Day 1

Date: 11/2/15

Day 2
Date: 11/3/15

Day 3
Date: 11/4/15

Day 4
Date: 11/5/15

Day 5
Date: 11/6/15

Unit Objective:
1. Students will
demonstrate that
they know the
features of a fairy
tale by pointing out
all the taught
features in a
mentor text and by
writing their own
fairy tale that
includes all of
these features.

Unit Objective:
1. Students will
demonstrate that
they know the
features of a fairy
tale by pointing out
all the taught
features in a
mentor text and by
writing their own
fairy tale that
includes all of
these features.

Unit Objective:
4. Students will
demonstrate that
they can edit by
giving their
partner at least
one suggestion
and turning in a
final product that
has no more than
three errors.

Unit Objective:
4. Students will
demonstrate that
they can edit by
giving their partner
at least one
suggestion and
turning in a final
product that has no
more than three
errors.

Unit Objective:
4. Students will
demonstrate that
they can edit by
giving their partner
at least one
suggestion and
turning in a final
product that has no
more than three
errors.

Todays Learning
Target:
I can understand
and identify the
features of a fairy
tale.

3. Students will
demonstrate that
they can plan for
their writing by
filling out a graphic
organizer for their
fairy tale and a
graphic organizer
for their
advertisement
completely and
appropriately.

5. Students will
demonstrate that
they know the
writing process by
following each
step when writing
their fairy tales
and when writing
their
advertisements.

5. Students will
demonstrate that
they know the
writing process by
following each step
when writing their
fairy tales and when
writing their
advertisements.

5. Students will
demonstrate that
they know the
writing process by
following each step
when writing their
fairy tales and
when writing their
advertisements.

Todays Learning
Target:
I can produce a final
draft of my fairy
tale.

Todays Learning
Target:
I can create unique
characters for my
fairy tale.

Instructional
Practices/Format:
Finish individual
writing conferences
Individual writing
time

Instructional
Practices/Format:
Small group lesson
and revision
workshop for gifted
students

5. Students will
demonstrate that
they know the
writing process by
following each step
when writing their
fairy tales and
when writing their
advertisements.

Instructional
Practices/Format:
Mini-lesson
Read-aloud with
modeling
Reading together
Partner discussion

Todays Learning
Target:
I can plan a fairy
tale that includes
the appropriate
features, and I can
write a rough draft.
Instructional
Practices/Format:
Whole-group
instruction
Teacher modeling
with student input
Individual planning
time
Individual writing
time

Todays Learning
Target:
I can edit my
partners fairy
tale, and I can
incorporate
suggested
changes from my
partner and from
my teacher.

Instructional
Practices/Format:
Mini-lesson on
editing
Teacher modeling
Editing writing
with their partner
Writing
conference with
teacher

Assessment:
At the end, I will
have the students
discuss with their
partners what the
features of a fairy
tale are. They will
make a list at the
bottom of their
handout, and I will
collect their
handouts to see if
they followed along
with the work we
did together and to
see how many
features they were
able to remember.

Assessment:
I will walk around
the room with a
checklist of who
has finished their
plan and rough
draft satisfactorily.

Criteria:
Circled Once
upon a time
Circled setting
Circled good
character
Circled bad
character
Circled heroic
deed
Circled happily
ever after
Listed these things
as well as that a
fairy tale is an
imaginary story
that includes
unreal or amazing
events
Teaching Notes:
Make sure they
have different
colors of colored
pencils out

Criteria:
Students will have
a graphic organizer
filled out
appropriately by
the end of their
individual writing
time and will have
started, if not
finished, their
rough draft, which
must include all the
details in their
plan, plus more.

Teaching Notes:
Depending on how
they do on the
previous days
assessment, I may
make a list the
features of a fairy
tale to project on
the document
camera so they
can see them while
they write.

Assessment:
During their
individual
conferences with
me, they will tell
me what their
partner said when
he/she was
editing the
students fairy tale
and where they
plan to
incorporate that
suggestion. I will
have a checklist
with me to make
sure that they
have made at
least three
revisions.
Criteria:
Students must
show me that they
have made at
least 3 revisions.
Students must tell
me what
constructive
criticism their
partner gave
them, if they plan
to incorporate the
suggestion, and
where they plan to
incorporate it.

Summative
Assessment:
I will collect the final
drafts and score
them according to
whether they follow
the features of a
fairy tale; have
separate
paragraphs for
beginning, middle,
and end; are free of
spelling and
grammatical errors;
and have included
their revisions.

Assessment:
I will have a
checklist to mark
whether these
students were able
to create unique
characters with
good descriptions

Criteria:
Students must have
written an imaginary
story that may
include heroic acts,
begin with Once
upon a time, end
with happily ever
after, have
characters that are
all good or all bad,
have a clear
sequence, have few
(if any) conventional
errors, varied
sentence structures,
and paragraphs.

