Direct Instruction

Teachers:

Subject:

Ms. Ortega

Writing Workshop 2nd Grade

Standards:
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. (2.W.3)
Objective (Explicit):

SWBAT write a narrative to recount a small moment by writing a clear beginning, middle,
and end using details and transition words.

Student Friendly Objective:

I can write a narrative to recount a small moment by writing a beginning, middle, and end to
my story using details and transition words.
Evidence of Mastery (Measurable):

100% of students will score 60-74% mastery on their writing lead (beginning), transition,
organization, elaboration (details on events), and ending.

Exceeds
Element 1

Meets

Approaches

Lead (writer thought

about how to write a
great beginning and
chose a way to start
his/her story. Student
chose the action, talk,
or setting that would
make a good
beginning) with at least
3 details or more

writer thought
of a beginning
that started
his/her story.
Was missing
one of the
action, talk, or
setting.
Included 2
details

writer had no
beginning to start
his/her story.
Included some of
the action.
Included 1 detail

writer did not include a

beginning or had any
of the other elements

Element 2
Transitions

the writer told the story

in order by using
words such as when,
then, and, after often
on their writing more
than 5 times

writer included
some
transitions
words more
than 4
transition
words

writer included less

than 3 transition
words

writer included less

than 3 transition words

Element 3
Ending

The writer chose the

action, talk or feeling
that would make a
great ending with 3
details

writer had a
good ending
with 2 endings.

writers had an
ending but it does
not make sense to
the story

writer had no ending.

Element 4
Organization

the writer wrote a lot of

lines on a page and
wrote across a lot of
pages with more than
5 details that make
sense

writer wrote
enough to
make their
narrative make
sense. Less
than 5 details
and makes
sense

writer wrote lines

to the story with
less than 4 details
and it doesn't really
make sense

writer did not organize

ideas and writing
makes no sense

Element 5

(details on events) The

writer has

writer has details

writer had no details

and writing does not
make sense

Lead

Elaboration
writer tried to
bring
details
andbasicand
Sub-objectives,
SWBAT
(Sequenced
from
to brings
complex):

SWBAT

Falls Far Below

his/her character to life

with details, talk, and
action. The writing
makes sense. Wrote
more than 5 details on
events in the narrative

brings
character to life
character to life with details, talk,
with details,
and action. The
talk, and
writing makes
action. The
sense. Wrote less
writing makes
than 5 details.
sense. Wrote 5
moment
to write about and write it on
details.

SWBAT Recall a small

their tiny notepad
SWBAT Collect details for their writing by using the small moment graphic organizer
SWBAT Compose their draft of small moment topic using the information written on graphic
organizer
SWBAT Apply transition words to their writing such as it began, first, then, after, at the end,
lastly

SWBAT Revise their writing to make sense by using a checklist

SWBAT Formulate their final draft on small moment writing

Key vocabulary:

Materials:

narrative: a story of something that happened

to you. It could be a special memory with
someone you care about or an experience
you will never forget.

-Prewriting graphic organizer

-lined sheets of paper for drafting story
-Writing checklist
- booklets
-pen
-anchor chart

Opening (state objectives, connect to previous learning, and make relevant to real life) 10
minutes

TW say, I am very excited today because today you master writers will be finalizing the story you
have been working on so hard this past few days. But before we begin our writing lesson for today
I would like to share a small moment with you. Master writers like Jane Yolen and Angela Johnson
share small moments that happen to them in their daily lives just like us. Today the small moment I
want to share with you is, Over the weekend I took some time to go visit my grandparents, let me
tell you this was a special moment the time I spent with them. I had the opportunity to sit down to
talk to them about the activities I have been doing such as going to school, working with my
students, etc. while enjoying a delicious soup my grandma makes for me every time I go for a visit.
It had been over a week since I last saw them so it was a very special moment I shared with them.
I wrote about this small moment in my tiny topics notepad for future writing because I want to
describe that small moment I spent with my grandparents. Lets take time to think about what we
did this morning or yesterday that might be a small moment you want to write about later in the
future. TW say quickly turn to your partner and discuss a small moment that happened to you so

IInInInstrInstructIional input

far this week that might be a future story. (TW call on 2 students to share)

Instructional Input (15 minutes)

Student Will:

Teacher Will:

TW have students come to the meeting

area quickly and quietly.

TW will have students review the friendly

student objective
TW begin lesson by stating Good
morning class, today we are going to begin
our writing lesson by stating our objective
for today I can write a narrative to recount
a small moment by writing a beginning,
middle, and end to my story using details
and transition words. (students repeat)

TW say lets take a moment and refresh

our minds to the story we have been
studying closely this week The Leaving
Morning by Angela Johnson. Lets listen to
the details this master writer Angela
Johnson used throughout her writing read
a few lines from the mentor text The
Leaving Morning by Angela Johnson

TW say, this week we have been working

very hard on our small moment piece of
writing. We as master writers are making
sure we have our characters, setting,
beginning middle and end with details and
a closing to our stories. Some of us are at

SW come to the meeting area quickly and quietly

SW repeat friendly objective I can write a

narrative to recount a small moment by writing a
beginning, middle, and end to my story using
details and transition words.

