Sample Activities



Grade 4

English Language Arts

Unit 2: The Writing Process

Time Frame: Approximately five weeks

Unit Description

This unit focuses on the writing process, writing applications, and writing conventions. Teachers instruct students about “what good writers do” and provide them with rubrics, prompts, and practice in producing a variety of written products related to classroom reading or real-life situations. Teachers continue reinforcing ongoing reading, vocabulary development, and daily language skills.

Student Understandings

Students will develop their writing abilities by learning the steps in the writing process and following them to create original, organized, and well-edited compositions. Students will gain skills necessary for competent writing by focusing on the mechanics of language, vocabulary development, and directed reading and writing. They will complete a variety of writing activities, including composing narrative, expository, descriptive, persuasive, and opinion writing that demonstrates use of organizational and drafting strategies. They will also develop written responses to literature to describe, compare, and contrast characters and to discuss and explain conflicts, events, people, and places within texts. Furthermore, they will develop opinions about texts and situations within texts and construct organized compositions explaining and justifying their reasoning for their opinions.

Guiding Questions

1. Can students write compositions in narrative, expository, descriptive, persuasive, and opinion modes?

2. Can students write formal and informal letters, book reports, and informational reports?

3. Can students write multi-paragraph compositions that develop topics with supporting details arranged in logical order, an introduction, and a conclusion?

4. Can students use standard punctuation, capitalization, usage, mechanics, and correct spelling when writing?

5. Can students effectively use the writing process (prewriting, drafting, revising, editing, and publishing)?

6. Can students write compositions that respond to and analyze literature?

Unit 2 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

| 02. |Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA-1-E1) |

| 03. |Determine word meanings, word choices, and pronunciations using a broad variety of reference aids such as |

| |dictionaries, thesauruses, synonym finders, and reference software (ELA-1-E1) |

|14e. |Demonstrate understanding of information in grade-appropriate texts by comparing and contrasting story elements or |

| |information within and across texts (ELA–7-E1) |

|18. |Explain how an author’s purpose influences organization of a text, word choice, and sentence structure (ELA-7-E3) |

|20a. |Write compositions of at least three paragraphs organized with a clearly stated central idea (ELA-2-E1) |

|20b. |Write compositions of at least three paragraphs organized with an introduction and a conclusion (ELA-2-E1) |

|20c. |Write compositions of at least three paragraphs organized with a middle developed with supporting details (ELA-2-E1)|

|20d. |Write compositions of at least three paragraphs organized with a logical, sequential order (ELA-2-E1) |

|20e. |Write compositions of at least three paragraphs organized with transitional words and phrases that unify points and |

| |ideas (ELA-2-E1) |

|22. |Identify an audience for a specific writing assignment and select appropriate vocabulary, details, and information |

| |to create a tone or set the mood and to affect or manipulate the intended audience (ELA-2-E2) |

|23a. |Develop grade-appropriate compositions by identifying and applying writing processes, including selecting topic and |

| |form (ELA-2-E3) |

|23b. |Develop grade-appropriate compositions by identifying and applying writing processes, including prewriting (e.g., |

| |brainstorming, researching, raising questions, generating graphic organizers) (ELA-2-E3) |

|23c. |Develop grade-appropriate compositions by identifying and applying writing processes, including drafting (ELA-2-E3) |

|23d. |Develop grade-appropriate compositions by identifying and applying writing processes, conferencing with peers and |

| |teachers (ELA-2-E3) |

|23e. |Develop grade-appropriate compositions by identifying and applying writing processes, including revising based on |

| |feedback and use of various tools (e.g., LEAP21 Writer’s Checklist, rubrics) (ELA-2-E3) |

|23f. |Develop grade-appropriate compositions by identifying and applying writing processes, including proofreading/editing|

| |(ELA-2-E3) |

|23g. |Develop grade-appropriate compositions by identifying and applying writing process, including publishing using |

| |available technology (ELA-2-E3) |

|24. |Develop paragraphs and compositions of at least three paragraphs using the various modes (i.e., description, |

| |narration, exposition, and persuasion), emphasizing narration and description (ELA-2-E4) |

|25. |Use a variety of literary devices, including hyperbole and metaphor, in compositions (ELA-2-E5) |

|GLE # |GLE Text and Benchmarks |

|26a. |Write for various purposes, including formal and informal letters that follow a specific letter format, include |

| |relevant information, and use an appropriate closure (ELA-2-E6) |

|26b. |Write for various purposes, including informational reports that include facts and examples and that present |

