Writing Mini-Lessons Based on Student Data

*Please see the In Retrospect section following the Differentiation section Class: Honors English 9 Unit: Interactive Learning in Enders Game Lesson: Differentiated Writing Mini-Lessons Date: 11/7/13 Time: 85 minutes (full block class) Learning Objectives SWBAT [Students will be able to:] Cognitive (Know/Understand): Unit objective: Students will understand that effective writing skills should be transferred and used in all types of writing. Todays objective #1: Students will understand that their writing chunk formula (introduction, assertion, example, explanation) should transfer to their dialectical journals as well as their chunks for Enders Game. Unit objective: Students will know how to make predictions, inferences, draw conclusions, and connect prior knowledge to enrich discussion. Todays objective #2: Students will know how to connect their prior knowledge of Odysseus to Ender to support class discussion. Todays objective #3: Students will know how setting supports any story, but especially in Enders Game. Affective (Feel/Value): Unit objective: Students will value their classmates opinions on various topics in Enders Game. Todays objective #4: Students will value and respect their classmates representations of setting. Performance (Do): Unit objective: Students will be able to communicate clearly their lesson learned by submitting a revised paragraph and a creative project of their choice. Todays objective #5: Students will be able to recognize clear communication after analyzing their peers work during the writing minilessons. SOLs: 9.4.e. Students will explain the relationships between and among elements of literature: characters, plot, setting, tone, point of view, and theme (emphasis added).

9.4.l. Students will make predictions, inferences, draw conclusions, and connect prior knowledge to support reading comprehension.

Necessary Materials Mug Shot Sheet Elmo Dongle Laptop with internet connection Writing mini-lesson materials (TBD based on student data) Copy of Enders Game Copy of Word Power Class timer (online) http://www.learner.org/interactives/literature/read/setting1.html (Setting) Crayons, markers, etc. Instructional Methods and Procedures
Note: Any words that I would say directly to students appear in italics.

Step 1 [ 10 mins.]: Announcements and Do Now (Mug Shot) Hello everyone! Its so nice to see you all. I feel like its been ages! I know you guys were productive bees over your long weekend, reading Enders Game, being stellar students, you know: the usualWell, you know you should be paying attention to the announcements while copying the Mug Shot and correcting it. I will give students about three minutes to complete the exercise before I use my popsicle sticks to correct the mug shot on the Elmo. Remember guys, your Mug Shot Paragraph Quiz will be next class (Monday), so heres fair warning! Step 2 [ 15-20 mins]: Journal Prompt On that note, lets jump back into Enders Game! I want to thank you all again for such a wonderful discussion last Friday. My professor was impressed! She wants to come back and see you all again! Either way, since you guys enjoyed discussion so much, were going to talk some more. But first, were going to respond to this journal prompt so that everyone can feel comfortable in sharing. Ill project the prompt using the projector and a dongle. So, can you (Ill pull a popsicle stick from my stack) read the prompt for us?...Thank you! Do you guys have any questions about the prompt?...Ok, then begin writing! You have five minutes to record your thoughts. Please write for the entire five minutes. Ill begin the class timer. Ok, finish up your thought because now youre going to share with a partner from your pod. Ill circulate quickly, listening to clips of conversations and perhaps asking: How does that relate to Odysseus? How can that relate to your life? After about two minutes Ill call the class back to whole group discussion. So I heard quite a few fantastic ideas while walking around. Lets hear them! How can we connect what we know about Odysseus to what we know about Ender? Ill try and limit the discussion to seven minutes, but we might go over seeing as though this group likes to discuss! Step 3 [ 5 mins.]: Introduce Summative Assessment So were about halfway through Enders Game already. Can you guys believe it? Well, you all are motoring right along, and its time to talk about your concluding project. There are two parts: a paragraph and a creative

