Day 29: 10/17/17 - A Day: Writer's Workshop Session #1 - Establishing a Baseline

Good Morning 6th Graders,
          Today is an 'A' Day. Make sure you use the bathroom & sharpen your pencils. Check to see that you have everything you need for your morning classes. 
                                Thank you
                                Mr. Trumble
ELA:
Do Now:

• Write tonight's homework down in your agenda
• Pick up a copy of Amy's narrative writing

Homework: 

• Finish Journal Entry #1 (Fill 1 Page)
• Write two writing goals for yourself

http://wfe6writingworkshop.blogspot.com/2016/09/session-1-personal-narrative.html

Standard
W6.3 Write Narratives to develop real or imagined experiences using effective technique, descriptive details, and a well-structures sequence of events

Writer's Workshop - Session 1 (Personal Narrative)

Crafting Powerful Life Stories

Lucy Calkins

https://www.youtube.com/watch?v=WO29k1-RvsA
(8 minutes)

6th grade expectations of daily writing: I'm going to expect that 

each of you, as a writer, can fill at least 1 page of your notebook 
every day you do writing with a compelling true story.

Today I want to teach you that as a writer, you can get help 
not only from each other and from me, but also from texts 
others have written, like Freak the Mighty. To learn from finished
texts, you need to study them, imagining the strategies the writer 
probably used so you can then try those same strategies on your 
own writing.

You have to look deep and analyze each part to see how they

come together. We are going to start learning about writing 
narratives by studying a personal narrative that another 
6th grader has made. 

Read - Whole Group
Analyze - Small Group

Amy's Narrative: (Small Group - 15 Minutes)

I shivered a little bit.

"It's pretty cold!" I said as I dipped my toes in the water.  I took 

a pebble and threw it far into the creek.

"Well, whatever!" I said as I plunged in to the cold water.  It felt 

amazing!  The cold water covered my eyes like gentle blankets 

and the water washed over me like a breeze.  Swimming is my 

favorite!

"Wait up!" yelled Emma as she ran down the hill with her floaty 

wrapped around her waist.  Her curly brown hair whipped 

around in the breeze.  I shivered, I was cold already!  A moment 

after that, India's mom waded in, laughing.

"Ha! It's cold! she said.  Then she stopped.  "Girls, out! Out of 

the water!" she pushed us back to shore.  I looked back and 

saw a long, thin water snake, slithering towards us.  I gasped.  

I quickly swam underwater in big, wide strokes.

Analyze:Ask yourself

"What got to me in this piece?" 

"What part worked for me?"  

ANNOTATE 

*Circle things that are "WOW!" and "AWESOME"

*Underline words you don't know/Things that confuse you

*Write your thoughts, feeling, connections, etc.

* Find Figurative Language (Simile, Metaphor, Hyperbole, 

Personification)
*Identify Setting, Conflicts, and Plot Elements.
Analyze characters & Point of view
What's the mood & Tone

(Discuss)

*Insert 'How to write Powerful Personal Narratives' into Notebooks
Whole Group - 5 minutes

How to Write Powerful Personal Narratives 

• Think of a person, place, or moment in your life (maybe a first or last time,

or a time when you realized something) that matters, and write a story about

it.

• Focus on one episode, write with detail (don’t summarize a stretch of time).

• Help readers picture the episode—a small action and exact dialogue.

• Climb inside the moment and write within the narrator’s point of view.

• Make characters say the words and use the tone that shows their

personalities and hints at the bigger meaning of the moment.

• Explain why the characters act the way they do.

• Zoom in on the small but powerful details that really capture big moments

and feelings.

• Use the Narrative Writing Checklist to ask, “As a writer, what are my

strengths? What are my needs?” Then, plan your next steps as a writer.

• Craft a memorable lead.

• Ask, “What is my story really about?” and include descriptors, dialogue,

and inner thinking that convey that meaning.

• Elaborate on important scenes that show what the story is really about.

• Include new scenes, remembered from the past or imagined in the future,

that help show what the story is really about.

• Craft an ending that delivers a powerful message.

Draft - Your Turn to try 15 Minutes

• Create a baseline for the start of our Writers workshop
• Use loose leaf paper
• Think about the video by Lucy Calkins
• Think about the "How to write powerful narrative list
• You can write about any topic you want
• You must write for a period of at least 15 minutes

After Beginning Writer's Workshop today 
where do you feel you are as writers right 
now?  

Where would you like to go?

What are your writing Goals?

RTI - 10/17/17 - A day

Transition Words
(Miss W.)

Standards: 

L6.1e - Recognize variations from standard English in 
their own and others' writing and speaking, and identify 
and use strategies to improve expression in conventional
language.

L6.6 - Acquire and use accurately grade-appropriate 
general academic and domain-specific words and 
phrases; gather vocabulary knowledge when considering 
a word or phrase important to comprehension or 
expression.

  

Directions: 
Pick up What is a Transition 
Word? guided note worksheet. Have a 
writing utensil ready as well as a 
highlighter. 

Additional Practice from Mr. T:

Standards

W6.3 - Write narratives to develop real or imagined experiences or

events using effective technique, relevant descriptive details, and 

well structured event sequences.

W6.4 - Produce clear and coherent writing in which the 

development, organization, and style are appropriate to task, 

purpose, and audience.

Writing Strategy - Journal Writing

Directions: 

• Think about the elements of plot, and your "How to Write                    Powerful Personal Narratives" List. 
• Use these tools to create a journal entry that is at least 1 page in                length.