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Writing Unit
Writing Unit
Williams
EDUC
239/Dr.
Small
Writing
Unit
Grade:
4
Mentor
texts:
Pipi
Longstocking
by
Astrid
Lingren
The
Phantom
Tollbooth
by
Norton
Juster
and
Jules
Feiffer
Tales
of
a
Fourth
Grade
Nothing
by
Judy
Blume
Common
Core:
4.W.3
Text
Types
and
Purposes
:
Write
narratives
to
develop
real
or
imagined
experiences
or
events
using
effective
technique,
details
and
clear
event
sequences.
Continuum
Goal:
Word
Choice:
Use
a
range
of
descriptive
words
to
enhance
the
meaning.
Note:
This
assumes
the
students
have
previously
read
the
mentor
texts
and
are
familiar
with
them.
The
mentor
texts
should
be
available
to
the
students
during
this
entire
unit.
Day 1: Topic: Descriptive writing using adjectives, adverbs and power vocabulary words. Teacher actions: Read selections from chapter 3 of The Phantom Tollbooth (or read the entire chapter, if you have the time) as an example of descriptive writing. Lead a discussion providing definitions and examples of adjectives, adverbs and power words. Model examples of each on the board; use think-alouds to demonstrate thought process and reasons for choosing certain words. Use interactive writing to share the pen and have students flex their creative minds. Refer back to the mentor text to note the adjectives, adverbs and power words that are being used, and encourage the students to think of similar words. List these words on the board and have the students use them during interactive writing. Student actions: Participate in discussion and offer examples of adjectives, adverbs, power words and how they are used. Participate in interactive writing (either in group or whole class) to get a feel for descriptive writing. Day 2: Topic: Write a descriptive paragraph using adjectives, adverbs and power words.
Teacher actions: Build on yesterdays lesson (activate prior knowledge) to introduce todays challenge. On the board (modeling), use a writing frame to demonstrate writing a descriptive paragraph. Use think-aloud to show thought process and word choice; note using a variety of vocabulary words rather than using the same descriptors over and over. Ask for student input to complete the paragraph. Refer to selections from any of the mentor texts; read pre-selected paragraphs and explicitly explain how the words flow and point out (or have the students point out) all of the adjectives, adverbs and power words in the text. Note: Tales of a Fourth Grade Nothing is uses very colorful language (one of the characters is called Fudge) and using selections from this text as a model would be appropriate. Student actions: Participate in teacher model. Break into small groups and collaboratively write a descriptive paragraph, using a writing frame. Day 3 Topic: Writing a descriptive story, using yesterdays paragraph as the introduction. Teacher actions: Using the paragraph from yesterdays lesson, use that to scaffold writing the middle of the story today. Model this using your intro paragraph from the first day. Make sure you think out loud so the students can see how your thoughts flow. After the model, ensure that each student has a copy of, or access to the collaborative paragraph from the previous lesson. Each student will write 2-3 paragraphs based on the collaborative intro. Emphasis will be placed on using their imaginations and using descriptive language. Then students will pair up for peer feedback/review. Student actions: Use the paragraph from yesterday as an introduction to a story. Each individual student will write their own story body of 2-3 paragraphs. Each individual will turn in their own paper, but discussion may happen in the small group. Day 4 Topic: Writing a conclusion to the descriptive story, building on the previous work. Teacher actions: Using the previous paragraphs, each student will write their own conclusion to their story. Remind the students that a summary is shorter than the original story, and that it has to use the same elements of the story and it has to make sense. Model writing a wrap up concluding paragraph for them, using student input. Have open discussion to get the ideas flowing prior to having the students writing. Read the concluding paragraph (or 2 paragraphs) to The Phantom Tollbooth or Pipi Longstocking and ask the students if they feel if that wraps up the
story
for
them.
Ask
them
if
there
is
anything
else
they
though
should
be
in
the
conclusion.
Point
out
how
the
story
does
indeed
end
clearly
there
with
what
happens
with
Milo
(or
Pipi)
and
how
they
are
back
where
they
started.
