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Writers Workshop Elaboration

This document provides information about a lesson plan for a 4th/5th grade writer's workshop on elaborating writing. The lesson objectives are for students to continue writing information books, take steps in the writing process, and learn how to elaborate on their own writing. During the lesson, the teacher models elaborating on a sample sentence about basketball using who, what, where, when, why and how questions. Students then partner up to ask elaboration questions about each other's draft pages and add more information. The teacher circulates to help students who are stuck generating more subtopics or starting their drafts.

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64 views

Writers Workshop Elaboration

This document provides information about a lesson plan for a 4th/5th grade writer's workshop on elaborating writing. The lesson objectives are for students to continue writing information books, take steps in the writing process, and learn how to elaborate on their own writing. During the lesson, the teacher models elaborating on a sample sentence about basketball using who, what, where, when, why and how questions. Students then partner up to ask elaboration questions about each other's draft pages and add more information. The teacher circulates to help students who are stuck generating more subtopics or starting their drafts.

Uploaded by

api-321836478
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson

Information Writing – Elaboration Date November 28, 2019


Title/Focus
Subject/Grade Time
Writer’s Workshop Grade 4/5 60 mins
Level Duration

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General General Outcome 2: Students will listen, speak, read, write, view and represent to comprehend
Learning and respond personally and critically to oral, print and other media texts.
Outcomes: General Outcome 3: Students will listen, speak, read, write, view and represent to manage
ideas and information.
Specific 2.4 Create Original Text
Learning Generate Ideas
Outcomes:  Use a variety of strategies for generating and organizing ideas and experiences in oral,
print and other media texts
3.3 Organize, Record and Evaluate
Organize Information
 Record ideas and information that are on topic 
 Organize oral, print and other media texts into sections that relate to and develop the
topic 
LEARNING OBJECTIVES
Students will:
1. Continue to write to teach their reader something.
2. Plan and take the appropriate steps in the writing process.
3. Learn and demonstrate how to elaborate on their own writing and assist others in their elaboration.
ASSESSMENTS (How I will know students have achieved the objective(s))
 Observation of class discussion
 Observation of progress on books
 Conversations with individual students
Prior to the Lesson MATERIALS AND EQUIPMENT
 Ensure writing pages, paper slips, sticky notes are available  Writing sheets
 Have writing example on board  Post it notes
 Have sticky note feedback attached to writing  Revision slips
 Have slideshow on projector
PROCEDURE
Introduction Time
- Writer’s please bring your books we started writing Wednesday and a pencil and take a seat
- You all did an amazing job yesterday learning how to plan to write and begin writing your own
information book
- Today I want to clarify some important points from Wednesday and then teach how we as writers
can elaborate on our work:
Review steps: Think of a topic, touch and tell page, sketch, write
Reminder: Your topic of your book should be split up into subtopics. Each page should be a new
idea/thought.
Reminder: You don’t have to fill every page. If your thought on that page is only three sentences,
then that is okay. We’re working on categorizing and organizing our ideas.
Reminder: Your drawing is just a sketch. Don’t spend too much time trying to make it a
masterpiece.
Reminder: Don’t worry about spelling! Just want to get your ideas on the page.
- Some of you may still be writing your books and that is totally okay. I will be giving you time
today to write but for our lesson today I want to teach you how you can expand upon your writing
once you feel like you might be done.
Body Time
Lesson:

1
- Yesterday, you helped me start my own information book on basketball and I got Mr. Firth to look
it over and give me some feedback.
- Awesome! Here he gave me really helpful feedback that he wants me to write more about this.
- Today I want to teach you that to write a good information book that can teach the reader it is
important to return to our first draft, or try, and add more information to each page.
- One way we can strengthen our writing is by asking the questions: “Who, what, where, when,
why, how”
- Let’s look at my writing for example: “Basketball is a really fun sport that lots of people play.” I
think I do need to add more here.
- Turn to your partner and come up with a question I could ask to help me elaborate on my writing.
- (Have w’s chart and write out the student’s questions)
- These questions are great and will really help me add so much more to my writing.
- (Choose one question and use it to expand upon my sentence)
- Once you have finished your first draft, I want you to find someone else who is finished and
partner up. Together you will find a page that looks like it could use more information and
brainstorm some “who, what, where, when, why” questions that could help you add more
information to that page. Once you each have brainstormed on a page add your ideas to that
page, either in the empty space, or on a slip of paper you could tape on, or a sticky note. Continue
this process with each page.
Writing:
- So, remember that to write you think of your topic for that page, touch, and tell the page, sketch,
and write.
- Jumping back in can be hard so I suggest reading what you have already written last class and
move forward from there.
- Once you have finished your first draft, find a partner who is also done and start asking those
elaboration questions. If no one is done at the same time you are, start asking those questions
yourself until someone is available.
- If you need more pages, slips for your revisions, or sticky notes I have them on the back table.
- Let’s get writing!!

Circulate:
- Have students who are stuck explain what they have been writing and ask who, what, where,
when, why, how questions to help them think of more subtopics
- Have those struggling to start touch the page and tell you what they’re going to write about out
loud
- Have students spending too much time drawing explain what they are drawing and then ask them
to write down what they just told you.
- Encourage students to keep writing and focus on spelling, grammar, and structure later.
- Remind students to not clump unconnected information together – have them explain the topic
of that page and ask them to read over and see if everything they wrote connects to that and if
not could the unconnected be moved and expanded on a separate page?

Closure Time
If you have thought of more ideas on how to expand upon your book and have not gotten to it, write the
question or idea on a sticky note and attach it to your book.

Thank you for your hard work today! I was very impressed by what I saw today! 2 mins

Please put your books away in your binders.

Reflections:

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