Game On! Bring it On! Write On! Writing Secrets for Success
LESSONS in order of teaching them:
Student material embedded into the lesson plans.
Every fifth grader is required to write a persuasive essay that is given by the State of Utah.
Typing lessons at the beginning of the year for 20 days
Survey- Writing Assessment- sample done on Survey Monkey
1. Compare/Contrast …paragraph vs 5 paragraph
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
2. Organization- modeling the five paragraphs- glue and scissors helping see the vision----ART project-is in this lesson plan.
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Sample map
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Parents Check-off
Closure (retention and transfer)
3. Brainstorming- for and against- you don’t always have to like it to write it
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
4. Web- organizing your ideas
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Web
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
5. Modeling what one paragraph looks like
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment) Rubric
Closure (retention and transfer)
6. Hook- five choices- what works for you!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
7. Thesis statement – the secret of my essay
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Sample
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
8. Middle -Three paragraphs
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning) Sample paragraph 1 Sample paragraph 2 Sample paragraph 3
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
9. Conclusion paragraph –repeat and do it again
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Sample conclusion
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
10.Clincher- the best in the world!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
10 1/2 .Figurative Language...making your black and white into color
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material) Reading: Compare and contrast essays- check out the language
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
11.Proving/evidence- the meat of the paragraph
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material) Social Studies: Arguments of political leaders
Application feedback—level 1 (guided learning)
Primary Source
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
12.Word choice -one vs three syllables
Gaining attention
Start by clapping in an even rhythm…the class repeats what the teacher claps. Next, clap two quick rhythms, pause, two quick, pause, and continue with students repeating what the teacher claps. The next time, the teacher claps three quick beats, pause, repeats and the class follows. Finally, the teacher changes up the rhythms to include a mixture of one, two, three beats and the class follows. Smile and make it fun. Tell them how awesome they are.
Direction (stating objectives)
Students will replace 10 one-syllable words with 10 three-syllable words in their own essay they have previously written. (Forty is better, but in the learning curve, start with 10.)
Recall (recall of prerequisite information)
Put word card syllable up on the board. Tell the class that it is the word of the day. Ask how many syllables in the word syllable. Have the students put up the amount of fingers up (answer is 3). Take a quick scan over the class to see if everyone understands.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
After the gaining attention activity, ask students which clapping segment was the most enjoyable to do as a class. Guide them to the one with a variety of beats. Explain that it is an analogy between rhythm and syllables in words. Have three words on cards that mean the same but are three different syllables. (dog, canine, retriever), (fun, happy, enjoyable), and (cool, awesome, tremendous) –cut the cards apart ahead of time. Pass out cards to nine students in groups of three and have them come to the front of the room. Draw sticks of the children’s names to see who claps the word you point to. Continue until you can see that the majority of the class 80% can clap the syllables.
Application feedback—level 2 (eliciting performance)
Using the overhead projector and computer, project a word document with two columns. Divide the class in half and make it into a competition with each other. Use the same sentence for both teams. Roll a dice to decide which team goes first (highest number is the winner). For a simple game, the team rolls the dice first; when it is an even number they change a word in their sentence to more syllables, if they roll an odd they lose a turn changing a word. The sentence with the most syllables wins. If you add sentences or paragraph, then the game would last longer especially if you add a reward like 10 minutes more of recess.
Evaluation (assessment)
To test how they are doing, give the same sentence to the students in Word in the school folder under the teacher’s name. Have them do the same exercise but this time alone. When finished, have neighbor classmate count the syllables in that paper.
Have students go to their own essay and count how many three-syllable words there are. Each paragraph should have 10 of them. I don’t tell them they are editing, but they are. They believe it is a game.
Rubric- Three Syllables
Closure (retention and transfer)
Discuss with the class that the more three-syllable words in their essay the better. Tell them that the minimum amount is 40 three-syllable words.
13.Punctuation Power- the more the merrier
Gaining attention
Read the book:
Twenty-Odd Ducks: Why, every punctuation mark counts! (Commas and apostrophes aren’t the only punctuation marks that can cause big trouble if they’re put in the wrong place. Now, Truss and Timmons put hyphens, parentheses, quotation marks, periods, and more in the spotlight, showing how which marks you choose and where you put them can cause hilarious mix-ups.)
As the teacher reads the book, students will discover why punctuation really makes a difference by the compare and contrast of sentences in the sample book. I love how it puts humor into the gaining attention activity.
Direction (stating objectives)
Each student in class will revisit their essay and add a variety of 20 punctuation marks.
Recall (recall of prerequisite information)
Divide into groups of four. Put the timer on for 3 minutes and see how many punctuation marks they can come up with.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Materials:
Poster paper (or paper pulled off of the big white roll)
Masking Tape to put on wall
Large marker
List on a poster (keep it up after this lesson) all the different kinds of punctuation marks they can think of. Add the missing marks to the list when they have finished brainstorming. Write a sample of how each is used after the mark.
Application feedback—level 2 (eliciting performance)
Play: What do I need in this sentence? Or call it, “What is Missing?”
1. Read a sentence out loud to the class. Students will circle the punctuation mark on the paper that they believe is missing.
2. Using the Document camera, put the sentence up on the board.
3. Let students revise their answer if needed.
4. Next, let them correct their own paper. Star if it was right and an X if it wrong.
5. Studies say that correcting their own work, (even if they cheat) help students to see their own mistakes and what it should have been. I like any way for them to learn how to self correct.
Evaluation (assessment)
Student’s will take a paragraph without any punctuation and revise it by putting at least 20 marks in and making the beginning of sentences capitalized.
Rubric form
Closure (retention and transfer)
Student’s will look at their own essay and find places to add punctuation.
14.Transition words- the key to being “cool”
Gaining attention
Role play: To begin with, one student comes to the front of the room and pretends to be a new student at the school. First, have a student not have a formal introduction to the pretend new student, but starts talking about what is on the lunch menu. Second, have one student introduce himself to the new student and then tell him what they offer for lunch.
Explain that having an introduction is a lot more pleasant than jumping straight to the subject.
Direction (stating objectives)
The students will be able to add 10 different transition words followed by a comma to their essays they are working on.
Recall (recall of prerequisite information)
This is a new concept in writing for 5th graders, so there won’t be any review.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Pass out a list of transition words to each student. With a high lighter, each student will mark the 15 words that they would like to put in their essay. Discuss that different transition words go with different topics like Agreement / Addition / Similarity or Opposition / Limitation / Contradiction or Examples / Support / Emphasis or Cause / Condition / Purpose or Effect / Consequence / Result or
Conclusion / Summary / Restatement or Time / Chronology / Sequence.
Application feedback—level 2 (eliciting performance)
Students make an story out the first letter of each word they chose in transition words. First, the write down the fifteen words on a piece of paper. Second, they can rearrange the letters to help them form a story with the letters they chose. Then they tell the story as they point to the letter on the other side.
Application feedback—level 3 (feedback)
Transition Game: Reward students with a ticket (from a roll of paper tickets or you could cut out pieces of paper) each time they use a transition word before they talk to someone. This game lasts for a whole week. Pass out to students a metal circle ring that can open and close. Students will be responsible to hole punch and put their name on the ticket. This will become a collection for them. At the end of the week give out two prizes. The first one for the most tickets (Get the teacher's chair for a week) and the second one for everyone that got 50 tickets or more (like a special recess or time in the gym.
Evaluation (assessment)
Test the students by having them put 15 letters down on a piece of paper and then write down the names of the transition words.
Closure (retention and transfer)
Place the words they choice in their own essay. Be sure to include the commas with them...like an introduction.
15.Editing – Utahwrite.com- Every one can reach 30
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
16.Increasing details- making one sentence into many
Gaining attention
Individual students are called up and ask to describe what the picture is without showing the class. Use a large book behind each picture so that the other students can't see the picture. Have the students in the class guess what the picture is by the original child describing it. This is supposed to be an introduction so don't spend too much time doing each picture. Be sure and not tell the class what they are. Pass out paper to the students and have them write one sentence per picture as you show them the picture for the first time. Tell them to add detailed words and figurative language. Reshow the pictures again and tell them what each one is.
Blueberries, Salt, Fortune Cookie, Mushroom Clouds, Mammatus Clouds, Night Pic from Outer Space, cake sprinkles
Direction (stating objectives)- Post up on board. I used a Document Camera.
Students will create four new sentences from one sentence and increase the description by changing eight words in these sentences.
Recall (recall of prerequisite information)
Have students write one sentence on a piece of paper for each picture. This will be seven sentences. Remind students that all sentences begin with a capital and ends with some form of punctuation. ( This is next part of the gaining attention activity.) Ask and Review what figurative language is.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Balloon Magic-
Supplies: Big Balloon- size- inflates up to 12 inches
Dry Erase Markers/ ink pens/ or permanent markers (thin)
Computers to score their sentences- http://utahwrite.com
Hand out a balloon to each student. Keep one for yourself to use as a sample. With an ink pen(or marker), have students write one of their sentences from the intro activity on the balloon. Explain that as a class we are going to expand their sentences. Now have them blow up the balloons and tie them. Give a mini lesson to anyone who doesn't know how to tie a balloon. Have them write their own name on the base of the balloon...so they can find it again.
With your sample balloon, show how to write over the sentence again. The words stretch and are hard to see. They might need to stand up at their desk to write. First model with your balloon what you want them to do on theirs. Write 4 sentences, showing how to expand the one you wrote. Here is how to do it: 1. Write on of their sentences from the subject in the sentence (noun) underneath the original sentence. 2. Next, have them take another word out of the sentence and stretch it out to make another sentence. Have them put figurative language into these new sentences. 3. and 4. Do this two more times. This will make four new sentences. Explain that now it is beginning to sound like a story with many details.
Application feedback—level 2 (eliciting performance)
Now for the second part of the objective...changing eight words to make them more interesting. Explain that the class is going to exchange balloons with someone else and they are going to add word to their sentence-write the word and then an arrow to where it should go. (write on the balloon they catch). Show an example with your balloon. Have each student stand at their own desk and hit their balloon in the air. Count to 5 and then they stop and write on the balloon they had last. Do this eight time total.
Evaluation (assessment)
Students then give back the balloons to the original student. Pass out Balloon Sentence Score papers. At their computer, they go to http://utahwrite.com and do the following:
1. Login and open the first practice essay. It doesn't matter that the subject doesn't match the sentence they wrote.
2. Have students type the original sentence in and push the submit button. Have them write down the score.
3. Have students type the 4 sentences that they wrote on their balloon and push the submit button. Have them write down the score.
4. Have students type the 4 sentences that they wrote on their balloon with the 8 changed words and push the submit button. Have them write down the score. Note: If they don't like the changes, they can put a word they do like in its place.
Closure (retention and transfer)
Discuss what they discovered by the difference in score.
Take the survey at the end of the lesson. Students go to their computers and log into http://www.surveymonkey.com/s/5XLGRPP
Results Taken on February 22, 2012
17.Persuade me! Themes
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
What is persuasion strategies POWERPOINT?
More material
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
18.Let the world see what I can write! Wiki it!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
Assessment
19.Gum and Test day- 3 hours here we come!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
20.Celebration Party!! Bring on the sugar…I deserve it!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
Student material embedded into the lesson plans.
Every fifth grader is required to write a persuasive essay that is given by the State of Utah.
Typing lessons at the beginning of the year for 20 days
Survey- Writing Assessment- sample done on Survey Monkey
1. Compare/Contrast …paragraph vs 5 paragraph
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
2. Organization- modeling the five paragraphs- glue and scissors helping see the vision----ART project-is in this lesson plan.
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Sample map
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Parents Check-off
Closure (retention and transfer)
3. Brainstorming- for and against- you don’t always have to like it to write it
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
4. Web- organizing your ideas
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Web
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
5. Modeling what one paragraph looks like
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment) Rubric
Closure (retention and transfer)
6. Hook- five choices- what works for you!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
7. Thesis statement – the secret of my essay
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Sample
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
8. Middle -Three paragraphs
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning) Sample paragraph 1 Sample paragraph 2 Sample paragraph 3
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
9. Conclusion paragraph –repeat and do it again
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Sample conclusion
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
10.Clincher- the best in the world!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
10 1/2 .Figurative Language...making your black and white into color
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material) Reading: Compare and contrast essays- check out the language
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
11.Proving/evidence- the meat of the paragraph
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material) Social Studies: Arguments of political leaders
Application feedback—level 1 (guided learning)
Primary Source
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
12.Word choice -one vs three syllables
Gaining attention
Start by clapping in an even rhythm…the class repeats what the teacher claps. Next, clap two quick rhythms, pause, two quick, pause, and continue with students repeating what the teacher claps. The next time, the teacher claps three quick beats, pause, repeats and the class follows. Finally, the teacher changes up the rhythms to include a mixture of one, two, three beats and the class follows. Smile and make it fun. Tell them how awesome they are.
Direction (stating objectives)
Students will replace 10 one-syllable words with 10 three-syllable words in their own essay they have previously written. (Forty is better, but in the learning curve, start with 10.)
Recall (recall of prerequisite information)
Put word card syllable up on the board. Tell the class that it is the word of the day. Ask how many syllables in the word syllable. Have the students put up the amount of fingers up (answer is 3). Take a quick scan over the class to see if everyone understands.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
After the gaining attention activity, ask students which clapping segment was the most enjoyable to do as a class. Guide them to the one with a variety of beats. Explain that it is an analogy between rhythm and syllables in words. Have three words on cards that mean the same but are three different syllables. (dog, canine, retriever), (fun, happy, enjoyable), and (cool, awesome, tremendous) –cut the cards apart ahead of time. Pass out cards to nine students in groups of three and have them come to the front of the room. Draw sticks of the children’s names to see who claps the word you point to. Continue until you can see that the majority of the class 80% can clap the syllables.
Application feedback—level 2 (eliciting performance)
Using the overhead projector and computer, project a word document with two columns. Divide the class in half and make it into a competition with each other. Use the same sentence for both teams. Roll a dice to decide which team goes first (highest number is the winner). For a simple game, the team rolls the dice first; when it is an even number they change a word in their sentence to more syllables, if they roll an odd they lose a turn changing a word. The sentence with the most syllables wins. If you add sentences or paragraph, then the game would last longer especially if you add a reward like 10 minutes more of recess.
Evaluation (assessment)
To test how they are doing, give the same sentence to the students in Word in the school folder under the teacher’s name. Have them do the same exercise but this time alone. When finished, have neighbor classmate count the syllables in that paper.
Have students go to their own essay and count how many three-syllable words there are. Each paragraph should have 10 of them. I don’t tell them they are editing, but they are. They believe it is a game.
Rubric- Three Syllables
Closure (retention and transfer)
Discuss with the class that the more three-syllable words in their essay the better. Tell them that the minimum amount is 40 three-syllable words.
13.Punctuation Power- the more the merrier
Gaining attention
Read the book:
Twenty-Odd Ducks: Why, every punctuation mark counts! (Commas and apostrophes aren’t the only punctuation marks that can cause big trouble if they’re put in the wrong place. Now, Truss and Timmons put hyphens, parentheses, quotation marks, periods, and more in the spotlight, showing how which marks you choose and where you put them can cause hilarious mix-ups.)
As the teacher reads the book, students will discover why punctuation really makes a difference by the compare and contrast of sentences in the sample book. I love how it puts humor into the gaining attention activity.
Direction (stating objectives)
Each student in class will revisit their essay and add a variety of 20 punctuation marks.
Recall (recall of prerequisite information)
Divide into groups of four. Put the timer on for 3 minutes and see how many punctuation marks they can come up with.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Materials:
Poster paper (or paper pulled off of the big white roll)
Masking Tape to put on wall
Large marker
List on a poster (keep it up after this lesson) all the different kinds of punctuation marks they can think of. Add the missing marks to the list when they have finished brainstorming. Write a sample of how each is used after the mark.
Application feedback—level 2 (eliciting performance)
Play: What do I need in this sentence? Or call it, “What is Missing?”
1. Read a sentence out loud to the class. Students will circle the punctuation mark on the paper that they believe is missing.
2. Using the Document camera, put the sentence up on the board.
3. Let students revise their answer if needed.
4. Next, let them correct their own paper. Star if it was right and an X if it wrong.
5. Studies say that correcting their own work, (even if they cheat) help students to see their own mistakes and what it should have been. I like any way for them to learn how to self correct.
Evaluation (assessment)
Student’s will take a paragraph without any punctuation and revise it by putting at least 20 marks in and making the beginning of sentences capitalized.
Rubric form
Closure (retention and transfer)
Student’s will look at their own essay and find places to add punctuation.
14.Transition words- the key to being “cool”
Gaining attention
Role play: To begin with, one student comes to the front of the room and pretends to be a new student at the school. First, have a student not have a formal introduction to the pretend new student, but starts talking about what is on the lunch menu. Second, have one student introduce himself to the new student and then tell him what they offer for lunch.
Explain that having an introduction is a lot more pleasant than jumping straight to the subject.
Direction (stating objectives)
The students will be able to add 10 different transition words followed by a comma to their essays they are working on.
Recall (recall of prerequisite information)
This is a new concept in writing for 5th graders, so there won’t be any review.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Pass out a list of transition words to each student. With a high lighter, each student will mark the 15 words that they would like to put in their essay. Discuss that different transition words go with different topics like Agreement / Addition / Similarity or Opposition / Limitation / Contradiction or Examples / Support / Emphasis or Cause / Condition / Purpose or Effect / Consequence / Result or
Conclusion / Summary / Restatement or Time / Chronology / Sequence.
Application feedback—level 2 (eliciting performance)
Students make an story out the first letter of each word they chose in transition words. First, the write down the fifteen words on a piece of paper. Second, they can rearrange the letters to help them form a story with the letters they chose. Then they tell the story as they point to the letter on the other side.
Application feedback—level 3 (feedback)
Transition Game: Reward students with a ticket (from a roll of paper tickets or you could cut out pieces of paper) each time they use a transition word before they talk to someone. This game lasts for a whole week. Pass out to students a metal circle ring that can open and close. Students will be responsible to hole punch and put their name on the ticket. This will become a collection for them. At the end of the week give out two prizes. The first one for the most tickets (Get the teacher's chair for a week) and the second one for everyone that got 50 tickets or more (like a special recess or time in the gym.
Evaluation (assessment)
Test the students by having them put 15 letters down on a piece of paper and then write down the names of the transition words.
Closure (retention and transfer)
Place the words they choice in their own essay. Be sure to include the commas with them...like an introduction.
15.Editing – Utahwrite.com- Every one can reach 30
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
16.Increasing details- making one sentence into many
Gaining attention
Individual students are called up and ask to describe what the picture is without showing the class. Use a large book behind each picture so that the other students can't see the picture. Have the students in the class guess what the picture is by the original child describing it. This is supposed to be an introduction so don't spend too much time doing each picture. Be sure and not tell the class what they are. Pass out paper to the students and have them write one sentence per picture as you show them the picture for the first time. Tell them to add detailed words and figurative language. Reshow the pictures again and tell them what each one is.
Blueberries, Salt, Fortune Cookie, Mushroom Clouds, Mammatus Clouds, Night Pic from Outer Space, cake sprinkles
Direction (stating objectives)- Post up on board. I used a Document Camera.
Students will create four new sentences from one sentence and increase the description by changing eight words in these sentences.
Recall (recall of prerequisite information)
Have students write one sentence on a piece of paper for each picture. This will be seven sentences. Remind students that all sentences begin with a capital and ends with some form of punctuation. ( This is next part of the gaining attention activity.) Ask and Review what figurative language is.
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Balloon Magic-
Supplies: Big Balloon- size- inflates up to 12 inches
Dry Erase Markers/ ink pens/ or permanent markers (thin)
Computers to score their sentences- http://utahwrite.com
Hand out a balloon to each student. Keep one for yourself to use as a sample. With an ink pen(or marker), have students write one of their sentences from the intro activity on the balloon. Explain that as a class we are going to expand their sentences. Now have them blow up the balloons and tie them. Give a mini lesson to anyone who doesn't know how to tie a balloon. Have them write their own name on the base of the balloon...so they can find it again.
With your sample balloon, show how to write over the sentence again. The words stretch and are hard to see. They might need to stand up at their desk to write. First model with your balloon what you want them to do on theirs. Write 4 sentences, showing how to expand the one you wrote. Here is how to do it: 1. Write on of their sentences from the subject in the sentence (noun) underneath the original sentence. 2. Next, have them take another word out of the sentence and stretch it out to make another sentence. Have them put figurative language into these new sentences. 3. and 4. Do this two more times. This will make four new sentences. Explain that now it is beginning to sound like a story with many details.
Application feedback—level 2 (eliciting performance)
Now for the second part of the objective...changing eight words to make them more interesting. Explain that the class is going to exchange balloons with someone else and they are going to add word to their sentence-write the word and then an arrow to where it should go. (write on the balloon they catch). Show an example with your balloon. Have each student stand at their own desk and hit their balloon in the air. Count to 5 and then they stop and write on the balloon they had last. Do this eight time total.
Evaluation (assessment)
Students then give back the balloons to the original student. Pass out Balloon Sentence Score papers. At their computer, they go to http://utahwrite.com and do the following:
1. Login and open the first practice essay. It doesn't matter that the subject doesn't match the sentence they wrote.
2. Have students type the original sentence in and push the submit button. Have them write down the score.
3. Have students type the 4 sentences that they wrote on their balloon and push the submit button. Have them write down the score.
4. Have students type the 4 sentences that they wrote on their balloon with the 8 changed words and push the submit button. Have them write down the score. Note: If they don't like the changes, they can put a word they do like in its place.
Closure (retention and transfer)
Discuss what they discovered by the difference in score.
Take the survey at the end of the lesson. Students go to their computers and log into http://www.surveymonkey.com/s/5XLGRPP
Results Taken on February 22, 2012
17.Persuade me! Themes
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
What is persuasion strategies POWERPOINT?
More material
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
18.Let the world see what I can write! Wiki it!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
Assessment
19.Gum and Test day- 3 hours here we come!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
20.Celebration Party!! Bring on the sugar…I deserve it!
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)