(You
can
also
use
Tales
of
a
Fourth
Grade
Nothing
for
this
whatever
the
class
enjoys
the
most!)
Student
actions:
Write
a
conclusion
to
your
story.
While
writing,
refer
back
to
your
previous
written
paragraphs
to
make
sure
your
conclusion
makes
sense.
Share
your
conclusion
with
the
students
in
your
group.
Day
5
Topic:
Reviewing
and
editing
in
the
writing
process.
Teacher
actions:
Explain
the
reviewing
and
editing
process,
including
the
difference
between
reviewing
and
editing.
Model
the
process
on
the
board
using
your
previous
paragraphs.
Break
students
into
different
small
groups
(3-4
students)
and
have
them
read
each
others
stories.
The
peers
will
offer
constructive
criticism
for
review
and
editing,
using
your
model
as
a
guide.
Student
actions:
Observe
the
teacher
model,
and
refer
to
it
as
necessary.
Using
proper
language,
critically
review
the
other
students
stories.
Write
down
suggestions
and
ideas
for
improvement
on
another
sheet
of
paper.
After
the
review
period,
look
at
your
own
paper
and
comments
from
your
fellow
students.
Start
thinking
about
how
to
revise
your
writing.
Day
6
Topic:
Writing
the
final
draft/publishing.
Teacher
actions:
Explain
how
to
put
all
of
the
previous
elements
together
into
a
story,
and
show
them
what
to
look
for
in
the
publishing
(final)
draft.
Model
this,
and
show
the
students
a
final
product
of
your
creation
(can
be
a
previous
work,
just
so
the
students
can
see
what
a
published
work
looks
like).
Have
the
students
do
the
final
draft
today,
and
if
possible,
take
the
students
work
and
bind
it
in
the
work
area
(either
into
a
class
book
or
as
individual
works).
Student
actions:
Write
the
final
draft
and
get
it
ready
for
publishing.
Observe
the
teacher
model
of
the
finished
product
and
use
it
as
a
guide
to
create
your
own.
Review
your
peers
works.
Assessment
plan:
Assessment
will
be
ongoing
and
formative,
and
the
results
of
each
days
assessments
will
be
used
to
drive
the
instruction
for
the
next
day.
In
broad
terms,
if
students
are
struggling
with
concepts,
then
re-teach
those
concepts
the
next
day
and
offer
opportunities
to
re-do
the
intended
paragraph
from
the
previous
day.
Use
modeling
and
refer
to
the
mentor
texts
to
help
clarify
concepts
and
to
help
the
students
get
creative
ideas.
Assessment
for
day
1:
Teacher
observation,
both
of
the
discussion
and
the
interactive
writing
portion.
Pay
attention
to
those
students
that
seem
to
be
getting
it
and
those
who
dont.
Watch
body
language
and
facial
expressions
for
feedback.
Review
the
graphic
organizer
for
completeness
and
check
for
student
understanding.
Assessment
for
day
2:
Teacher
observation
during
the
modeling.
While
the
students
are
in
their
groups
performing
their
collaborative
writing,
walk
amongst
the
desks
and
observe
and
facilitate.
After
class,
review
the
collaborative
works
to
ensure
student
understanding.
Assessment
for
day
3:
Teacher
observation
during
the
modeling
and
the
white
board
discussion.
As
the
students
perform
individual
writing,
circulate
around
the
classroom
and
observe
the
writing.
Guide
and
facilitate
as
necessary.
At
the
end
of
the
class,
collect
the
individual
works
for
quick
review
to
ensure
the
students
are
on
track.
Assessment
for
day
4:
Same
as
before
teacher
observation
while
at
the
board,
and
also
while
walking
around
the
room.
Collect
each
concluding
paragraph
and
review
to
see
if
basic
criteria
are
met:
it
is
a
short
wrap
up,
and
it
makes
sense.
Assessment
for
day
5:
Review
both
the
draft
work
to
see
if
students
understand
the
concepts
of
reviewing
and
drafting.
Observe
the
students
in
the
class,
and
facilitate
as
necessary.
Assessment
for
day
6:
This
will
be
the
assessment
of
the
final
product.
Compare
the
previous
drafts
to
the
final/published
draft
to
see
if
the
students
understand
all
of
the
concepts
taught.
Look
for
descriptive
writing
(using
adjectives,
adverbs
and
the
power
words).
Review
the
story
as
a
whole
to
see
if
there
is
a
clear
intro/body/conclusion.
Look
for
evidence
of
reviewing
and
editing
between
the
initial
works
and
the
final
draft
GRRM
notes:
This
entire
unit
follows
the
GRRM.
Day
one
is
very
teacher-centered,
day
two
is
collaborative
in
nature
(the
students
collectively
write
paragraphs),
and
on
days
3+
the
students
start
doing
individual
work,
increasing
in
independence
as
the
unit
progresses.
I
detail
this
more
closely
in
the
provided
lesson
plan.
Lesson Plan for Day 1 of Writing Unit Materials Needed Pipi Longstocking by Astrid Lingren The Phantom Tollbooth by Norton Juster and Jules Feiffer Tales of a Fourth Grade Nothing by Judy Blume White board and markers and/or large chart paper for modeling on Each student will the graphic organizer and a pencil Intro: Hold up the three mentor texts. Ask if the students enjoyed them. Ask which was their favorite. Ask why they enjoyed these texts. Ask if the students felt if they really were in the story (should see lots of head nodding here), then explain that because of the descriptive language the authors used, it really felt like you were there participating in the story. Lesson: Tell the students that they can write their own stories, just like these authors. Have the students turn to a partner and quickly discuss something they would like to write about. Randomly select a few students to share their ideas. Tell the students that one of the keys to good writing is the use of descriptive language. Ask the students to explain what an adjective is. Then ask what an adverb is. Ask for examples of each and also ask for the difference between the two. (Explain or guide the answers as necessary). Point out the list of power words on the wall (the word wall) and go over a few. Explain that varying your use of language can make a story come alive and be more interesting for the reader. Now read Chapter 3 from The Phantom Tollbooth. While reading, have the students write down any descriptive and/or power words that they hear. At the end of the reading, have the students share the words that they heard, and write them on the side of the board. Have them tell you which is an adjective/adverb/power word as you write them down. Have the students give examples of adjectives/adverbs/power words, and add them to the list (have the students write them).
Interactive Writing: Tell the students that they are going to collaboratively write a descriptive paragraph on the board. Randomly select a student for a topic, and then write an introductory sentence on the board, using at least one of the descriptive words from the list. (GRRM I do) Now share the pen. Have the students alternate writing sentences on the board until you have at least 4-6 sentences. (GRRM I do with you) While they are writing, have them refer to the list, the word wall or simply to exercise their imaginations. Students should be helping each other; they can shout out words or ideas to the student at the board. (GRRM You do together) After the paragraph has been written, go through it and circle the adjectives, underline the adverbs and highlight the power words. Explain that we are starting a writing unit and that they will be writing a descriptive story over the next few days. Note: ensure that this paragraph is saved, either on the board, on chart paper or elsewhere so the students can refer to it later in the unit. Now, have the students use the graphic organizer to list some descriptive vocabulary words, and then write a descriptive paragraph (3-4 sentences) of their own. (GRRM- You do) As the students write, walk around the classroom and observe and answer questions as necessary. Differentiation: For ESL students this unit may be difficult. Allow them to do the initial work in L1 (if you have someone that can help translate it) and/or have them illustrate their work as they write. Also, modify the assignments so they are writing less than the native English speakers. If the student has little to no English ability, have them work on an alternative task such as listening to books on tape or using the language arts program on the computer. For struggling students: modify the assignment to a shorter writing assignment (fewer sentences and fewer paragraphs). Also allow them to use simpler language, based on their vocabulary level. For advanced students: Encourage them to use more power words, and have them write longer paragraphs. Encourage them to write a longer body (4-6 paragraphs). Also, allow them to mentor their peers in the small groups; have them help the other students and allow them the opportunity to help teach/explain in their groups. Graphic Organizer for Lesson 1 of the Writing Unit
Adjectives:
Power Words:
Adverbs: