Goals |
Equity Goal:
How can we encourage fourth graders to emerge from self consciousness and self doubt centered around their writing abilities in a way that bolsters productivity and fosters genuine interest? Content Goal: Students will understand that incorporating new writing techniques, such as sensory details, will support them in their writing growth and can yield confidence in their writing through a short narrative. |
Research Base |
Throughout our lesson study planning phase, we did research on: the purpose of lesson study, importance of quick writes, critical literacy, and finding writing enjoyment. As a lesson study group, we unpacked each reading and used the main ideas to inform the planning of our lesson. Some of those main ideas include:
We began to facilitate our PDSA cycles within our own fourth grade classrooms to inform our practice further in how we as educators can help build our students' confidence and find joy within writing time. PDSA Cycle 1
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Focal Student 1
Student is social and enjoys conversing with peers in class to avoid non-preferred tasks. Enjoys writing creatively when given the freedom to choose or make their own prompt. Has a fixed mindset about learning in school.
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Focal Student 2
Student is quiet and keeps to self during learning activities. Writing is a non-preferred task for this individual. Student works best with scaffolds like sentence starters for writing prompts. Confidence in sharing happens when comfortable with specific class peers.
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Focal Student 3
Student is adjusting to new school environment. Very social and energetic. Loves to learn and has an openness to get better at writing at grade-level. Student benefits from sitting with 1-2 focus peers who can help with staying on task.
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Focal Student Work (from PDSA cycles)Unfortunately, some of the student work is missing from focal students because of absences and/or misplacement of their writing.
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(To the right): You will see students' stories where they added their revision strips to their beginning, middle, and end of their story. They used these revision strips to include sensory details (sight, touch, hear, taste, and smell).
(Below): You will see the observation notes that were taken by the two team members who were not the host teacher of the focal students. Observation notes include:
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