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Kristina Pantoja Dr.

Worst ED 337-08 7 December 2011

ED 337 Final Project Author Study: Writing Strategies, The Drafting Process, and Writing a Narrative 4th Grade

Unit. Author Study: Writing Strategies, The Drafting Process, and Writing a Narrative Grade Level. 4th Clear Purpose. This is an English/Language Arts unit geared for 4th grade students. The purpose of the unit is to have each student pick an author they are interested in. This author can be a childrens/juvenile author or adult author. They can represent any type of genre. The only requirement is that the authors work must not be below the reading-level of the student. Throughout the unit each student will complete different aspects of the project, resulting in a narrative using writing styles and strategies from the authors theyve studied and what weve learned about in class. Students will complete tasks like identifying the authors personal style, character maps, learning about writing strategies (metaphors, similies, etc), and proofreading/drafting in order to complete their nal project. I can Statements. I can read and comprehend books by authors at my grade-level. I can identify writing strategies (metaphors, similes, etc) in my authors work and in other works. I can write metaphors and similes. I can use writing strategies (metaphors, similes, etc.) in my own work. I can proofread and edit my work and others work using a variety of appropriate resources. I can apply pre-writing strategies (graphic organizers, outlines, etc) in order to construct a well-written narrative. I can revise drafts in order to improve sequence and ow of ideas. I can write a narrative using my own personal style and writing strategies from a specic author. State Standards. READING


Word Recognition and Word Study R.WS.04.06 uently read beginning grade-level text and increasingly demanding text as the year proceeds.


R.WS.04.07 in context, determine the meaning of words and phrases including similes, metaphors,
content vocabulary, and literary terms using strategies and resources including context clues, semantic
feature analysis, and a thesaurus.
WRITING












Writing Process W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups. W.PR.04.01 set a purpose, consider audience, and replicate authors styles and patterns when writing a narrative or informational piece. W.PR.04.02 apply a variety of pre-writing strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs,Venn diagrams) in order to generate,
sequence, and structure ideas (e.g., plot, setting, conicts/resolutions, denition/description, or chronological sequence). W.PR.04.04 revise drafts based on constructive and specic oral and written responses to writing by identifying sections of the piece to improve sequence and ow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). W.PR.04.05 proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.
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Learning Targets Knowledge (I Can Statements) Questions I can read and comprehend books by 12, 13, 14, 15 authors at my grade-level.

Comprehension Questions

Application Questions

TOTAL Questions 4

I can identify writing strategies (metaphors, similes, etc) in my authors work and in other works. I can use writing strategies (metaphors, similes, etc.) in my own work. I can identify and use all the processes in The Writing Process. 4, 5, 7, 8, 9, 10, 11

1, 2, 3

19, 20, 21, 25, 26

I can proofread and edit my and others work and others work using a variety of appropriate resources. I can apply pre-writing strategies (graphic organizers, outlines, etc) in order to construct a well-written narrative. I can revise drafts in order to improve sequence and ow of ideas.

24, 25, 26

16 ,17, 18

22, 23, 26, 28

I can write a narrative using my own personal style and writing strategies from a specic author. TOTALS 12

26

25

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28 (32 are listed here because 2 questions t into 2 categories)

Part 1: Selected Response

I. Multiple Choice Explanation. Students need to answer the following questions based on their understanding of Charlottes Web and E.B. Whites writing strategies. Student Name: ____________________________
Date: ____________ Score: ______

Directions. Choose the best possible answer based on your understanding of the book Charlottes Web and the strategies E.B. White uses. Check below your response how sure or unsure you are about your answer. 1. Read page 13 of Chapter III, starting with The barn and ending at the sheep. What writing strategy is E.B. White using in this passage? (page 13) a. The use of metaphors b. The use of description c. The use of similies







____ Sure
____ Unsure

2. The bold portion of this sentence from Charlottes Web shows what writing strategy? He glanced hastily behind to see if a piece of rope was following him to check his fall (page 56) a. Vivid verbs b. Metaphors c. Analogies







____ Sure
____ Unsure

3. Read the following passage, what writing strategy is ooomp an example of? ...and the next thing he knew he landed with a thump. Ooomp! he grunted. a. Simile b. Onomonotopia c. Metaphor







____ Sure
____ Unsure

4. What step of the writing process is an outline appropriate? a. Publishing b. Prewriting c. Writing
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____ Sure

____ Unsure

5. What tool would you use to help you in the revising stadge of the writing process? a. Your favorite book b. Dictionary c. A concept map







____ Sure
____ Unsure 6. What are the most important things to look for when editing my or a peers work? a. Puncuation b. Spelling c. Organization d. All the above e. A & B ONLY







____ Sure
____ Unsure II. Matching Directions. Match each part of the writing process to its proper description. 7. ____ Prewriting



8. ____ Writing

9. ____ Revising




10. ____ Editing

11. ____ Publishing














a. Making decisions abouthow you wanttoimproveyour writing. b. Turn-in ready. c. Get a working copy of your paragraph or paper so that you have something to work with. d. Spelling, capitalization, punctuation, grammar, etc. e. Finding an inspiration for what you want to write about.

Directions. It is important to know the personality and motives of each character in a story. Please match each character to their correct description from Charlottes Web. 12. ____ Charlotte A. Cavatica






13. ____ Wilber




14. ____ Fern Arable













a. A rambunctious pig, the runt of his litter, who loves life, even that of Zuckermans barn. He sometimes feels lonely or fearful. b. Ferns uncle who keeps Wilbur in his barn. He has a wife, Edith, and an assistant named Lurvy who helps out around the barn. c. A spider who befriends Wilbur; she at rst seems bloodthirsty due to her method of catching food. d. Daughter of John Arable and Mrs. Arable, is the courageous eight-year-old girl who saves Wilbur in the beginning of the novel.

15. ____ Homer Zuckerman






Part 2: Extended Written Response

Construct/Create:Venn Diagrams Directions. In order to understand the importance of characters in a story and how the author describes them, please use the characters from Charlottes Web and compare them with one other character from the book you read by your selected author. 16. Charlotte



Similarities

___________________

17.

Wilber

Similarities


_______________________

18.

Fern

Similarities

____________________

Extention. Directions. Compare the each pair of words using LIKE or AS in order to create a comparison that will help readers create a mental picture. Try to keep it one sentence. Example: ower & rainbow
19. Water & blue (color) ____________________________________________________________________________________. 20. Hungry & cow ____________________________________________________________________________________. The ower was lled with colors AS colorful as a rainbow.

Scenario: Examples Directions. Look at the following sentences. Correct the puncuation, spelling, and word order you see in these sentences. Use symbols weve learning in class in order to improve these sentences. 21. Nobody knows what really happened the policeman said there was a ght. 22. Carmen loved traveling in Italy she felt Rome was too hot. 23. I woke up. It was sunny. I went outside to walk my dog. (think description mental pictures) Application Directions. Use the thesarus to nd 3 synonyms and1 antonym for each word. Think of this method when you write your narrative. Use exciting vocabulary. 24. Wet Synonyms






Antonym 1. ____________________________

1. ______________________________

2. ______________________________ 3. ______________________________ 25. Pretty Synonyms




Antonym 1. _____________________________

1. ______________________________

2. ______________________________ 3. _______________________________

Part 3: Performance Task

26. Write a page narrative about an experience youve had or one that could happen. Remember to use similes, metaphors, vivid verbs, and your thesaurus for more word choices. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
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27. Write a paragraph (3-5 sentences) telling us why you chose the writing strategies you did in your narrative. How did they help the readers create a mental picture in their head? Include one strategy that you used from your chosen author as well.

28. With your two oclock partner please exchange narratives and begin proofreading one anothers work. Use this checklist to help you. Circle or underline corrections that need to be made. Name of author ________________________________

Spelling Capitalization Puncuation - Periods - Commas Metaphors Similes Vivid Verbs Organization

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Self Evaluation

Write a sentence or two to answer the following questions about the assessment you just completed. This is simply based on your opinions and will be kept private. Remember, there is no right or wrong answer here. 1. How do you feel today? Explain.

2. How prepared were you for this? Did you feel ready?

3. What question or questions did you nd to be the easiest?

4. What question or questions did you nd to be the most difcult?

5. What will you do next time to prepare?

6. I think I should get ________ out of 100 points. (The point system is not listed on the student copy of the assessment because it is not necessary for 4th graders to know. I think it adds too much stress and anxiety to their knowledge. The point values for each section will be on a teacher key that I would have.)

Thank you!

-Miss Pantoja
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Lesson Plan: Similies

Subject Area: English/Language Arts Grade Level: 4th grade A. Standards Students will... R.WS.04.07 in context, determine the meaning of words and phrases including similes, metaphors, content vocabulary, and literary terms using strategies and resources including context clues, semantic feature analysis, and a thesaurus. R.NT.04.02 identify and describe the structure, elements, and purpose of a variety of narrative genre including poetry, myths, legends, fantasy, and adventure. W.GN.04.02 write poetry based on reading a wide variety of grade-appropriate poetry. W.HW.04.01 write neat and legible compositions. B. Objective/Benchmark Students will be shown different examples of similes present in poems. They will then construct their own poem that includes similes using what they learned from the activity. Students will... Gain knowledge by dening the term simile. Apply this knowledge by identifying examples of similes in literature and poetry. Practice analysis by examining the purpose and effect of similes in poetry and in their own work. C. Anticipatory Set Have the poem, Willow and Ginkgo projected on the board (overhead, written on board, or PowerPoint). Pass out a sheet of blank paper and ask students to fold it into quarters. Ask students their ideas of what is projected on the board. Could it be a narrative, biography? What type of writing is it? Ask students to raise their hands until a student correctly says poem. Explain that willow and ginkgo are two different types of trees and tell students you will be reading a poem called Willow and Ginkgo. Students will need to have some prior knowledge in trees, not specic types, but simply what a typical tree looks like. D. Methods and Materials: Willow branch or photo of a willow tree Ginkgo branch or photo of a ginkgo tree Poetry books Mirrors of various sizes Dictionaries and thesauri Writing notebooks
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Writing and drawing tools Reection journals/learning logs Chart paper Overhead projector and markers
E. Preparation 1. Gather an assortment of poetry books and literature samples using similes. A few example poems are listed under Resources, but you may choose other selections from your personal, classroom, school, or public libraries. 2. Create book bins for every three or four students in your class with at least one dictionary and one thesaurus per bin. You may also want to include a few poetry books in each book bin. 3. If you have classroom computers with Internet access, bookmark the simile poems listed in the Resources section, as well as Said What? Similes. 4. Make overhead transparencies of "Willow and Ginkgo." 5. If possible, nd a willow branch and a ginkgo branch to bring in for display. If not, bring in photographs of these types of trees. F. Modeling 1. Ask students to draw a picture in the top left section of their paper showing what they think a willow tree looks like and a picture in the bottom left section of what they think a ginkgo tree looks like. Remind them that this is only a guess and they will not be graded on the accuracy of their drawings. 2. Read the poem Willow and Ginkgo aloud. 3. Remind students that poets (as well as the authors they have been studying) use a variety of word techniques when writing poems and today we will be discussing one of them; a smilie. 4. I will explain to them what a simile is; where two non similar things are compared using like or as. I will give them a few examples: The cloud was as uffy as cotton. The cats fur as soft as velvet. I will ask the students if they have heard any more. 5. Then I will re-read the poem aloud and ask students to focus on the similes the author uses. I may ask students to put their heads down on their desks and close their eyes while they listen, which may help them to focus on listening for the similes. Each time they hear a simile, they could indicate with a raised hand. 6. I would then ask students to come up to the overhead, board, or Powerpoint and underline all the the willow similes in one color and the ginkgo similes in another color. One 5 or 6 similes have been underlined, distribute the poem and have students nd the similes on their own, differentiating with colors between the willow and ginkgo. 7. Remind students that one of the reasons authors use similes is to pain a picture with words. 8. Have students read aloud the willow similes and ask them to draw a picture of a willow tree in the top right section of their paper, using the authors words to help them add detail to their picture.
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9. When they are nished, they can share their completed work with a small group. Use on-line images of a willow and ginkgo to show students what they look like in nature. G. Checking for Understanding 10. In their small groups, ask students discuss this question, Did the similes help you to see the gingko and willow more clearly? Why or why not? H. Independent Practice 11. Have students copy down the denition of simile and one simile example from Willow and Gingko in their Language Arts notebook along with a small reection from the prior question. I. Closure Remind students what a simile is and how it positively inuences writing. Ask students to be aware of similes when they read for pleasure, especially books written by their chosen author to see if they use this writing tool. J. Assessment/Evaluation I will know the objectives were accomplished by going around the room and asking students to share their similes with me and what they know about similes. I will gage the amount of understanding by feeling the vibe in the room. It is easy to tell if the class is frustrated or excited.

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