Writing Unit 5 Procedural Writing Projection 2020 - 21
Writing Unit 5 Procedural Writing Projection 2020 - 21
Writing Unit 5 Procedural Writing Projection 2020 - 21
Step 1: Look through a few mentor texts: Ask yourself these questions: What do you
notice about this type of writing? How can this help shape our primary and secondary
goals? As you look through the texts, make a list of possible ‘teaching points’ for mini-
lessons.
Step 2: Look over the New Brunswick Outcomes and Highlight any that you think
would fit within this unit.
Step 3: Teachers write in the genre we want to project. (Can set timer for 10 minutes if
needed)
Primary Goals:
1. Chronological Order
2. Transitions(Fist, Second, Next, Then, Now) and beyond
3. Relevant Details
Secondary Goals: Writing Quality, Writing Habits, Revision, Community of Writers, Editing/Conventions
1. Effective Lists (Notes)
2. Writing Quality
3. Strong/Entertaining Ending
4. Word Choice
5. Comparatives
6. Noun/Adjectives
PYP and New Brunswick Outcomes: (Can attach a copy that is highlighted too)
PYP Outcomes:
Learners
PYP W 3.1 Engage confidently in the writing process.
PYP W 3.2 Write about a range of topics for a variety of purposes, using literary forms and structures modelled by
the teacher and/or encountered in reading
PYP W 3.5 Use appropriate writing conventions, for example, word order, as required by the languages(s) of
instruction
PYP W 3.9 proofread their own writing and make some corrections and improvements.
PYP W 3.15 with teacher guidance, publish written work, in handwritten form or in digital format.
NB Outcomes:
Anticipated Issues:
1. Lack of ideas
2. Not explaining all steps involved
3.
Projection of Possible Mini Lesson Topics: (Depends on the number of weeks you allow.)
Resources/Materials:
Mentor Texts:
OPTIONAL Task for Teachers: Create a ‘checklist’ of sorts, that highlights the main
goals for this unit, that you can use with students. Two Benefits: It helps students set
goals are for this type of writing and it can help teachers decide on conferring or small
group work.
What worked well in this writing unit? This was MUCH better than OLL. Giving choice
about their topic worked well. Liked the lesson to use
specific action words – it made a huge difference in
their writing.
What would we change the next time Some kids might overcompensated after the peanut
we teach this unit? butter sandwich video – be mindful of this – some
(Lessons, etc.) provided TOO MUCH detail – but the editing process
helped steer kids back on track.
Is there anything we would add or Make the video of the How to Tie Your Shoes ... share
emphasize in this unit? with several kids and have them practice at home.
What did we learn about our students as Some writers don’t know how to tie their shoes. This
writers? is a good unit – writing a specific genre but passionate
about their topic – wanted to write, write, write. Less
pulling teeth in this case.
What were the authentic connections to PROCESS in both writing and UOI. Kids are saying
our Unit of Inquiry? this is a process for everything. Materials need to
use ...
What advice would we give to next See above. Don’t recreate the wheel. We can tweak
year’s team when they teach this unit? but don’t go crazy ....
What worked well in this writing unit? Drafting at the beginning – they could see it as it
grew. Saw what they started with and ended with.
Some pointed this out in their reflections – saw how
much they grew. Scaffolding of lessons – zeroed in on
skills, changed transition words, built on it. Loved the
publishing – written and video. Showcased their
communication skills – writing process used to give a
nice presentation skills.
What would we change the next time No OLL. Tie this unit in with media – more of the
we teach this unit? product – have them come up with their product and
(Lessons, etc.) HOW they would make it. Their UOI were here, there,
everywhere. Make it tie into writing more in this unit
– connect closely with writing and product. At end of
UOI, can focus on environmental impact. If we did the
process – adventures of a water bottle, step by step –
how you make the product.
Is there anything we would add or Focus more on details – EXPLAIN the steps. Stuff in
emphasize in this unit? the middle was left out. There is a Facebook video –
dad having his kids make a sandwich. Funny hook at
the beginning. Making a peanut butter sandwich hook
What did we learn about our students as They have a variety of interests. From using Seesaw to
writers? finger weaving. Such a RANGE of writers. Some need
hand-holding, others just go with it. Some really have
more voice in their writing.
What were the authentic connections to (Note possible change for next year). Just how things
our Unit of Inquiry? were made – could be more explicit. Some did without
thinking about it. Some posted to writing folder rather
than UOI folder because procedural ...
What advice would we give to next Hope that the COVID is not impacting. Show some
year’s team when they teach this unit? YouTube videos. Have some more HOW TO
resources around. Seeing people doing different things
– like making pancakes. Share those things to give
***Created by Natashya Hays 2018, Erin Kent Consulting -
work inspired by Kath Murdoch
more ideas. Save the puppet videos and use a few as
authentic ideas – good videos that will show students
what the expectations are ... these exemplars are great.
Stella’s work should be shared.
***Projection Template created by Natashya Hays 2018, Erin Kent Consulting. Template is inspired and
replicated from work by Matt Glover and Mary Alice Berry.