Day 7

Day 8

Day 9

Goals:
1. To give students time to
continue working on
autobiographies in writing
workshop.
2. To discuss the importance
of imagery to narrative
writing and introduce Show
Dont Tell
3. For students to have time
to practice incorporating
imagery into their writing.
4. For students to understand
the importance of imagery to
helping readers experience
our stories as we did.
Standards:
9-10.W.4 ; 9-10.W.3.3; 910.SL.2.1
Objectives:
1. Students will continue to
develop their autobiographies
2. Students will distinguish
between successful use of
imagery vs. non-successful.
3. Students will practice
using their words to produce
images in the minds of their
readers.
4. Students will help their
peers better implement
imagery into their stories.
Materials: Welcome Work
paragraph to be rewritten,
Saturdays and Teacakes and
supplementary materials,
Conference sheet (teacher
and student copy), Fishbowl
instructions
Set:
Explain to students that
though we are finished with
the vocab instruction for the
unit, they must include 5
vocab terms in their final
autobiographies. During the
set, I will introduce the
RAFT(S) strategy and will
give students a worksheet,

Goals:
Todays goal is simple-1. Foster collaboration and
discussion with writers in a
whole group settingthe
Fishbowl. My hope is that my
students will begin to see
themselves as writers who
are proud of their work and
who want to receive input
from fellow writers.
Standards:
9-10.SL.2.1; 9-10.SL.2.3; 910.SL.2.4
Objectives:
1. Students will continue to
draft their autobiographies.
2. Students will discuss their
progress with their writing
communities and will share
their frustrations and
successes with writing this
week.
3. Students will respectfully
respond and provide feedback
to each other about their
writing during Fishbowl and
writing community
discussions.
4. Students will read aloud a
portion of their drafts to the
class.
5. Students will take notes on
the feedback they receive
from their peers during
Fishbowl.
Materials: PowerPoint with
Fishbowl instructions,
Fishbowl grading sheet
Set:
In their Writing Communities,
students will discuss their
progress, frustrations, and
successes with their
autobiographies, as well as
their goalswhich ones
theyve met and ones the
have yet to meet (5 minutes).
This will be an informal time

Goals:
1. For students to be working
through the revision and
editing process with guidance
at the learning centers.
2. To revisit the concept of
So what? now that students
have a more complete draft of
their autobiographies.
3. To identify places in which
purpose might be made more
clear for students in their
writing during conferences.
Standards:
9-10.W.4; 9-10.W.6.1; 910.W.3.3
Objectives:
1. Students will continue to
develop and revise their
rough drafts; final drafts will
be due on Friday/Presentation
day.
2. Students will identify and
articulate the So what? of
their papers in one sentence
(and will write on sticky
notes).
3. After defining the so
what? students will trade
papers with writing partners
and ensure that the events of
the story serve to explain the
purpose.
4. Students will continue
revising and editing their
drafts in the learning centers
and will be working toward
completion of their final
drafts.
Materials: Learning Center
instructions, Personal
Editing Checklists,
Conference sheet (teacher
and student copy), Sticky
notes
Set:
On a sticky note I will have
placed on their desks before
the period, I will ask students

which I will explain, to

complete for their
autobiography projects. After
they complete this worksheet,
we will go over it together.
Purpose:
1. To provide students with
outstanding examples of
successful imagery in writing
as a model for their writing.
2. To help students think
through and process the
details of their stories as a
means of inviting readers into
their stories.
3. To give students time to
practice with imagery and
showing readers rather than
telling.
Body/Activities:
1. Read-aloud: Saturdays
and Teacakes Play the
recording of the author
reading this book. In addition,
the author has supplied short
videos that discuss the
figurative language and
devices of imagery that
enhance this text as a way for
students to implement these
strategies in their own
writing.
2. Mini-lesson: Imagery
During this mini lesson I will
discuss the importance of
imagery in writing with
students. We will use the text
of Saturdays and Teacakes
and the supplementary
materials as the model text
and basis for this mini-lesson.
3. After the lesson, students
will have the remainder of the
period for writing workshop
independently at their desks.
4. During this time, I will be
conferencing with the other
half of the class not reached
yesterday. For the last five
minutes of class, students will
discuss their progress with

