UOS WW Final Product Ideas

8/14/2019 UOS WW Final Product Ideas

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Lucy Calkinss Units of Study Final Product/Celebration/Reflection Ideas- DraftWriters

WorkshopProduct

Ideas

Celebration Ideas Reflection Ideas

Self-Reflection Peer/Audience Reflection

Unit1:

Launching

theWW

Handwritten

with a student

colored,

created cover

Students celebrate these first

personal narratives with

their writing community:

their classmates and theirteachers from last year.

Students reflect on what they

thought they did well and what

they hope to improve on in the

future. (Goal Setting.) (Thisreflection can be returned at the

drafting stage of the next unit.)

As students listen to each personal narrative they quickly write a positive

comment on a sticker sheet to stick on the authors Reactions page at the end

of the celebration. The reactions page is simply a sheet where students can

capture their readers thoughts about their work. The teacher can also commenton this page. The page of reactions can easily be kept with the final product.

Unit2:

Raisingthe

Quality

Handwritten

with a typed

cover and

Students celebrate their

more powerful personal

narratives with their larger

writing community: another

grade level and those

teachers as well as theirclassroom community.

SECOND After collecting the

stars and wishes cards from the

audience, the author reads the

cards and completes his own

stars and wishes page. The wish

is seen as a goal to work on inthe next unit so it needs to be a

transferable writing skill.

FIRST As students listen to each personal narrative they write 2 stars and 1 wish

for the author. These cards are collected for the author to read after the

celebration.

Unit3:

Breathing

LifeInto

Essays

Typed.

Preparation

needed to

collect and

display all of

the pieces

used to

develop this

essay.

Students celebrate by

sharing these essays, this

big work with a group of

big kids or adults.

The essays are typed up (in

G3 they are typed and

enlarged to A3 size) andprovided together with a

folder containing evidence

of the organizational

process the students went

through to develop the

thesis, topics, and essay.

Students each meet with one

Each student reviews his essay

and prepares comment cards for

his audience based on what he

wants to know. In preparing

these cards he will need to

reflect on what he wanted to

accomplish with this essay.

Each reader writes a comment on a card with topics already redesigned. For

example:

This essay convinced me to

I know now that

From now on I will

The author did a great job

The essay would have been stronger if

Etc.

Jen Munnerlyn, October 28, 2009


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Lucy Calkinss Units of Study Final Product/Celebration/Reflection Ideas- Draftadult/high school student to

explain the process and

allow the reader time to

read the essay.

U

nit4:

Writing

Fiction:

Big

Dreams,

Tall

Ambitions

Handwritten.

The cover is

illustrated and

designed todraw the

reader in. The

back cover

contains an

About the

Author write

up, typed by

the student

along with

his/her photo.

Students celebrate with a

younger group of students-

sharing their stories andpracticing reading them

aloud.

Students leave a copy of

their story for the classroom

library of the younger grade.

Students can self-reflect on

their work by writing a book

review about their story. Thereview should contain

information about what the

student hoped to tell the reader

in writing this story.

Listeners can write letters to the author detailing what they liked in the story they

were read. (This would be children in grades K-2 most probably.)

***Authors Day??

Unit5:

Literary

Essa

ys:

Writing

About

Typed. Students celebrate by

holding round-table

discussions on the book they

wrote a literary essay about.

These discussions include

all students who wrote about

a particular book/story aswell as an interested adult

participant like the specialist

teachers or teachers from

the other grades.

In preparation for the round-

table when the teacher

participant will be asking the

student expert questions, the

students could prepare a short

speech to read before the round

table begins. The speech would

be reflective in that it woulddefine the students position

about the story he/she read and

could include information about

what was learned/enjoyed or

difficult about this type of

writing.

The teacher participant would respond to each literary essay in writing.

These topics could be provided and the teacher could choose from any

This writer convinced me to

I know now that

From now on I will

The writer did a great job

The writers argument would have been stronger if

Etc.

For G5 it would be great to have G6 teachers participate



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Lucy Calkinss Units of Study Final Product/Celebration/Reflection Ideas- Draft

Reading

Unit6:Memoir:TheArtofWriting

Well

Choice- up to

the students

with guidance

from the

teacher as to

the best

format for the

type of

memoir

selected and

the time

available.

Students celebrate by

sharing their Memoirs with

their parents.

These discussions are

similar to student-led

portfolio shares where the

child describes the work and

the parent listens.

Coffee/tea/juice and cookies

is provided to make the

event feel like a serious

literary event.

As this is the final unit of the

year, the self-reflection could

involve the writing throughout

the year and how they students

see themselves. It might be

appropriate for the student to

examine all his work and the

reflections made by himself as

well as by the audience.

As a reflection for this piece, he

could write his memories of

being a writer this year and

make plans for what he hopes

to accomplish next year. (These

could be kept and passed up to

the next grade along with thechilds writing notebooks and

final pieces.)

The parent, after reading the memoir and the students culminating reflection

could add comments both celebratory and as things to work on in the future to

the goal sheet. (This could be dangerous if parents arent prepared well for what

is appropriate to write.)

Another idea might be to have parents write a letter to students right there in the

conference detailing the growth they have seen in them this year. This piece of

writing would be a nice addition to the students portfolio.


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