MAP OF HOME Demonstration Lesson Katrin BeinrothMWWPSI 2014 Pre-InstituteMay 24, 2014

ABOUT MYSELF…Where I’ve Taught… Boston Public Schools, Dorchester MA 6th-8th grade English Language Arts Urban

International Charter School, Pawtucket RI Two-way bilingual school Grades 3, 4, 5 all subjects Mathematics Instructional Coach Urban

Where I’m Teaching…

SESO a private college-prep school in Mayagüez, Puerto RicoFifth grade EnglishAbout 20 students per group/ 3 groups

Suburban

MY CLASSROOM• Student -centered• Responsive Classroom Approach• High expectations• Differentiated Instruction• Community of Learners

EDUCATIONAL PHILOSOPHYStudents should:

write everyday and need explicit writing instruction. do real writing. write for themselves and a real audience, not just the teacher. choose their own topics to write about to be fully engaged and invested in their writing. Children makes decisions about their writing.cycle through the whole writing process: write, draft, revise, edit, and publish their work.

Teachers should: model writing and explicitly teach skills and strategies.

meet students at their level. respect student’s interests and talents.

honor students’ experiences.

THEORETICAL FRAMEWORKConstructivism & Social Constructivism -

Jean Piaget - Humans generate knowledge and meaning from their own experiences

Eleanor Duckworth - The Having of Wonderful IdeasLev Vygotsky - each learner is a unique individual with unique

needs and background; the learner’s culture is valuedChild- Centered Learning -

Carl Rogers - focused on student’s needs, abilities, and learning styles with teacher as the facilitator of learning

Critical Pedagogy-Paulo Freire - the more you write the more think

DE GRADE LEVEL EXPECTATIONS WRITING:  The student effectively communicates to a variety of audiences in all formsof writing through the use of the writing process, proper grammar, and age-appropriate expressive vocabulary.

The student:

W.5.5 Follows the writing process; applies prewriting strategies to generateideas; uses the dictionary as an aid in the writing process; identifiesspelling, capitalization, and ending punctuation errors

INTRODUCTION TO TODAY’S LESSONLaunching the Workshop and Writing Personal NarrativesObjectives:

Students will be introduced to the structure and routine of Writer’s Workshop.

Students will begin to view themselves as writers. Students will learn a strategy for generating personal narrative

entries.

MINI-LESSON Pre-writing Strategy: MAP OF HOME 1. Take 5-10 minutes to draw a sketch of your home. Draw from a bird’s eye view.

2. Once you have drawn your map, mark 3 places where you have stories.

3. Choose one story to write about in your writer’s notebook.

STUDENT WORK

AUTHOR’S CHAIR

PROFESSIONAL REFERENCES Donald Murray - Writing as Process: How Writing Finds Its Own Meaning Katie Ray Wood -The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts) Lucy Calkins - The Art of Teaching Writing; Units of Study for Teaching Writing Nancie Atwell - In the Middle: New Understandings of Writing, Reading, and Learning Ralph Fletcher - Writing Workshop, the Essential Guide ; A Writer’s Notebook, Unlocking the Writer Within You