of discussion. For the next

five minutes, students will
look through their rough
drafts to choose a portion to
read aloud to the class during
Fishbowl
Purpose:
1. For students to practice
receiving and giving
constructive criticism and
encouragement.
2. For students to make sense
of the advice received and
decide how to use it to
improve students writing.
Body/Activities:
1. Read-aloud: Knots
2. Fishbowl For the majority
of the period, we will be
sitting in a large circle with
all students. Each student will
have the opportunity to share
a piece of his/her draft of the
autobiography with the class
(Each student will read for 30
seconds to 1 minute)this
might be a favorite paragraph
or one that needs work. After
the reader reads, two
classmates must share their
thoughts, advice, and
encouragements for the
writer concerning what was
shared. The readers should
take notes on the criticism
received. Every student must
contribute something during
discussion at least two times,
and I will be taking note of
those who participate to
ensure they receive points for
their participation.
Closure:
I will explain the homework.
Today, students must post
their rough draft of their
autobiographies to the class
Weebly website (There will be
a separate tab for student
work on the home page) for
the unit. After posting their

to respond to the following

prompt:
What does so what? mean
in the context of writing? In
one sentence, explain the so
what? of your paper, why are
you telling your story? After
finishing, students will place
these on the white board.
Purpose:
1. To help students ensure
that they have successfully
implemented purpose into
their writing using the so
what? question as a
guide/test.
2. For students to evaluate
their own writing and
improve it based on their
findings.
3. To conference with
students about their writing
and to identify skills which
need some
development/improvement
Body/Activities:
1. Read-aloud: Knots (I will
finish this read-aloud
tomorrow in class).
2. For the remainder of the
period today, students will
visit two of four learning
centers available in the
classroom (though they may
choose to visit all if time
allows). Students will receive
a choice menu (of four
options total) of which they
must choose two centers to
visit. During this time, I will
be monitoring the students as
they visit the learning centers
to answer questions, I will
also reserve some of this time
to conference with learners
who showed some concern
during the Fishbowl
reading yesterday. For the
last 10 minutes of class, the
students will meet with their
Writing Communities to

their Writing Communities.

Closure:
In closing, I will introduce the
concept of Fishbowl to
students as we will be having
our first fishbowl sharing time
tomorrow. This will be a short
introduction to prepare
students for what is coming
tomorrow.
Assessment:
Formative: Completed rough
drafts, Imagery sentences
Summative: Conferences,
Work towards completion of
personal autobiographies
(Students should have a full
rough draft by class time
tomorrow).
Adaptations:
Inclusion-Playing the audio
and video recording of
Saturdays and Teacakes will
help my visual learners
especially during this reading
time, but all of my students
will benefit from this
supplementary material. In
addition, during the
conferences today, I will be
able to address individual
needs of my learners.

own, students will respond to

two of their classmates posts
(These responses must be
completed by the last day of
the unit).
Assessment:
Formative
Fishbowl participation
Summative
Work towards completion of
personal autobiographies
Adaptations:
Inclusion- I will have
prepared these students for
reading aloud a portion of
their autobiographies prior to
the Fishbowl. If any of the
students struggle greatly with
reading aloud, they may ask
someone in their Writing
Communities to read for
them. This strategy is not
meant to separate the good
writers from the bad or to
punish those who struggle
with reading or writing, so I
will be working throughout
the unit to establish an
environment of safety and
kindness that is free from
judgment.

discuss progress.
Closure:
I will explain that students
should be in the revision and
editing stages of the writing
process. The learning centers
today were meant to help
them in their final processing,
and tomorrow, they will
receive a final checklist of
what must be included in
their final draft when they
turn in their projects.
Assessment:
Formative
Students will sign in at each
learning center
Welcome Work sticky note
Completion of worksheet at
learning center 4 (to be
turned in with the final
portfolio)
Summative: Conferences,
Work towards completion of
autobiographies
Adaptations:
Inclusion- I will have very
clear directions and
expectations for todays
activities posted on the
PowerPoint, agenda, and at
each of the learning centers. I
have spread out the learning
centers in the classroom to
give students opportunities to
move around and not be
bound to their seats for the
entire period.