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!”