Cheri Maynard������������������������������������������������ Mini-lesson Plan
RE 3150-439���������������������������������������������������� The Reading/Writing Portfolio
Points/Objectives:�
The objective of this lesson is to help students understand what a portfolio is, why it is used in a writing class, how to organize their own portfolios, and the way in which student portfolios will be used to determine each student�s growth as a writer.� This lesson should be given at the beginning of a school year/semester.
Materials Needed:
����������� 3-ring binder for each student
����������� plastic sleeves
����������� plain copy paper
����������� magic markers
Review (2 minutes):
Teacher:� �Yesterday, we each made a list of the kinds of writing we�ve experienced, as well as a list of the books we�ve read, what genres of writing we like to read, and the authors we prefer.� What did we call those lists?�
Student:� �
Teacher:� �Yes!� We call them territories.� What are some of kinds of writing you all have done?�
Student:� �I�ve written a lot of poetry.�
Teacher:� �That�s fantastic!� Did you write them for class assignments or on your own?�
Student:� �Both.�
Teacher:� �I�m glad to hear that.� What other kinds of writing have you experienced?�
Student:� �Does writing in my journal count?�
Teacher:� �Absolutely!� In fact, that�s probably one of the best kinds of writing a person can experience, because it demands truth and depth!� Are there any other kinds of writing that you�ve experienced?�
Student:� �Well, I write messages to my friends on e-mail.�
Teacher:� �That�s great.� Are your messages long or short?�
Student:� �Both�depending on who I�m writing to.�
Teacher:� �I understand.� The point is that all of you created a list of the kinds of reading and writing you�ve done in the past.� Some lists are very short�and that�s perfectly all right.� We will all be adding to our lists as the semester progresses.� You were instructed to keep your territories in your notebooks until today.� Today, we will learn about portfolios!�
Introduction (5
minutes):
Teacher:� �Does anyone know what a portfolio is?�
Student:� �I think it�s what artists put their artwork into.� I�ve seen artists carrying big cases with their drawings inside.�
Teacher:� �You�re right�artists do use portfolios to gather their artwork and to show to others.� Writers use portfolios too!� What do you think a writer would put into his or her portfolio?�
Student:� �Everything they�ve written�poems, stories, and stuff like that.�
Teacher:� �You�re definitely on the right track!� A portfolio is a collection of an artists work�whether the art is visual or literary.� We, as literary artists, will collect all the pieces we will write into our portfolios.� What do you think might happen if we don�t have a specific place to collect our writings?�
Student:� �We might lose some or all of what we write.�
Teacher:� �Unfortunately, you�re right.� Many of us would have a really hard time keeping up with everything we write unless we have a portfolio to put it into.� Can you think of any other reasons for keeping a writing portfolio?�
Student:� �So you can grade us.�
Teacher:� �Well, yes, in a way you�re right.� With your writings and information on your readings collected into a portfolio, I can easily see how you have each progressed as readers and writers.� I can see if you took chances and at least attempted new genres of writing, as well as new kinds of literature you read.� I can look at drafts of your work and see how you progressed through them until you arrived at your final product.� Portfolios also help me to determine areas in which you might need additional help.� There is another reason a student portfolio might come in handy.� Can anyone guess what that might be?�
Student:� �To show our parents what we�ve done.�
Teacher:� �Excellent!� Eventually, we will have conferences with your parents.� You each will be in charge of the conferences that will be held with your parents.� These portfolios you�ll be using will become your best friends!� All you�ll need to do is open up your portfolios and talk to your parents about what you�ve done and what you�ve learned, while showing them evidence of everything you tell them!� (pause for it to register with the students.)
Does anybody have any questions pertaining to what a portfolio is and why we will use them?� (no questions)� Don�t forget that the portfolio is also extremely useful for reading.� What might we collect in a reading portfolio?�
Student:� �A reading territory.�
Teacher:� �Absolutely!� What else?�
Student:� �Reading reflections and double entry reading journals.�
Teacher:� �That�s right.� Anything that has anything to do with your reading experiences should be included in your reading portfolios.� Even lists of words you record as you read that you may not have understood and had to look them up�those lists belong in your portfolios.� (pause)� Good!� I think we�re ready to start putting together our portfolios!�
Guided Activity
(12-13 minutes):
Teacher:� I am now going to give each of you a 3-ring binder.� These will be your portfolios.� I�d like for each of you to personalize your portfolios.� When I pick your portfolio up to look at your work, I want to know pretty quickly that it�s yours.� You have a place on the front cover of your binders into which you can slide a sheet of paper.� I will give you each a sheet of plain white paper and some markers.� I want you to write your names in such a way that it will be the first thing I see.� Please be sure you keep it as neat as possible.�
Student:� �May we draw a picture on the sheet of paper too?�
Teacher:� �Yes, just as long as it isn�t the first thing I notice.� I want to be able to see your name first.� But, by all means, personalize your portfolios.
After you�ve put your names into the fronts of your portfolios, I will pass out some plastic sleeves.� I will begin by giving you a dozen sleeves each.� These sleeves will be where you�ll put your writings.� For every sleeve, you�ll insert two pieces of your writing�back to back.� I will then give back to you your writing territories you wrote yesterday.� Go ahead and place your territories into your portfolios.�
Students:� �So, is that all our portfolios will have in them�pieces of our work?�
Teacher:� �No.� There will also be questionnaires we�ll fill out that will chart our progress�in other words, self-assessments.�
Student:� �Do you mean we�ll grade ourselves?�
Teacher:� �In a way, yes.� But, don�t get too terribly excited�my questionnaires are designed to keep you honest!� I�ll also take photos of you all while you�re busy writing.� When I get these developed, I�ll give them to you to put into your portfolios.� You see, I want your portfolios to be evidence of serious writing done in a playful way!�
Student:� �Will YOU have a portfolio too?�
Teacher:� �Of course!� Do as I do, not just as I say!�
Closure (less than a
minute):�
Teacher:� �You now have your portfolios ready for a semester of reading and writing.� In fact, you already have something in your portfolios�your reading and writing territories!� The more you read and write, the more you�ll add to your territories and to your portfolios.� You�re on your way! �Are there any questions?�
Student:� �When will we have these conferences you mentioned?�
Teacher:� �Student-led conferences will be held toward the end of each grading period.� Don�t let them make you nervous.� With your portfolios, they�ll be a piece of cake!� We�ll go over this in more detail as that time gets nearer.� Until then, just concentrate on writing the best you can and reading excellent literature.� You take care of your portfolios�keeping them well fed�and they�ll take care of you during conferences!�
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