“Writing with SWAG”—the purpose of this lesson was to begin establishing a framework of basic editing skills including beginning capitalization and ending punctuation. SWAG includes: (S) starts with capitalization, written neatly, (A) a space between each word, and (G) given punctuation.
Goal for Students On-Level: Given an editing mnemonic device (SWAG), guided practice, and a writing prompt, STUDENTS will independently generate three sentences, on topic, with correct beginning capitalization and ending punctuation, within a 45-minute writing lesson.
Goal for Students Needing Small Group Instruction: Given an editing mnemonic device (SWAG), guided practice, and a writing prompt, STUDENTS will generate three sentences, on topic, with correct beginning capitalization and ending punctuation, with assistance from a paraprofessional, with a 45-minute writing lesson.
Wednesday, July 15, 2015
What went well:
I was very pleased with the overall outcome of my lesson. I think I was sufficiently prepared. In other words, I knew both the curriculum’s content and the authentic needs of my students. Insightful, formative assessments were constantly employed. For example, our students were able to respond to questions using dry-erase boards, practice sentence strips, and their writer’s notebooks. Additionally, this lesson was a wonderful supplier of visual information—a print rich environment. I provided a picture book read aloud, an anchor chart, a mnemonic device glue-in, sentence strips, and a writing prompt. I also think that this lesson was an effective model of gradual release of responsibility. Beginning with teacher modeling, guided practice, and concluding with independent practice, this lesson provided students with multiple opportunities to exercise what they were learning as they were learning. All students met the lesson’s goals.
What did not go as planned:
After assessing my students’ independent work, I noted that some confusion remained. However, I also know that habits don’t change overnight. This lesson was merely an introduction into a series of subsequent lessons on editing skills. I know, and expect, that my students will need additional practice. Because this lesson was scheduled right after our snack break, I noted that many of my students became rather lethargic—with food comas, if you would. Therefore, I think that more movement and technology should be integrated.
How to change for subsequent lessons:
Perhaps for future lessons, regarding independent practice, I will set up “punctuation stations” and have students create punctuation specific sentences. In other words, one station will be specific to question marks. There, students will read examples and then respond only with questioning sentences. The integration of stations will serve as an outlet of constant movement. In addition, I think that confining each type of punctuation to one station will better reinforce the differences among the three. Concerning technology, at least one station will allow students to respond digitally at TodaysMeet.com. TodaysMeet is a free, abridged blogging resource perfect for shorter writing assignments and formative assessments.