Quill Lessons enables teachers to lead whole-class and small-group writing instruction. Teachers control interactive slides that contain writing prompts, and the entire class responds to each prompt. Each Quill Lessons activity provides a lesson plan, writing prompts, discussion topics, and a follow-up independent practice activity.
Table of Contents:
Introduction to Quill Lessons Video
This video provides a brief overview of Quill Lessons, including how to navigate the slides and the various features built into the tool.
Setting Up the Lesson
Assigning the Lesson
To assign a Quill Lesson:
Click the “Assign Activities” tab
Click “Explore all activities in our activity library”
Click the “Whole Class Instruction” filter within the activity library
From there, you can search for the type of lesson you are hoping to assign by typing it into the search bar or using additional filters. Once you find the concept you are looking to teach, you can assign the lesson to your classes.
Reviewing the PDF Lesson Plan
As soon as you assign the lesson, you can review the lesson plan on your teacher dashboard. To access the lesson plan:
Click the “Home” tab
Scroll to the section titled “Present a live lesson”
Click the three dots next to a lesson’s name
Click “Download Lesson Plan”
The lesson plan will list each of the prompts and suggested discussion topics. If you would like, you can print out the PDF and annotate the discussion questions to use during the lesson. Here's a sample lesson plan PDF.
Using the Lesson
Launch the Lesson
In order to use a Quill Lesson with your students, you must launch the lesson. To launch a Quill Lesson:
Click the “My Activities” tab
Click the “Launch Lessons” link underneath the “My Activities” tab
Click the “Launch Lesson” button
If you do not launch the lesson before students log in to their Quill accounts, the lesson will say “Needs teacher” on students’ dashboards. Once you have launched the lesson, students can click the "Join lesson” button that appears.
Watch Teacher Mode
Throughout the lesson, you can use the “watch teacher” button which pauses student screens and instructs students to redirect their attention to you.
Completing a Question
When your students come to the first question, they will be prompted to enter an answer. You can then select a few strong answers to project to your students by checking the box under “Select to Display”, then click “Display Selected Answers.”
Retrying Questions to Demonstrate Mastery
For each individual practice slide, you can project strong student answers to help the students discuss and understand the material. After sharing a few strong answers, click the circular arrows button, which allows all students to start over and submit a new response.
During the lesson, you may notice that a few students could receive additional support or practice in applying the concepts. Use the flag button to mark these students for follow-up practice. As you progress through the slides, some of your flagged students may demonstrate mastery and others may not.
Completing the Lesson & Follow-Up
Assign Follow-Up Practice
At the end of the lesson, you will have the following options:
Pull your flagged students into small groups and send the rest of your students into an independent practice activity
All students begin the independent practice activity immediately
Assign the independent practice activity for completion at a later date
No follow-up practice
Select the option you would like, then click the button at the bottom of the page that appears with your selection.
Small-Group Instruction Ideas
Ask your small group to write down a few of the prompts from your Quill Lessons PDF in their notebooks or on a whiteboard and walk through the process with them once again. Engage each student in a discussion around improving one another's answers. As your small group works, you can provide personalized feedback based on your students' responses. During the small group instruction, the rest of your class can work independently on their follow-up activity.
You can also use gradual release or the “I do/We do/You do” model with your small group. Model how to use the concept, then have students work on the concept together, then have students work on the concept independently before they begin their follow-up practice in Quill.
Mark Lesson as Complete and View Report
Once your students have completed the lesson, you will need to mark the lesson as complete to officially close the lesson. When you assign follow-up practice within the lesson, the lesson will automatically be marked as complete.
Then, you can click the “Exit Lesson | View Report” button to view the Activity Analysis report of the lesson.
If you exited the lesson before assigning follow-up practice, though, you can mark the lesson as complete by:
Clicking the “My Activities” tab
Click “Launch Lesson”
Click the “Mark as Complete” link next to a lesson’s title
Then, you can view the report by clicking the “View Report” button that appears.
Quill Lessons Checklist
Find Quill Lessons Activity using the Activity Library filters
Review PDF lesson plan
Assign Quill Lesson to classes
Launch the Quill Lesson from the Teacher Dashboard or My Activities tab
Use Teacher Model to demonstrate the concept
Share student responses during the lesson
Have students retry responses after discussing examples
Flag students for small group instruction
Assign follow-up independent practice activities
Mark lesson as complete
View student responses on the Activity Analysis report
Questions to Guide Discussion
What is the relationship between the parts of this sentence?
What are all the joining words we could use to connect these ideas?
How are the sentences you can see different from one another? How are they the same?
For analyzing strong responses:
Which of these responses would you use in your writing? Why?
What might change your choice?
How does the sentence structure change the meaning?
For revising responses:
How could I correct this response?
How could I improve this response?
What rule could we write to prevent this writer from making this error again?
For discussion of style:
Which of these responses sounds better when you read it out loud?
What vocabulary would you change to make this sentence your own?
What is the writer communicating with their word choices?
Have more questions?
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