Writing Sequence
Name Erica Pryor
Day 1
Date: November 7
Daily Objective:
Writers will be able to
understand and identify the
components of a good
review
Mini-Lesson Focus:
What makes a good review?
What can be reviewed?
What is a review?
How would you pick
something that you could
review?
Mentor Text:
Curriculum p. 60
“New Super Mario Bros.
Wii- A Video Game
Review”
Instruction: Read “New
Super Mario Bros. Wii- A
Video Game Review”
I do: Create an anchor chart
of components of a good
review.
We do: Brainstorm
components of a good
review together.
You do: Students write for
15 minutes to identify
possible topics/things that
they would like to review
Share: Turn and talk with
partners to share their ideas
Grade
Day 2
Date: November 8
Daily Objective:
Writers will brainstorm their
review topic, what their
opinion is, and what they
like or do not like about it.
Mini-Lesson Focus:
Create a graphic organizer
that includes a topic and
reasons they like or do not
like the thing they are
reviewing
Mentor Text:
Curriculum p. 47
“Crumbs Bake Shop”
Restaurant Review
Instruction Read “Crumbs
Bake Shop” Restaurant
review.
I do: Model graphic
organizer creation of main
topic and opinion.
We do: Discuss what main
topics are and what opinions
are
You do: Students create the
beginning of their graphic
organizer by writing their
topic and opinion (15
minutes)
Share: Five students share
2 Genre:
Day 3
Date: November 9
Daily Objective:
Writers can determine the
categories they will discuss
within their interview.
Mini-Lesson Focus:
Edit their graphic organizer
and add details to their
reasons. Create categories
for their review reasons.
Mentor Text:
Pizza Hut Review #13
Instruction: Read Pizza Hut
Review #13
I do: Model editing the
graphic organizer and
adding details and reasons.
We do: Discuss what details
are and how/why you should
add them to your writing.
You do: Students add to
their graphic organizer by
writing 3-5 supporting
reasons for their opinion
Share: 3 students share their
supporting reasons on their
graphic organizer (look for
Opinion Writing
Day 4
Date: November 10
Daily Objective:
Writers can draft attending
to structure.
Mini-Lesson Focus:
Create a draft of their
review.
Mentor Text:
Curriculum
“Game On!” A review of
FIFA SOCCER 11
Instruction: Read “Game
On!” A review of FIFA
SOCCER 11
I do: Model how to move
from the graphic organizer
to the draft
We do: Plan words to write
aloud together while
deciding which order the
sentences should go in to
make the most logical sense.
You do: Students use their
graphic organizers to craft
their rough drafts.
Share: Pair and share their
Day 5
Date: November 11
Daily Objective:
Writers use linking words.
Mini-Lesson Focus:
Add and revise linking
words to the review
What purpose do linking
words serve?
Why do good writers
include them in their
writing?
Mentor Text:
Ms. Pryor’s Restaurant
Review (with Linking
Words)
Instruction: Read Ms.
Pryor’s Restaurant Review
(with linking words)
I do: Read Ms. Pryor’s
Restaurant Review
We do: Think aloud to
create an anchor chart about
what linking words are and
how they can make your
writing better (connecting
your thoughts and extending
your reasons)
You do: Students go back to
their drafts to add and/or
highlight their linking
with the people at their table
group
Planning for Conferring
&/or Small-Group
Instruction:
Meet with Jayciere, Aubrey,
Keegan, and Cameron
individually
Assessment (How will you
quickly evaluate students’
progress?):
Discussion on what makes a
good review (turn and talk)
Teaching Notes /
Resources:
Anchor Chart Paper
(markers)
Curriculum p. 60
Student lined paper (22 pgs)
their graphic organizer
Planning for Conferring
&/or Small-Group
Instruction:
Meet with Aubrey, Keegan,
Colby, Elijah (individually)
Assessment (How will you
quickly evaluate students’
progress?):
Graphic organizer with topic
Teaching Notes /
Resources:
Anchor chart paper
(markers)
Curriculum pg. 47
Student Graphic Organizer
(22 pgs)
students with full sentences)
Planning for Conferring
&/or Small-Group
Instruction:
Meet with Elijah, Jayciere,
Josiah, Nehemiah
(individually)
Assessment (How will you
quickly evaluate students’
progress?):
Graphic organizer with
details
Teaching Notes /
Resources:
Anchor chart paper
(markers)
Pizza Hut Review #13
Student Graphic Organizer
(from day 2)
drafts with their revision
partner. No feedback right
now, just reading their draft.
Planning for Conferring
&/or Small-Group
Instruction:
Meet with Elijah, Nehemiah,
Aubrey, Cameron, Colby
(individually)
Assessment (How will you
quickly evaluate students’
progress?):
Student created rough draft
of review
Teaching Notes /
Resources:
Anchor chart paper
(markers)
Review of FIFA Soccer
Student Graphic Organizer
(day 2 and 3)
Student rough draft paper
(22)
words.
Share: Choose 3-5 students
to share their linking words
and show them on the board.
Planning for Conferring
&/or Small-Group
Instruction:
Meet with Austin, Colby,
Nehemiah, Aubrey, Aurielle
in a small group
Assessment (How will you
quickly evaluate students’
progress?):
Linking words are
highlighted in a different
color or circled in their draft
Teaching Notes /
Resources:
Anchor chart paper
(markers)
Ms. Pryor’s Review
Student rough draft paper
(from day 4)
Highlighters/colored pencils
(22)
 Day 6
Date: November 14
Daily Objective:
Writers can craft a variety of
leads.
Mini-Lesson Focus:
Determine purpose of a lead
What are the different types
of leads?
Mentor Text:
Review previous mentor
text’s leads
Instruction:
I do: Anchor chart for
different types of leads after
looking at mentor texts.
We do: Create a lead for
each type of lead for an
example review topic.
You do: Students work for
15 minutes to craft a lead or
edit their lead for their
review.
Share: Students volunteer to
share their leads that they
create.
Planning for Conferring
&/or Small-Group
Instruction:
Meet with table groups in
small groups during the
work time.
Day 7
Date: November 15
Daily Objective:
Writers can craft a variety of
endings.
Mini-Lesson Focus:
Determine purpose of an
ending
What are the different types
of endings?
Mentor Text:
Review previous mentor
text’s endings
Instruction:
I do: Anchor chart for
different types of endings
after looking at mentor texts.
We do: Create an ending for
each type of ending for an
example review topic (same
topic as yesterday).
You do: Students work for
15 minutes to craft an
ending or edit their ending
for their review.
Share: Students volunteer to
share their endings that they
create.
Planning for Conferring
&/or Small-Group
Instruction:
Meet with table groups in
small groups during the
work time.
Day 8
Date: November 16
Daily Objective:
Writers will share work with
a revising partner.
Mini-Lesson Focus:
Determine purpose for
revision and determine how
to give helpful feedback
Mentor Text:
Student sample (modify to
have missing parts if
necessary)
Instruction:
I do: Model how to revise a
peer’s writing.
We do: Anchor chart of
what to look for when
revising..
You do: Work with a
partner to revise their work.
Share: Students share a
helpful tip/idea from their
partner that they are going to
incorporate.
Planning for Conferring
&/or Small-Group
Instruction:
Conference with Elijah,
Jayciere, Aubrey, Ham, and
Keegan individually
Day 9
Date: November 17
Daily Objective:
Writers will use an editing
checklist to edit their
review.
Mini-Lesson Focus:
Show how to and purpose of
using an editing checklist to
revise work
Mentor Text:
Curriculum p. 41
Instruction:
I do: Model the editing
checklist. Show what the
sections of the checklist are
and how to find the
checklist.
We do: Evaluate sample
work using the editing
checklist.
You do: Students work for
15 minutes to use the editing
checklist to ensure that they
have a final draft of their
review.
Share: Have students read
their final draft to their table
group.
Planning for Conferring
&/or Small-Group
Instruction:
Conference with Jonairy,
Colby, Lauryn, Austin,
KaTye
Day 10
Date: November 18
Daily Objective:
Writers will read their
review for a commercial of
the item/place they chose to
review.
Mini-Lesson Focus:
Show purpose of reading
own writing and sharing in
in a video format
Mentor Text:
Commercial Review Video
(Link)
Instruction:
I do: Watch the commercial
review video on Diary of a
Wimpy Kid.
We do: Discuss what the
student did well in his
commercial and what
students want to do in theirs.
You do: Film their
commercial by reading their
writing.
Share: Volunteers share
their commercial video with
the class.
Planning for Conferring
&/or Small-Group
Instruction:
Conference with each
student individually to read
writing and to film their
review video.
Assessment (How will you Assessment (How will you
quickly evaluate students’ quickly evaluate students’
progress?): progress?):
Writing a variety of leads Writing a variety of ending
types
Assessment (How will you Assessment (How will you Assessment (How will you
quickly evaluate students’ quickly evaluate students’ quickly evaluate students’
progress?): progress?): progress?):
Revision notes Completed review checklist Completed review video and
written review