expression. Im going to share these docs with you so that you each have a copy. Ill proceed to read the instructions as I project them (please see below). Ill also share with students these Google Docs. Are there any questions?...Ok, if any arise, please let me know in class, during CHAT, or via e-mailWhile Im teaching these mini-lessons, the groups Im not directly teaching will have a choice of action: you guys can get a jump start on the reading due for next class OR you can begin brainstorming for your lesson learned paragraph or creative expression. For BOTH options, though, you must be respectful of your peers. What does this mean? Ill call on a couple of students, waiting for the answer we need to be quiet. Right, so you guys can talk very quietly, but you need to be productive by using your time wisely. Ill have their two options written on the board in case they forget. I trust you guys to be respectful and mature. Please dont prove me wrong Step 4 [ 20 mins.]: Writing mini-lessons In order to craft these mini-lessons, I analyzed students dialectical journals and their writing chunks before class to articulate common areas of weakness. I found these areas to need the most focus: properly citing quotations, transferring and following standard writing conventions, and reading comprehension. I gathered examples from the Google Docs that students shared with me, and I compiled them (name removed) onto a Google Doc which I projected in class. I asked students to identify the problem and to pose a solution. I made it clear that the examples are learning tools and that they shouldnt be upset if their work shows up in our discussion. Now were going to do some work based on your writing chunks you wrote over the weekend. Were you all able to successfully create a Google Doc? I dont think everyone shared with me their Google Docs. If you were unsuccessful in doing so, stay after class during CHAT, so that we can hammer out the problemFor those of you who were successful, Ive based mini-lessons off of your writing chunks. Everyone will participate whether or not you shared with me your Google doc, so no need to panic! So, listen carefully: Im going to divide you up into groups. Youll need to bring a writing utensil, paper, and your copy of Enders Game wherever I move you. Ill then teach three, five-minute mini-lessons on writing based off of students Google Doc writing chunks. Ill also monitor the productivity of other students while teaching the mini-lessons. Step 5 [ 15 mins.]: Setting Im glad you guys were able to focus and be productive in that somewhat hectic environment. Were going to switch gears into learning about setting. Lets turn to Eudora Welty, an American author of short stories and novels about the American SouthIll project a link to a website quote Welty, and Ill read aloud the page. Wasnt that helpful? Ok, heres your mission: (Ill project this on the screen) Choose one place: it can be grand in scope or tiny (think Battle Room, Battle School, the Fantasy Game, etc.), but it must represent the setting of Enders Game regardless. After drawing your setting, describe it using plenty of detail. If you wish, you can do this in the reverse order if you think writing about the setting beforehand will help you to visualize the setting. You also need to use quotes from the text to support your written description and your picture. You only need to find one quote, but you can use a couple if youd really like to. Ill model for them a passage from page 74 that describes the color wall and the autumn kingdom he found in the game juxtaposed. You guys have seven minutes to complete your description, picture, and quote. We will then share out those who would like to via the Elmo. How does our knowledge of setting contribute to our overall experience of Enders Game? What would the story be without this setting?

Step 6 [15 mins.]: Word Power Wow! You guys are talented, especially in such a short time period! Speaking of speedy, were going to speed through Session 7 of Word Power. As Im reading, write down the word and draw a picture representing the word. These small pictures dont have to make sense to anyone but you. Theyre for your benefit so that when you go back to study these sessions before your test, youll have that image in your mind. Get creative, draw something goofy: this is for your eyes only!...Ill go over Session 7, giving students ideas for images in the beginning if theyre stuck Closure [ 3 mins.]: You guys have been wonderful! Dont forget to complete your reading, choose one quote for your dialectical journal, and do your writing chunk for homework. Enjoy your weekend! Methods of Assessment Todays objective #1: Students will understand that they need to transfer the writing chunk formula to all their writing after the mini-lessons based on their homework (chunk and dialectical journal). Todays objective #2: Students will be able to participate in the journal prompt and the following discussion as long as theyve done their reading. This will hold them accountable for their work, fostering an interactive experience. Todays objective #3 and #4: Students will be respectful of one anothers setting representations as theyll all have different ideas, artistic capabilities, etc. Todays objective #5: Students will have strategies and notes to refer to for their future chunks as well as their summative lessons learned paragraph after their specific minilesson. Differentiation Step 2: In order for all students to feel comfortable in adding to the large group discussion, I have them individually reflect on the prompt and then share with their squad members. This way they each have an opportunity to form their own opinions in their own time, have a chance to bounce them off of their peers, and then feel confident in sharing with the class. Step 4: Here I explain how I differentiated writing instruction based on my students needs evidenced by their homework writing assignments. In Retrospect (Post Lesson Reflection) I enjoyed this lesson as my students are stoked for Enders Game. Quite a few of them have already read Enders Game, but that doesnt deter from their enthusiasm. Though this was fun, I could have certainly done things differently. For example, I shouldve

altered the journal prompt I used. For the last class we talked about relating technology in Enders world to our world now. I wanted to make sure they connected the Odyssey to Enders Game, but I shouldve used a more contrasting prompt. Without doing so, I had students mention what wed previously discussed, detracting from what couldve been a lively discussion like we had during our last class. I improved on my urgency during class even without using my trusty online timer. There was no time to lose as the unplanned fire drill (a student pulled the alarm) ate up a good 15 minutes. Even before then though, I kept track of my circulation time, and Im glad I was able to successfully do so. As for the differentiated instruction via the writing mini-lessons, Im disappointed that half the class didnt complete their homework assignment. Either way, my mini-lesson run-through worked out fairly well. I still used student work which added to the overall effectiveness of the differentiation in this lesson. Next time, though I will more clearly state that I do not intend on correcting students work, but rather improve it with the help of their peers because I sensed some discomfort while we flew through the student examples. I wish there wouldve been more time for the setting exercise, but I think the urgency pushed them to be productive without any time to lollygag. I wanted students to present their representations and explain them using a quote for support to reinforce their citing, but time didnt allow for it. All in all, I found this to be an exciting lesson! Materials Appendix Journal Prompt
How are Odysseus and Ender alike? How do they differ? What other connections to your life can you make regarding Enders Game?

Setting Exercise

Choose one place: it can be grand in scope or tiny (think Battleroom, Battle School, the Fantasy Game, etc.), but it must represent the setting of Enders Game regardless. After drawing your choice of setting, describe it using plenty of detail (you can describe it in words first if that would help fuel your drawing--either way you need to draw it and describe it) Use quotes from the text to support your picture and description