Content: Writers Workshop, Story Organizer

Objective:
SWBAT brainstorm, collect, and organize their ideas for
personal narratives by creating a visual of the potential
stories.
Standards:
CCSS.ELA-LITERACY.W.1.5

With guidance and support from adults, focus on a topic, respond to questions
and suggestions from peers, and add details to strengthen writing as needed.
CCSS.ELA-LITERACY.W.1.3

Write narratives in which they recount two or more appropriately sequenced

events, include some details regarding what happened, use temporal words to
signal event order, and provide some sense of closure.
CCSS.ELA-LITERACY.CCRA.R.2

Determine central ideas or themes of a text and analyze their development;

summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.CCRA.W.3

Write narratives to develop real or imagined experiences or events using

effective technique, well-chosen details and well-structured event sequences.
CCSS.ELA-LITERACY.CCRA.W.5

Develop and strengthen writing as needed by planning, revising, editing,

rewriting, or trying a new approach.
CCSS.ELA-LITERACY.CCRA.W.10

Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences.

T opens Writing Folder and decides to write a new

personal narrative about Spring Break.
T gives several examples of potential stories but
forgets some as she is speaking.
T asks students for suggestions on how to remember all
of the ideas. Students may say write things down
T introduces a flower anchor chart in which the flowers
center is the main idea and the 6 petals are the
potential stories. The main idea will be Spring Break.
T adds 3 potential stories to petals

 S are instructed to turn and talk to a partner about 1

potential idea they have about spring break.
T calls on students to share and fill in the remaining 3
petals, T writes students names on chart.
After the anchor chart is filled in T introduces individual
organization sheets, similar to the anchor chart. One
flower chart and one robot chart. (see attached).
Closing:
T explains how students can fill out their own chart to
organize their stories and has the sheets available for
writers to use.
T hands out Writers Workshop Folders and S begin
writing.
T confers with students on their progress
T meets with Impact Study participant T and confers
with him about his ideas.
Differentiation:
Students with different interests are given the choice
between two organization charts (flower & robot).