SW actively listen by showing 5 (SHOW 5) voices

are off, eyes are watching, ears are listening,
hands are empty, and bodies are still as teacher
reads parts of mentor text The Leaving Morning
by Angela Johnson

SW will actively listen by giving 5 as teacher

different stages to your writing and that is

ok because today our goal is to finalize our
drafts and revise using the writing rubric to
our awesome stories. Because as master
writers it is important for us to revise our
writing to make sure everything makes
sense to begin writing our final drafts on
our booklets, before we publish our
wonderful small moment stories.

introduces the goal for the day

TW review her example of her final

developed story draft written on an anchor
chart paper
TW say we have been transferring our
ideas from our graphic organizer to our
prewriting draft

TW revise parts of her story again to

refresh students memory on how to
continue to edit and add some final details
to their writing using a writing checklist
from previous day lesson
TW pass out booklets where student will
write their final draft
TW model how to tell their stories by
touching each page of their booklet as they
tell their stories

TW say when you finish telling your story

touching each page I need you to set it
down next to you and do not touch it
unless you are ready to write your final
draft and I have seen your drafts

TW ask students to pair share what they

are going to be working on in the next 10
minutes when they return to their seats

SW pair share what they are going to be working

on in the next 15 minutes when they return to
their seats

TW call on some students and their partner

to participate by sharing with the class
what they will be working on during writing
in the next 10 min.

SW share with the class

Co-Teaching Strategy

One Teach One Assist

Teacher and MT will walk around to listen to students ideas for their writing pieces

Differentiation Strategy

Guid

TW assist students who need clarification and help with their drafts

Guided Practice (15 minutes)

Student Will:

Teacher Will:

TW say, now we are going to go back to

our tables to finish revising our work for 10
minutes to begin to prepare to write our final
drafts
TW remind student to keep their booklets
on the side of their table until ready to use

TW give explicit instructions on what

students will do when they walk back to
their table
TW ask students to

SW walk quietly back to their seat

- work on revising their writing by reading their
writing to make sense
-adding final thoughts and details to their drafts

- walk quietly back to their seat

and making sure they are using their rubric

- work on revising their writing by reading

their writing to make sense
-adding final thoughts and details to their
drafts and making sure they are using their
rubric

TW pass out writing folders and pens

SW use writing checklist to review their work

before beginning final drafts

TW say Now that we have had time to

revise our work, we are going to use our
writing checklist to make sure we are not
missing any elements to our writing
because remember, master writers use a
writing checklist to review their work before
writing their final drafts

TW walk around to assist and revise

student work as students begin to prepare
to write their final drafts

Co-Teaching Strategy
One Teach One Assist
Teacher and MT will assist students who need help with finalizing their developing stories
(editing, adding details, using transition words, developing beginning, middle and end of their
stories)
Differentiation Strategy
TW assign one writing piece one paragraph or detail at a time to students who are struggling.
TW have students peer edit their writing pieces

Ind

TW give additional time to students who need more time to work on their writing pieces
Independent Practice (30 minutes)

Teacher Will:

Student Will:

TW quickly bring the class together and

state, When we are ready writers and I
have conversed with you on your writing,
you may begin writing your story on your
booklet

SW begin their final drafts of their small moment

by making sure they have all the elements on the
checklist

SW draw illustrations to their final writing pieces

ependent Pra

TW say when you are finished writing your

story you may take the time to draw some
SW raise their hands to leave their seats and to
illustrations to your story to bring your story ask questions
to life

TW walk around to make sure students are

on task
TW clarify any questions for students
TW work with students who have
questions or need additional support
TW will take time to conference with
students who have not had a chance to
revise work with teacher

Co-Teaching Strategy
One Teach One Assist
Teacher and MT will walk around assisting students making sure students are on task
Differentiation Strategy
Students who need more time to work on their writing piece will be given additional time
to work on their writing
Closing/Student Reflection/Real-life connections (5 minutes)

TW call students to the meeting area quickly and quietly and say, class today our goal was to
finalize one of our small moment topic. Just like Angela Johnson and Jane Yolen, we found that

one small moment can turn into a story with lots of details and illustrations. We also learned that
master writers draft their stories to make sense before publishing. This is what we did today. I want
you to share with your partner what do you enjoy the most when writing small moments. How does
it make you feel? You will do this by using a sentence frame

What I enjoy the most about writing small moments is ____________________

because___________________.

2ND Grade Writing

Checklist
Structure
Overall

I wrote about one time when I

did something

Lead

I thought about how to write a

good beginning to start my
story. (action talk or setting)

Transitions

I told my story in order by

using transition words such as
one day, when, then, after,
finally

Organizatio
n

I told the beginning, middle,

and end to in my story

Ending

I chose the action talk, or

feeling that would make a
good ending
Development

Elaboration

I wrote at least 3 details for

my story

Punctuatio
n

I used a capital letter at the

beginning of each sentence. A
period, exclamation point,
question mark, quotation
marks in my story

NOT YET

STARTIND
TO

YES!