My Goal Share information in an interesting way.

Active engagment I will ask a few of you to share the goals you

Active engagment I will ask a few of you to share the goals you have set for yourselves.

Let’s read the rest of the items on the checklist. ● Which of these

Let’s read the rest of the items on the checklist. ● Which of these things are you already doing? ● What are you already great at? Active Engagement Look back through your writing to find an example that shows where you were doing that thing well. Share with a partner.

Now you are going to work in a group with other writers who are

Now you are going to work in a group with other writers who are working on the same goal. You will use the book that you think is your best so far. Revise your book based on the goal you selected. We are all working on having 5 details about our topic. Link

Link Off you go to write.

Link Off you go to write.

Teachers: You may want to work on some of the following: • • •

Teachers: You may want to work on some of the following: • • • Conferring and Small-Group Work students who struggle to set goals that are both realistic and ambitious students who need help using the checklist to assess their own writing students who need help knowing the clear steps they need to take to reach their goal

Mid-Workshop Teaching Writers, I am going to drop some books off at each table,

Mid-Workshop Teaching Writers, I am going to drop some books off at each table, so that you have authors available to teach you the different ways you can make your writing interesting. Quickly look through the book, think about what is cool or what jumps out at you as a reader, and then you can try the same thing in your book.

Mid-Workshop Teaching Writers, back to your writing.

Mid-Workshop Teaching Writers, back to your writing.

Share Writers, turn and tell your partner what goal you set for yourself today.

Share Writers, turn and tell your partner what goal you set for yourself today.

Now switch books with your partner. Read through your partner’s book, and pay attention

Now switch books with your partner. Read through your partner’s book, and pay attention to what your partner has done to work toward his or her goal. ● What do you notice in your partner’s writing that shows he or she is working hard at those goals? Share

Now tell your partner what he or she has done to work toward his

Now tell your partner what he or she has done to work toward his or her goal. ● I noticed that you…. ● This shows that you are working hard at your goal. Shar e

I will ask a few volunteers to share their goals. Share

I will ask a few volunteers to share their goals. Share

Writers, remember that you can learn from yourself, and you can learn from each

Writers, remember that you can learn from yourself, and you can learn from each other, too. If there is ever a time when you are wondering how to do something, you can reread your own writing, and you can read the writing that a partner has done too. So, you can help each other work hard at your goals. Share