March 6th Writing Workshop Details

ELACC3W2 Text Types and Purposes:  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

EQ:  How has the Morton Theatre and its owner Pink Morton developed the Athens community?

Why is it important to communicate ideas clearly? How can I do this in my writing?

How will the reader understand I am finished writing about my topic by the sense of closure I provide?

Vocab: performing arts, segregation, vaudeville, Hot Corner, venue, heritage, construction, organizational,  information, research, topic, details, main idea

Opening:  Students will share ideas on what to put on brochures and blog/particular student will share his previous blog post as seen below

Mini-Lesson:  How to format the brochure/demonstration on the Smart Board – how to place images on the brochure and blog that coordinate with the writing

Work time:  Continue creating brochures and blog entries

Differentiation: a small group will work with collab teacher for extended time (AM, BO, AE, RR)

Closing:  Formal presentation of brochures and classroom blog.  This can be found at http://msorem.blogspot.com/

Brain Break Activity from https://www.gonoodle.com/

Assessment:  Information presented on the blog entries and brochures

ESOL Accommodations: collab.;  word banks, extended time, visual and linguistic scaffolding, Sensory support.

Gifted Accommodations: students may create their own characters, settings, and morals for details as needed

Student post: Things about the Morton Theatre

      I am going to talk about the history of the Morton Theater. In 1909, in Athens, Georgia, there was a building owned by Pink Morton, an African American man. That building was the largest building in the world. Pink Morton hired people to play music there. In a couple years, he hired musicians like Alice Carter, the Butterbeans, Susie Willie McTell, Curley Weaver, and Roy Dunn.

I have five connections with Pink Morton:

•  We both lived in Athens, Ga
•  We both like music.
•   I have seen this theater in Hot Corner.
• We both had to try and try.
• People were mean to him because they were racist. Sometimes people are mean to me because they are racist.    

-Post by one of my third grade students

Morton Plans for Tues. (3/4) and Wed. (3/5)

TUESDAY

ELACC3W2 Text Types and Purposes:  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

EQ:  How has the Morton Theatre and its owner Pink Morton developed the Athens community?

How will I organize my informational writing?

Vocab: performing arts, segregation, vaudeville, Hot Corner, venue, heritage, construction, organizational,  information, research, topic, details, main idea

Opening:  How do display the information from text, online websites, and portfolios?

Mini-Lesson:  Circular class discussion on information/brochure project:  Discuss what a brochure is and bring in examples as references (i.e. Disney World).

Work time:  Rubric components – make changes to rubric as a class if necessary: 

https://sites.google.com/a/ps101verrazano.com/3rd-grade-students/rubric.  Then students will begin prewrite of brochure information and be familiar with the layout.

Closing:  Sharing of prewrites/rough drafts of brochures so far

Assessment:  Rubric for brochure; rough draft for brochure

ESOL Accommodations: collab.;  word banks, extended time, visual and linguistic scaffolding, Sensory support small group support.

Gifted Accommodations: details extension as needed

 WEDNESDAY

ELACC3W2 Text Types and Purposes:  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

EQ:  How has the Morton Theatre and its owner Pink Morton developed the Athens community?

Why is it important to communicate ideas clearly? How can I do this in my writing?

How will the reader understand I am finished writing about my topic by the sense of closure I provide?

Vocab: performing arts, segregation, vaudeville, Hot Corner, venue, heritage, construction, organizational,  information, research, topic, details, main idea

Opening:  Brain Pop video introducing blogs:  http://www.brainpopjr.com/artsandtechnology/technology/blogs/

Mini-Lesson:  How to write a professional blog post?  Show on the Smart Board using Ms. Orem’s 3^rd grade blogging website

Work time:  All students continue working on their brochures.  When finished, students are to work on brainstorming future blog entries.

Differentiation: Blogs & a small group will work with collab teacher for extended time (AM, BO, AE, RR)—if needed

Closing:  One Word Summary:  Students will give one word that encompasses the whole lesson.  The SmartBoard will be like a web when the summary is complete.

Assessment:  Brochure rubric and achievements and blog entry ideas 

ESOL Accommodations: collab.;  word banks, extended time, visual and linguistic scaffolding, Sensory support small group support.

Gifted Accommodations: details extension as needed

Happy March! What are we doing during literacy block?

Writing Workshop

ELACC3W2 Text Types and Purposes:  Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

EQ:  How has the Morton Theatre and its owner Pink Morton developed the Athens community?

Vocab:  performing arts, segregation, vaudeville, Hot Corner, venue, heritage, construction, organizational,  information, research, topic, details, main idea

Opening:  Two-minute review on Morton Theatre/What is Hot Corner?   See clip:  https://www.kickstarter.com/projects/mortontheatre/the-soul-of-athens-a-history-of-the-morton-theatre

Google Maps - Where exactly is Hot Corner located?

Mini-Lesson:  How to write a complete paragraph - Ms. Orem and Ms. Buchanan will share their information gathered from the interview questions, so that the class to model what the children will do during the work session.  Then we will model an example of a paragraph on the Smart Board using the results of our interview.  Students will do the same with their interview results during the work time.

Work time: Students will type up the interview responses they got from their person of choice in a clear paragraph focusing on the quotations used.

Closing:  Sharing of typed responses – place them in correct Google Drive writing folder

Assessment:  Interview responses and typed paragraph of the responses

ESOL Accommodations: collab;  word banks, extended time, visual and linguistic scaffolding, Sensory support.

Gifted Accommodations: students may create their own characters, settings, and morals for details as needed

Part I of Daily Cafe

ELACC3RI6:  Distinguish their own point of view from that of the author of a text.

ELACC3SL1: Engage effectively in a range of collaborative discussions.

EQ: How do we, as the reader, understand the relationships of ideas?

Vocab: organizational patterns, connection, cause and effect, order of event, support, perspective, details, sequence, informational texts, expository,  purpose, comprehension strategies

Opening:  Discussion Circle - How is Ella Fitzgerald connected to our study of the Morton Theatre?

Focus Lesson: shared reading—nonfiction; Ella Fitzgerald:  http://www.readinga-z.com/books/leveled-books/book/?id=1001

CAFÉ Groups: Read to Self, Read to Someone, Work on Writing, Work with Words, Listen to

Reading, Work on Computer