Criteria:
Must use
adjectives, actions,
and dialogue to
characterize the
characters in their
fairy tale.

Teaching Notes:
Teach how to
revise and edit.
Students that are
not done planning
or writing their
rough drafts will
work on that first.

Teaching Notes:

Teaching Notes:
I will tentatively
decide which
students are in this
group based on
prior writing. I will
finalize the group
members after
looking at the final
drafts of the classs
fairy tales.

Day 6
Date: 11/9/15

Day 7
Date: 11/10/15

Day 8
Date: 11/11/15

Day 9
Date: 11/12/15

Unit Objective:
2. Students will demonstrate
that they know the features of
an advertisement by pointing
out all the taught features in a
mentor text and by writing
their own advertisement that
includes all of these features.

Unit Objective:
2. Students will demonstrate
that they know the features of
an advertisement by pointing
out all the taught features in a
mentor text and by writing
their own advertisement that
includes all of these features.

Unit Objective:
4. Students will demonstrate
that they can edit by giving
their partner at least one
suggestion and turning in a
final product that has no more
than three errors.

Unit Objective:
4. Students will demonstrate
that they can edit by giving
their partner at least one
suggestion and turning in a
final product that has no more
than three errors.

Todays Learning Target:

I can understand and identify
the features of an
advertisement.

3. Students will demonstrate

that they can plan for their
writing by filling out a graphic
organizer for their fairy tale
and a graphic organizer for
their advertisement
completely and appropriately.

5. Students will demonstrate

that they know the writing
process by following each
step when writing their fairy
tales and when writing their
advertisements.

5. Students will demonstrate

that they know the writing
process by following each
step when writing their fairy
tales and when writing their
advertisements.

Todays Learning Target:

I can revise and edit my own
work and my partners work.

Todays Learning Target:

I can produce a final draft of
my advertisement.

Instructional
Practices/Format:
Mini-lesson on revision and
editing
Teacher modeling with
student input
Finish/edit advertisement
individually
Edit partners advertisement

Instructional
Practices/Format:
Mini-lesson on format
Teacher modeling with
student input
Individual production of final
draft

Assessment:
I will walk around the room
observing the students and I
will have a checklist with me
to make sure that they have
made at least three revisions.
Students will mark their rough
drafts with their own edits in
one color and their partners
edits in another color.

Summative Assessment:
I will collect the final drafts
and score them according to
whether they follow the
features of an advertisement;
are free of spelling and
grammatical errors; and have
included their revisions.

5. Students will demonstrate

that they know the writing
process by following each
step when writing their fairy
tales and when writing their
advertisements.

Instructional
Practices/Format:
Mini-lesson
Read-aloud with modeling
Reading together
Partner discussion

Assessment:
At the end, I will have
partners discuss what the
features of an advertisement
are. They will make a list at
the bottom of their handout,
and I will collect their
handouts to see if they
followed along with the work
we did together and to see
how many features they were
able to remember.

Todays Learning Target:

I can organize my ideas to
create a flier, and I can write a
rough draft.
Instructional
Practices/Format:
Mini-lesson
Teacher modeling with
student input
Individual planning time
Individual writing time

Assessment:
I will walk around the room
with a checklist of who has
finished their plan and rough
draft satisfactorily.

Criteria:
Underlined reasons and
details that support opinions
Circled descriptive words that
make the advertisement
exciting
Wrote how the advertisement
makes them feel
Listed the features of an
advertisement: states why a
person would want to go
somewhere or buy something,
gives reasons and details to
support statements, uses
descriptive words and
phrases, connects with a
readers feelings

Criteria:
Students will have a graphic
organizer filled out
appropriately with an opinion
and 2-4 reasons by the end of
their individual writing time
and will have started, if not
finished, their rough draft,
which will include all of their
reasons.

Criteria:
Students will have corrected
spelling and grammar
mistakes. They will have
edited out things that do not
add to the effectiveness of the
advertisement and added in
details that add to the
effectiveness of the
advertisement. They will have
written an idea of what they
want their illustration on their
final draft to be.

Criteria:
Students must have written
an advertisement with a
particular targeted audience
that includes their opinion and
2-4 supporting details. It must
be engaging and show the
audience how they feel about
the product. They must have
included varied sentence
structure and descriptive
words.

Teaching Notes:
Make sure they have different
colors of colored pencils out

Teaching Notes:
Depending on how they do on
the previous days
assessment, I may make a list
the features of an
advertisement to project on
the document camera so they
can see them while they write.

Teaching Notes:
Teach how to revise and edit.
Students that are not done
planning or writing their rough
drafts will work on that first.

Teaching Notes: