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Adding Text Features to Writing

Informational Writing Workshop
Sara Chatfield 3/16/14

Introduction    Grade 4 Informational writing workshop Approximately 40 minutes in length

Learning Objectives/Lesson Outcomes  The student will be able to include text features to make their chapters more clear and interesting.  Common Core Standards o CCSS.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o CCSS.SL.4.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher led) with divers partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Teaching and Learning Sequence 

Introduction/Anticipatory Set o I will explain that the bold words we added to our writing the last time we met was a type of text feature. o I will explain what text features are. (tools that help make our writing more clear and interesting.) o I will explain that today, we are going to explore other text features that we can add to our own writing to make it more clear and interesting.

Lesson Development o The following sequence is an outline of how the lesson will go 1. As a class, we will look at different types of text features found in various texts. (I will have these set aside and marked beforehand). 2. We will discuss what these text features bring to the text (they make it more interesting/easier to understand). 3. I will ask a student to help me pass out a list of text features to each student. 4. After giving the students time to look over the list, I will ask them which text features from the list they recognized in the books we looked at. 5. I will then show them a sample of my own writing and ask them if they recognize any of the text features from the list in my own writing. 6. Using the list, my sample writing, and mentor texts as examples, the students will choose 2 or more text features to add into their own writing.

Modeling the Behavior (5-6 minutes) o I will set the first mentor text under the document camera. I will ask, “Do you notice anything unique about this page?”

Check for Comprehension (1-2 minutes) o I will ask questions along the lines of, “What is the point of these text features? How do they interest the reader? How do they make the information easier to understand?”

Guided Practice (5-6 minutes) o I will pass out a “Text Features” list to each student and allow them to look it over. o I will ask, “Do any of the text features on this list seem familiar compared to what we just looked at?” o I will display one of my own drafted chapters that I have added text features to and ask, “Do you notice any of those text features in my writing?”

Independent Practice (25-30 minutes) o I will tell the students to use my example, the mentor texts, and the list I handed out to them as guides for their own writing. o I will tell them to choose two text features from the list to include in their own writing. They may not choose bold print, italic print, Table of Contents, index, glossary, or heading, as we have already worked on those in class. o If they finish early and I approve what they have included, I will ask them to include two more. o If they have included four text features that meet my approval, they may free write or work on a story starter for the remainder of class.

Closure (3-5 minutes) o To end the lesson, I will summarize and reinforce the focus of the day’s teaching point – that writers include text features to make their chapters more clear and interesting. o I will pick two student volunteers to share with the class the text features they have included in their writing.

Assessment/Evaluation 

I will be using formative assessment for this lesson by walking around and conferring with students at their groups. I will redirect those students who need help.

Before students may move on, they will need to meet with me to approve their text features. They will gain my approval if they meet the following requirements: o They have used at least two text features on the list. o The text features are used correctly. o The text features relate to the information they have already written down.

Materials    

Five pre-determined mentor texts with varying text features Access to document camera/projector Writer’s notebooks & pencil “Text Features” list for each student

Modifications for Students with Disabilities 

The mentor text that we look at can be read aloud to the student, either by another student, or by a paraprofessional.

If the student cannot write, another student or a paraprofessional can translate the student’s words into writing.

The student may use a special copy of the “Text Features” list that includes visual examples in addition to the written words.

Technology Integration  

I will use the computer to display a sample of my writing on the board. I will use visually appealing, computer generated text features as an example in my sample writing.

Mechanics and References o This lesson was adapted from the MAISA Nonfiction Writing Matters writing unit. The “Text Features” list is from session 7 of this unit.