3rd Grade Writing Mini-Lesson

Title: Pebble vs. Rock Words

Date: 9/24/19

Materials: Draft of personal narrative, pebble vs. rock words graphic organizer,
laptop, rock and pebbles for visualization

Iowa Core: W.3.3, W.3.3b

W.3.3 - Write narratives to develop real or imagined experiences or events using

effective technique, descriptive details, and clear event sequences.

W.3.3b - Use dialogue and descriptions of actions, thoughts, and feelings to

develop experiences and events or show the response of characters to situations.

Milestones: Write multi-paragraph stories with major literary elements (e.g.,

characters, setting, problem, sequence of events, outcome) and dialogue.

Learning Target: Using vivid and strong language within a personal narrative.

I Can Learning Target: I can . . . change “pebble” words to “rock” words within my
writing.

Assessment: Did the student accurately identify pebble words within their narrative
and change them to rock words?

Set the Purpose

Today, we are going to be working on word choice in our writing. I
Gain student’s am going to explain to you the difference between something
attention. called pebble words, and something called rock words. Then, I am
going to show you how to use strong rock words within your
The teacher tells the
personal narrative drafts. Our goal for today is “I can change
students today’s goal
and teaching point, four of my pebble words to rock words.”
and how this work is
relevant to their Sometimes when writers write their first draft of writing, they
writing. use plain, common, and even boring words. These are words like
 “fun, sad, big, or happy.” These are our “pebble words”. These
words are small and weak, like a pebble (show pebbles for
visualization). When we revise our drafts, we want to turn these
words into strong, interesting words. These are words like
“incredible, heartbroken, massive, or joyful”. These words are
our rock words, which are the big, strong words that we want to
include in our writing (show rock for visualization). Rock words
make our piece more exciting to read, and they make the reader
more interested in what we have to say.

Review Prior
Skills and You have learned about the writing process before, and you know
Knowledge that writers will revise their writing in order to make their piece
more interesting. When we were filling out our graphic organizer,
Review what has we talked about feelings we could put into our writing. Feeling
been taught. words can be a great opportunity to use some rock words in place
of some pebble words. In our conferences, we talked about
finding some weak pebble words and talked about using some
rock words in place of them. In Solomia’s piece, we had talked
about how she could change the word “scary” when she was
talking about her roller coaster ride. We replaced the pebble
word “scared” with the rock word “frightened”. This is similar to
what you will be doing today.

New Instruction
I Do - My Turn Watch me as I show you how to first identify your pebble words.
I am going to find some pebble words within my story.
Show and tell – Remember, these are my small, weak words. I am going to look
modeling (My turn/I for describing words that don’t sound exciting to me, because if
do it). they aren't exciting to me, they won’t be exciting to my reader!
The teacher shows
and tells the
● Read story out loud and stop to circle or highlight pebble
students something words (big, bad, hot, happy)
writers do. ● Explain to the group that these words are very commonly
used, and don’t excite me as a reader. (“These words are
The teacher very commonly used in writing. They aren’t new and
demonstrates with a exciting to me, and they don’t make me want to read the
mentor text. rest of the story. These words make the piece sound like
every other piece.”)
● Write each pebble word in a graphic organizer box

Now, I have some of my pebble words identified and written in

my graphic organizer. Next, I will brainstorm some strong rock
words to replace my pebble words. I also have a list of rock
words with me to help me think of some stronger words in case I
get stuck with thinking on my own. Remember, you should try to
think of rock words on your own, and then look at your word list
 if you are stuck.

● Stop and think of rock words for each of the pebble

words.
● Refer to list for some, think of some on own.
● Explain and show that sometimes not all of the words will
fit. (ex. I went on a fast roller coaster vs. I went on a
hasty rollercoaster)

I have my graphic organizer all filled out with my new rock

words. These words will help my writing be more interesting to
my reader. I can use these new words to revise my piece so that
my final draft of paper will sound more interesting to my
readers.

Guided Practice:
We Do - Our Now it’s our turn to do it. Let’s reread our stories and find one
Turn pebble word that we could improve. Remember, these are weak
words like “big or small”. When you see a pebble word, highlight
Prompted guided it on your Google Doc (show them how to highlight on the laptop)
practice of what has or write the pebble word and new word at the bottom of your
been taught (Our Google Doc in order to save it for revising later.
turn/We do it).
Prompts:
Provide feedback
● Read this part again. Is this an interesting word?
Prompts:
● Would you be excited to read this word?
● Visual prompts. ● Can you think of a more descriptive word for this
● Verbal prompts sentence?
● Physical prompts ● What word will you write in this box?

Levels of
scaffolding: Scaffolds:
● Tell them what to do. ● Find a pebble word within your story.
● Ask them what to do. ● What word could we write in this box?
● Remind them what to
● Remember, a pebble word is a weak word.
do.

Collaborative
Practice: Now, we are going to do it together. I want you to continue
You Do - You Do reading your piece to find pebble words, and see if you can think
It Together of a stronger word to use within your story. When you’ve found
this new rock word, share the word with your partner. If you’re
Collaborative stuck on finding a new word, ask a friend to help you think of a
practice of what has word. If you are still stuck, you can use the descriptive word list
been taught (Your to help you find a word. Remember, I’m also here to help you
turn/You do it brainstorm stronger rock words.
together).
● Observe and support as children think of new words.
Provide feedback ● Ask questions, do not just give a word. (Can you think of a
word that means the same thing as this word?)
● Encourage student collaboration of brainstorming words.
● Make sure multiple pebble and rock words are being
identified.

Now that we have identified some new rock words to include

within our stories. I want each of you to share out a sentence
that you changed within your story. First, read the sentence as
you had it before we found a new rock word. Then, read us the
sentence with your new rock word in your sentence.

Summarizes and
Links You have just learned about pebble words and identified pebble
words within your story. We talked about how pebble words are
The teacher weak, common words like “happy, big, or small”. We also talked
reiterates the about rock words and how these new words will make your story
teaching point and better for your reader. I showed you that rock words are
links the lesson back
strong, descriptive words that make your story much more
to the students’
writing.
interesting. Then, we reread our pieces to see if these rock
words made our piece sound better. You now have some new rock
words that you can use in your personal narrative! You will use
these when you revise your draft of your personal narrative
story.

Let’s look back at our goal for today. Our goal was “I can change
four of my pebble words into rock words.” Did we meet our goal
today?

Close
You now have some new, strong rock words to use in your story.
Very brief. The These words will replace the pebble words that we identified.
closing is tied to the When you write your final draft of your story, remember to use
mini-lesson and is these words to make your writing more interesting.
used as a time to
review, troubleshoot,
or further instruct.

Active
Involvement and Now, it is your turn to write. I want you to work on replacing your
Practice pebble words with your rock words. These rock words will be in
You Do- You It your final draft of writing.
Alone

Unprompted practice
(You do it alone.)

Provide feedback
● Current Assessment of Writing for Word Choice
○ Word Meaning: 2 (Emerging) Uses vocabulary that is so vague and mundane
that the message is limited and unclear (ex. good, bad, nice)
○ Word Quality: 3 (Developing) Includes very basic vocabulary, uses words
that tend to tell and not show, uses few images.
○ Word Usage: 3 (Developing) Chooses words that are functional but limited,
conveying only a basic message, may be repetitive, occasionally includes slang
or texting language that is inappropriate.

● Where I Want to Take Students

○ Word Meaning: 4 (Capable) Features vocabulary that works to clarify
meaning/purpose and begins to shape a unique piece; has message that’s easy
to identify; uses accurate domain-specific vocabulary.
○ Word Quality: 4 (Capable) Features vocabulary comprising familiar words
and phrases that communicate clearly but only show a moment or two of
sparkle or imagery.
○ Word Usage: 4 (Capable) Demonstrates willingness to stretch and grow with
attempts at creative word choice; shows mastery of appropriate vocabulary
for message, purpose, and audience, with limited overuse of words.

● Assessment After Lesson

○ Word Meaning: 4 (Capable) Features vocabulary that works to clarify
meaning/purpose and begins to shape a unique piece; has message that’s easy
to identify; uses accurate domain-specific vocabulary.
○ Word Quality: 4 (Capable) Features vocabulary comprising familiar words
and phrases that communicate clearly but only show a moment or two of
sparkle or imagery.
○ Word Usage: 4 (Capable) Demonstrates willingness to stretch and grow with
attempts at creative word choice; shows mastery of appropriate vocabulary
for message, purpose, and audience, with limited overuse of words.
 Pebble Words vs. Rock Words

My Pebble Words My Rock Words