| |important details in a logical order (ELA-2-E6) |

|26c. |Write for various purposes, including book reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6) |

|28. |Use standard English punctuation, including apostrophes in contractions and in the possessive case of singular and |

| |plural nouns (ELA-3-E2) |

|29. |Capitalize greetings, titles of respect, and titles of books, articles, chapters, movies, and songs (ELS-3-E2) |

|30a. |Write using standard English structure and usage, including using active and passive voices of verbs (ELA-3-E3) |

|30b. |Write using standard English structure and usage, including avoiding writing with sentence fragments and run-on |

| |sentences (ELA-3-E3) |

|31a. |Apply knowledge of parts of speech in writing, including selecting and using common interjections (ELA-3-E4) |

|31b. |Apply knowledge of parts of speech in writing, including identifying and using transitive and intransitive verbs |

| |correctly (ELA-3-E4) |

|31c. |Apply knowledge of parts of speech in writing, including identifying and using verb tenses correctly, including |

| |present perfect, past perfect, and future perfect (ELA-3-E4) |

|31d. |Apply knowledge of parts of speech in writing, including using grade-appropriate irregular verb tenses correctly |

| |(ELA-3-E4) |

|32. |Use knowledge of root words, affixes, and syllable constructions to spell |

| |words (ELA-3-E5) |

|39. |Listen to and critique messages such as advertising that are communicated in a variety of mediums, including |

| |television and print (ELA-4-E6) |

|41a. |Locate information using organizational features of a variety of resources, including electronic information such as|

| |keyword searches, passwords, and entry menu features (ELA-5-E1) |

|41b. |Locate information using organizational features of a variety of resources, including print materials such as |

| |indices, glossaries, table of contents, title pages, and map legends (ELA-5-E1) |

|47. |Use electronic and print resources (e.g., spelling, grammar, and thesaurus checks to revise and publish book reviews|

| |and research reports (ELA-5-E4) |

|ELA CCSS |

|CCSS # |Common Core State Standard Text |

|Reading Standards for Literature |

|RL.4.10 |By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5|

| |text complexity band proficiently, with scaffolding as needed at the high end of the range. |

|CCSS # |Common Core State Standard Text |

|Reading Standards for Informational Text |

|RI.4.10 |By the end of the year, read and comprehend informational texts, including history/social studies, science, and |

| |technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end|

| |of the range. |

|Reading Standards: Foundational Skills |

|RF.4.3a |Know and apply grade-level phonics and word analysis skills in decoding words. |

| |Use combined knowledge of all letter-sound correspondences, |

| |syllabication patterns, and morphology (e.g., roots and affixes) to |

| |read accurately unfamiliar multisyllabic words in context and out of |

| |context. |

|RF.4.4a |Read with sufficient accuracy and fluency to support comprehension. |

| |Read on-level text with purpose and understanding. |

|RF.4.4c |Read with sufficient accuracy and fluency to support comprehension. |

| |Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |

|Writing Standards |

|W.4.1a |Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |

| |Introduce a topic or text clearly, state an opinion, and create an |

| |organizational structure in which related ideas are grouped to support the writer’s purpose. |

|W.4.1b |Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |

| |Provide reasons that are supported by facts and details. |

|W.4.1d |Write opinion pieces on topics or texts, supporting a point of view with reasons and information. |

| |Provide a concluding statement or section related to the opinion presented. |

|W.4.2b |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |Develop the topic with facts, definitions, concrete details, quotations, or other information and examples |

| |related to the topic. |

|W.4.2d |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |Use precise language and domain-specific vocabulary to inform |

| |about or explain the topic. |

|W.4.2e |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |e. Provide a concluding statement or section related to the information |

| |or explanation presented. |

|CCSS # |Common Core State Standard Text |

|Writing Standards |

|W.4.6 |With some guidance and support from adults, use technology, including the Internet, to produce and publish |

| |writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills|

| |to type a minimum of one page in a single sitting. |

|W.4.7 |Conduct short research projects that build knowledge through investigation of different aspects of a topic. |

|W.4.9a |Draw evidence from literary or informational texts to support analysis, reflection, and research. |

| |Apply grade 4 Reading standards to literature (e.g., “Describe in |

| |depth a character, setting, or event in a story or drama, drawing on |

| |specific details in the text [e.g., a character’s thoughts, words, or |

| |actions].”). |

|W.4.10 |Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames |

| |(a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. |

|Speaking and Listening Standards |

|SL.4.1b |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse|

| |partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |

| |Follow agreed-upon rules for discussion and carry out assigned |

| |roles. |

|SL.4.1c |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse|

| |partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |

| |c. Pose and respond to specific questions to clarify or follow up on |

| |information, and make comments that contribute to the discussion |

| |and link to the remarks of others. |

|SL.4.1d |Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse|

| |partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. |

| |d. Review the key ideas expressed and explain their own ideas and |

| |understanding in light of the discussion. |

|Language Standards |

|L.4.3a |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |Choose words and phrases to convey ideas precisely. |

|L.4.3b |Use knowledge of language and its conventions when writing, speaking, reading, or listening. |

| |Choose punctuation for effect. |

|L.4.3c |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

| |c. Differentiate between contexts that call for formal English (e.g., |

| |presenting ideas) and situations where informal discourse is |

| |appropriate (e.g., small-group discussion) |

|CCSS # |Common Core State Standard Text |

|Language Standards |

|L.4.4a |Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and |

| |context, choosing flexibly from a range of strategies. |

| |Use context (e.g., definitions, examples, or restatements in text) as a |

| |clue to the meaning of a word or phrase. |

|L.4.5a |Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

| |Explain the meaning of simple similes and metaphors (e.g., as pretty |

| |as a picture) in context. |

|L.4.5b |Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

| |Recognize and explain the meaning of common idioms, adages, and |

| |proverbs. |

|L.4.5c |Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. |

| |Demonstrate understanding of words by relating them to their |

| |opposites (antonyms) and to words with similar but not identical |

| |meanings (synonyms). |

Sample Activities

Activities 1-7 are ongoing throughout the curriculum.

Activity 1: Silent Sustained Reading and Guided Reading (Ongoing throughout curriculum) (CCSS: RL.4.10, RI.4.10, RF.4.3a, RF.4.4a, RF.4.4c)

Materials List: a wide variety of trade books, non-fiction, classroom sets, and chapter books at various reading levels, student library books

Reserve a specific amount of time every day for Silent Sustained Reading. This reading time should supplement the standard reading program by encouraging students to read independently. This time also provides an opportunity for students to read according to a variety of student interests and abilities. This daily reading time should not take the place of regular guided reading instruction.

Teachers will discuss with students that reading skills are improved and fluency goals best met when the students choose texts that are not too easy and not too difficult. Usually students can tell immediately if the text is too easy or too difficult. The five-finger rule is helpful in teaching students to check if the reading level is right for them. Have students open to any page in the book and read the page (aloud if possible). Students should put one finger up for every word that cannot be pronounced. If a student puts up five fingers while reading one page, the book is too difficult.

Guided reading instruction should take place daily. Provide instant feedback to students to confirm and self-correct word recognition and understanding of unfamiliar multisyllabic words in context. Have students re-read passages until both recognition and understanding are achieved. Continually probe and question students throughout the process to address new strategies and skills as well as individual deficits, and have students respond to those probes and questions orally and in short written responses while providing teacher scaffolding. Each student should meet in guided reading groups weekly. However, provide struggling students with more time in guided reading intervention groups. A variety of texts should be provided including nonfiction and technical texts.

Activity 2: Vocabulary Activities (Ongoing throughout curriculum) (GLEs: 02, 03)

Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM, dictionaries, thesauruses, glossaries

Use a variety of vocabulary-building activities throughout the year to help students gain meaning of words from unfamiliar texts through application of context clues and determination of base word meanings. These strategies will be repeated, built upon, and ongoing. Assess student understanding of vocabulary either formally (written tests) or informally (writing stories, poems, or sentences using the vocabulary words, etc.) Choose from these activities to reinforce weekly vocabulary comprehension. Students may use dictionaries, thesauruses, and/or glossaries to assist with the activities. It is not necessary to use every activity.

Vocabulary Cards Activity

Have students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Give each student an index card and a word from the story. Have students write the word (or a sentence using the word) on the front and the definition on the back (Have these ready before class to save time). Give each student one vocabulary card. Say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will hold up their cards, and the partner they are paired with will state the definition. If the partner does not know it, the student may give hints or use the word in a sentence. After two chances, the student should show the definition to the partner, who turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. Then, say, “Stand up, hands up, and pair up” again, and have students find a new partner and repeat the process.

Illustrate the Word Activity

Show pictures or video clips that demonstrate the meaning of a word. Give students a list of the vocabulary and instruct them to draw and label a picture illustrating the meaning of the words from the story. This activity is not limited to concrete nouns—for example, a grim expression. The labels explain how the word and drawing fit. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The vocabulary cards above can also be used to illustrate the definition of the words. After learning the word meanings, students can also play a Pictionary or charades style game to practice and reinforce vocabulary meanings.

Vocabulary Self-Awareness Activity

Before reading a story, give students a list of vocabulary words and direct them to complete a vocabulary self-awareness chart (view literacy strategy descriptions) to determine their knowledge of the words. Do not give students definitions or examples at this stage. Prompt them to rate their understanding of each word with either a “+” (understand well), a “?” (limited understanding or unsure), or a “—” (don’t know) and add definitions and sentences as best they can at this stage. After reading the story and exposing the students to context clues and other information, have them return to the chart to make revisions and add new information to it. The goal is to replace all check marks and minus signs with plus signs. Give the students many opportunities to revisit their vocabulary charts to revise their entries.

Vocabulary Self-Awareness Chart

|Word |+ |? |-- |Definition |Sentence/Example |

|Author |+ | | |The writer of a book, article, or other |Who is the author of that book? |

| | | | |text. | |

|Paraphrase |+ | | |A restatement of a text or passage in |Please paraphrase the article. |

| | | | |another form or other words, often to | |

| | | | |clarify meaning. | |

2013-2014

Activity 3: Vocabulary Activities (Ongoing throughout curriculum) (CCSS: L.4.4a)

Materials List: 3 x 5 or 5 x 7 index cards, pictures or video clips, index cards, colored pencils/markers/crayons, Vocabulary Self-Awareness Chart BLM

Activity 3 is an extension of Activity 2. In 2013-2014, add the following extensions to address the added transitional material:

Vocabulary Cards Activity

Students create vocabulary cards (view literacy strategy descriptions) related to words in the stories they are reading. Demonstrate how to create the vocabulary cards first. The cards should include the word on one side of the card. On the other side, the word should be repeated in the middle. Place the definition on the upper left hand corner, the part of speech on the upper right hand corner, a sentence using the word on the lower left hand corner, and an illustration on the lower right hand corner. For words with multiple meanings, have the students complete the vocabulary card activity on both sides of the card representing one meaning on one side and the other meaning on the other side.

Example of a vocabulary card:

Games can be played with these vocabulary cards for reinforcement. For example, say, “Stand up, hands up, and pair up.” Students will walk around the room and find a partner. Students will announce their word to a partner who will state the definition. If the partner does not know it, the student may give hints or use the word in a sentence. After two chances, the student should show the definition. Then the partner turns to hold up his/her vocabulary card and asks for the definition. When the two students are finished, they trade cards. After allowing a reasonable amount of time for partners to identify definitions, say, “Stand up, hands up, and pair up” again, and students will find new partners.

A modified version of this activity can be conducted with multiple-meaning words. However, instead of stating one meaning, the students would be expected to give both meanings of the word.

Illustrate the Word Activity

Show pictures or video clips that demonstrate the meaning of a word. Give students a list of the vocabulary they will use to draw and label pictures illustrating the meaning of the words from the story. This activity is not limited to concrete nouns—for example, a grim expression. The labels should explain how the word and drawing relate. Drawing skills are not important; stick figures with accurate labels can succinctly express an idea as much as a well-drawn picture. The student should not replace an abstract idea with a concrete example of it. The vocabulary cards above can also be used to illustrate the definition of the words. Multiple-meaning words can be illustrated multiple times. After learning the word meanings, students can also play a Pictionary or charades-style game to reinforce vocabulary meanings.

Vocabulary Self-Awareness Activity

This will be the same as in Activity 2.

Activity 4: Spelling Activities (Ongoing throughout curriculum) (GLE: 32; CCSS: RF.4.3a)

Materials List: weekly spelling lists that include appropriate grade-level words, 20 Ways

to Practice Spelling BLM

Provide students with ample opportunities to practice spellings and basic recognition of grade-appropriate words with common syllabication patterns, phonetic patterns, and roots and affixes. This ongoing study should encourage and develop grade-level phonetic and word decoding skills.

Students can practice spelling patterns in a variety of ways through the use of the 20 Ways to Practice Spelling BLM. Particular activities may be assigned each week, or students may be given the freedom to choose one activity from each level. However, emphasize the importance of choosing activities that require students to practice syllabication, spelling patterns, and phonetic awareness. Allow students to have some freedom to choose activities that are more fun but perhaps require one specific activity that is more skill based each week. At times, it may be necessary to choose the activity from the skill-based or word-meaning sections based on class needs.

When practicing a specific spelling skill, add or manipulate activities to match the content. For example, when studying words with silent letters, have students write the words and circle the letters that are not pronounced.

Activity 5: Daily Language (Ongoing throughout curriculum) (GLEs: 31a, 31b, 31c,

31d)

Materials List: daily sentences that are to be edited, printed copies for each student, transparency copy for use as a class

The Everyday Edits can be used in many ways. Here is one possible procedure:

• Copy the daily edit passage onto a transparency. As students return from recess or lunch, hand them a copy of the passage and instruct them to settle into finding the ten errors of capitalization, punctuation, or grammar included in that passage.

• Give students 5 minutes or so to find and mark ten errors in the passage.

• Divide the class into two or more teams. The teams established in this way will be "permanent teams" (for at least a month). Start with one team and ask a student on that team to identify an error in the passage. When a student correctly identifies one of the ten errors in that day's passage, award a point to the team. Then give the other team(s) a chance to identify an error. Go back and forth until all ten errors have been found in that day's passage. (Students might even find additional errors in a daily passage. Also, give credit if a team offers an idea that would improve the passage.)

• Keep score over the course of a month and award a special treat (an ice pop, a homework-free-night coupon, or something else that students will value) to members of the team that has the highest score at the end of the month. The makeup of the teams may be changed for the following month.

Be sure to include sentences that have errors with interjections, transitive and intransitive verbs, irregular verb tenses, and present, past, future, and perfect verb tenses.

Activity 6: Daily Writing Activities (Ongoing throughout curriculum) (GLEs: 22, 23a, 23b, 23c, 24, 26a, 26b, 26c)

Materials List: journal, pencil

Have students keep a daily journal. Writing in the journal can include any or all of the writing processes that are addressed in Unit 2 including pre-writing, drafting, revising, editing, and/or publishing. Give students some autonomy with daily journal writing, and allow them to identify their own audience and determine their own tone and mood. This should be more of an exploratory activity rather than a structured, modeled writing lesson. Daily writing activities should cover a broad range of writing styles which include but are not limited to the following list:

Narratives: daily journal prompts, picture prompts (use pictures to create a story), word wall or spelling activities, story starters, Round Robin Writing (students create and add to stories as they are passed around)

Expository: descriptions, how-to papers

Informational: biographies, autobiographies, brief reports on a topic

Response to Fiction: story summaries, character analyses, story responses

(respond to reading story or trade book)

Response to Nonfiction: responses to news articles, current event summaries, summaries of nonfiction texts, responses to non-fiction articles, books, or digital sources

Letters: pen pals (write to another class), business letters, letters to the principal

Express an Opinion: argumentative responses to a topic, letters to the editor

Other: daily news (write about things that happened at school that day), poetry, comic strips (fill in what the characters are saying), greeting cards, want ads, advertisements, directions

A website for writing prompts can be found at .

2013-2014

Activity 7: Daily Writing Activities (Ongoing throughout curriculum) (CCSS: W.4.10)

Materials List: My Writing Inventory BLM

Activity 7 is an extension of Activity 6. In 2013-2014, add the following extensions to address the added transitional material:

Have students keep track of their writing progress on the My Writing Inventory BLM. Students should include all of their daily writing activities from Activity 6 as well as all of their significant writing assignments derived from the remaining activities. Students should determine whether their writing is a “short time frame piece” or an “extended time frame piece.” Facilitate a discussion to determine the difference between these two terms. Students should also identify their purpose for writing on the BLM. Purposes for writing may include, but are not limited to narration, (entertainment), description, information, explanation, persuasion, expressing an opinion, reflection, or analysis. Students should also use the BLM to identify the stages of the writing process that were completed.

Over the course of the year, impress upon students that it is not necessary that each writing piece go through all stages of the writing process. For example, explain to students that reflection may only require drafting. Not every piece of writing is intended for publishing.

Activity 8: Writing for a Reason (GLEs: 22, 23a, 23b, 23c, 24, 26c; CCSS: W.4.2b, W.4.2e)

Material List: various texts, journals, projection system for modeling writing (overhead projector, document camera, or word processor with projector), poster boards or chart paper, Pre-Writing BLMs, Transitions for Writing BLM, Get them Hooked BLM, and Leave an Impression BLM, computers with internet access

Ask students to bring to class-selected texts from around their homes such as magazine articles, newspaper articles, books, short stories, pamphlets, etc. (In the event that students do not bring in adequate examples, prepare beforehand by collecting examples of the various writing modes which will be taught in this activity.) Guide students through a quick discussion about why each text is important, unique, and worth reading. Introduce students to the following terms: narration, exposition/informative, description, and persuasion. Guide students in classifying each selection into one of these writing modes. Have students record examples of each mode in their journals by citing titles.

Next, select a fictional text studied in Unit 1, and have students write a paragraph that relates to the story in each of the above writing modes. This can be done in a journal over the course of several days. Provide ample coaching and modeling for each new paragraph, and spend two to three days on each. It is not necessary to expect multiparagraph compositions at this point. Following are examples of writing prompts for each mode and how to implement them:

Narration: Choose an event in the story that students can relate to. Have students write a story about a time they experienced something similar or felt the same way a character from the story feels. Here are some sample situations for stories:

a. Kenny was picked on for being different from other kids. I have also been picked on for being different.

b. Larry Dunn picked on another kid who was different from him, and I’ve done that too.

c. Byron stood up for his little brother who got picked on. I’ve stood up to someone for picking on one of my friends or siblings.

Choose one topic above and write a paragraph that tells your story. Identify your audience (i.e., classmates, parents, etc.). Be sure to tell exactly what happened, how you felt, and how you responded to the problem. Use vocabulary and details that will help tell your story in an effective way. Include transitional words and/or phrases to link ideas.

Exposition: Choose an event, place, or person from the story that students can find factual information about. Have students locate facts, quotations, and concrete details about the topic using the Internet or other sources to compose a paragraph.

Sample Expository Prompt: From The Watsons Go to Birmingham—1963: The Watsons experience a terrible tragedy while visiting their grandmother in Birmingham. The church bombing that they experience is a real historical event. Write a one paragraph report telling about the actual events of the 16th Street Baptist Church bombing in Birmingham, Alabama. Do not include any information about the fictional characters of the novel; instead, include only concrete details and facts from the actual event. Be sure to include important details and transitional words and/or phrases to link ideas.

Description: Choose a character from the story, and have students write in depth descriptions of the character’s personality by citing actions, behaviors, and quotations to illustrate.

Sample Descriptive Prompt: From The Watsons Go to Birminghmam—1963: Choose either Kenny Watson or Byron Watson to describe in detail. Write one paragraph identifying two or three traits of your chosen character. For each trait, give an example of the character’s actions or words to help readers understand what the character is like. Be sure to include enough details so your reader can feel that he or she knows the character. Link your ideas with appropriate transitional words and/or phrases.

Persuasion: Have students write a composition that persuades others to read a chosen fictional text.

Sample Persuasive Prompt: Create an advertisement or book review for publication in your school newspaper for a selected text you have read. Persuade friends or teachers in your school to read the text by giving reasons they would enjoy it. Be sure to include details from the story to support your ideas and link ideas with appropriate transitional words and/or phrases.

For each writing assignment, choose a similar topic, and in multiple mini-lessons model thoroughly the processes of pre-writing and drafting. Each writing assignment should be guided so students can practice the fundamentals of writing. The focus should be on pre-writing, developing ideas through the use of topic sentences and supporting details, using transitions appropriately, and developing a concluding statement that sums up the information presented. Grammar, spelling, appropriate vocabulary, and use of literary devices should be modeled, but it is not necessary to expect perfection of these skills and techniques at this point.

Next, guide students in organizing their ideas using graphic organizers (view literacy strategy descriptions) in pre-writing activities. Various graphic organizers may be used depending on the mode of writing. A graphic organizer will aid students in coming up with supporting details and organizing those details effectively. Model using the graphic organizer to sequence details and add effective transitions. Then, have students replicate the graphic organizers in their journals in preparation for their writing. Examples follow below. Place each scene of a narrative or detail of a descriptive, expository, or persuasive composition in a separate box or bubble in the organizer. Then, place possible transitions in the transition (T:) boxes to create a natural flow.

Possible narration graphic organizer:

Possible graphic organizers for other modes of writing:

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The same two graphic organizers above can be used for the expository, descriptive, and persuasive modes.

With each new writing mode, model how to set up the paragraph using the pre-writing from the graphic organizer. Emphasize the necessity of a topic sentence that states the main idea of the paragraph. Also, emphasize the importance of transitions to link ideas. Have students brainstorm transitions that can be used for narration, and create a classroom poster to be used throughout the year. When moving on to expository, descriptive, and persuasive modes, have students brainstorm another list of transitions that would be more suitable for these forms of writing. Again, create a classroom poster to be used throughout the year. These classroom posters can be kept in the classroom tool box created in Activity 10.

MODIFICATION: Another option for this activity could include writing about a holiday. Have each student choose his or her favorite holiday. Then, over the course of several days, direct students to write a paragraph related to their chosen holiday using each of the four writing modes. All writing can be done in student journals. Provide ample coaching and modeling for each new paragraph, and spend two to three days on each.

Examples: First, have students write a brief story telling about a personal experience that occurred on their chosen holiday (narrative). Second, have students locate four or more facts, definitions, or concrete details about their holiday using the Internet or other sources; then write a paragraph report (expository/informative). Third, assign a paragraph describing details about the holiday such as sensory details, i.e. tastes, smells, sights, sounds, and feelings, focusing on foods, songs, decorations, weather, traditions, etc. that are associated with that holiday (descriptive). Finally, have students create a visual advertisement to persuade classmates that their chosen holiday is the best holiday. Students should provide a written argument with multiple justifications to defend their choice.

2013-2014

Activity 9: Writing for a Reason (GLEs: 22, 23a, 23b, 23c, 24; CCSS: W.4.1a, W.4.1b, W.4.1d, W.4.2b, W.4.2e)

Material List: selected texts, journals, projection system for modeling writing (overhead projector, document camera, or word processor with projector), poster boards or chart paper

Activity 9 is an extension of Activity 8. In 2013-2014, add the following extensions to address the added transitional material:

Expand Activity 8 to include a composition that expresses an opinion. Tie the opinion mode into the discussion of the various modes in the same manner.

When student are ready to write the opinion piece, explain that they should state their opinion and give reasons to justify that opinion in one paragraph. Encourage students to provide supporting facts and details. The same pre-writing graphic organizers from Activity 8 can be used with the opinion stated in the center and the reasons and justification surrounding that reason.

Sample Opinion Prompt: From The Watsons Go to Birmingham-1963: Do you think Momma should have burned Byron to teach him a lesson after he continued to play with matches and fire in the house? Why or why not? Give at least four or five reasons to justify your answer.

Modeling throughout this writing process is crucial. While modeling, impress upon the students the importance of using information that can be proven to support their opinion. Give possible opinions and practice the pre-writing process with the whole class. Initiate discussion about which reasons would be acceptable to support the opinion and which would not.

This writing assignment should be guided to give students practice in using the fundamentals of writing. The focus should be on pre-writing, developing ideas through the use of topic sentences and supporting details, using transitions appropriately, and developing a concluding statement that sums up the information presented. Grammar, spelling, appropriate vocabulary, and use of literary devices should be modeled; however, it is not necessary to expect perfection of these skills and techniques at this point.

For the pre-writing of the opinion composition, use the same graphic organizers (view literacy strategy descriptions) that were used in Activity 8; however, instead of placing a topic in the middle of the graphic organizer, place the opinion statement there.

MODIFICATION: If choosing to have students write about a holiday, instruct them to write an opinion paragraph about why their chosen holiday is the best holiday.

Activity 10: Get Your Toolbox! (GLEs: 03, 20e, 23b, 25; CCSS: W.4.2e)

Materials: poster board or chart paper, markers, Pre-Writing BLM, Get Them Hooked BLM, Leave an Impression BLM, Transitions for Writing BLM, Rules for Dialogue BLM, Figurative Language BLM, Instead of This, Use That! BLM, Compound-Complex Conjunctions BLM

A great resource to use in conjunction with creating a writer’s toolbox is the DVD Rock N Learn Writing Strategies. It is an animated, very entertaining video that introduces students to several writing strategies in memorable ways and is easy to implement in the classroom. For example, Marko, the pencil, creates his own writer’s toolbox. Some tools and reproducible samples can be found at the following website:

Then, create a classroom writer’s toolbox for writing. Have students brainstorm ideas about what to include in the toolbox. The follow are possible things to be included: lists of pre-writing tools; lists of transitional words and phrases for signaling chronology, relationships, etc.; lists of colorful words; lists of literary devices; introduction starters; conclusion starters; and dialogue rules.

To assist students in using the toolbox, model writing a narrative or descriptive composition. Make this writing process a whole class exercise. Purposefully make the composition dull and leave out necessary components, such as topic sentences or transitions. Also skip certain steps in the writing process, such as brainstorming ideas prior to writing. During the process, have students offer advice using the toolbox materials they have created. Upon completion, this modeled composition should include an effective introduction and conclusion and be developed with a logical sequence, effective transitions, excellent vocabulary, use of literary devices, and correct dialogue punctuation. Leave this sample writing up on the walls for students to observe.

Create visuals of the toolbox materials on poster boards or chart paper and hang in a designated area of the classroom. Prompt students to refer to these visuals when working on writing assignments throughout the year. Individual copies of the black line masters can also be kept at each student’s desk.

2013-2014

Activity 11: Gather from Your World (GLEs: 03, 23b; CCSS: L.4.3a)

Material List: journals, dictionaries, thesauruses, poster boards or chart paper, Instead of This, Use That! BLM

Direct students to collect and keep ideas in personal journals. Daily entries of observations, experiences, events, feelings, and conflicts can serve as departure points for future writing. Tell students that a broad vocabulary enhances one’s ability to communicate ideas and information clearly. Have students designate a section of their journals for vocabulary, and encourage them to record new words encountered in content studies or independent reading and look them up in a dictionary, and record the following for each word:

• word parts

• context

• definition

• history

• word structure

Have students generate word webs and other vocabulary lists to keep in separate labeled journal pages, for example:

• Color Words

• Words About Feelings

• Action Words

Journals should also contain ongoing drafts and research notes to select and use throughout the writing process. Direct students to record the information in a designated vocabulary section of their journals.

Also, give students instruction on the proper usage of a thesaurus. Brainstorm a list of “boring” action verbs and adjectives to be avoided. Have students work in pairs to use a thesaurus to generate lists of more exciting, effective verbs and adjectives then record their findings in the vocabulary section of their journals. Lead in creating a class chart for students to reference throughout the year. Also, keep this class chart in the classroom tool box.

Activity 12: The Power of Words (GLEs: 18, 22, 23a, 23b, 23c, 23d, 39)

Material List: various advertisements, journals, highlighters, board/chart paper/overhead projector

Have students bring to class examples of writing used in advertising (newspapers, magazines, travel brochures, posters, etc.). Use these in a class discussion of their purpose, and have the class brainstorm ideas about what makes an advertisement effective. Ask students to read their writing samples with an eye for the author’s style, word choice, and ability to influence readers. Have students highlight specific words or phrases along with their personal comments then share their passages and critiques with the class. Next, allow the class to decide on a product, event, or destination they want to “sell,” and have each student write an advertisement that includes a description of it. Provide time for individual students to present their ads to the class, and prompt listeners to identify and record in their journals words or phrases that are most persuasive, descriptive, or convincing. Use this feedback to reinforce students’ understandings of the power of words and how effective writers use language (“what good writers do”). This activity could be expanded to include television advertisements. Create a class chart of persuasive words, and add it to the classroom tool box.

2013-2014

Activity 13: Figuring Out Figurative Language (GLEs: 3, 25, 41a, 41b; CCSS: L.4.3a, L.4.3c, L.4.5a, L.4.5b, L.4.5c, SL.4.1b, SL.4.1c, SL.4.1d)

Materials List: dictionaries, computers(s) with internet access, large sheet of chart paper/bulletin board paper, 3 x 5 index cards, 5 x 7 index cards, Figurative Language Anticipation Guide BLM, Sample Collaboration Rubric BLM (See Unit 1 BLMs)

Use an anticipation guide (view literacy strategy descriptions) to assist students in previewing what they will be studying in this activity and access any prior knowledge they may have. Anticipation guides are especially useful for motivating reluctant and struggling learners because the guides help students focus on the content and material about to be learned. Hand each student a Figurative Language Anticipation Guide BLM, and instruct them to respond to the statements independently. Then, allow students to discuss their responses with a partner. Remind students that there are no “right” or “wrong” answers at this point. Have students use their responses to the anticipation guide and their prior knowledge of the subject to compare, discuss, and possibly change their responses. Then conduct a whole-class discussion. Allow students who believe they have a sufficient, accurate understanding of any of the statements to share what they believe to be correct. Explain to students that they will be studying figurative language in depth and will be returning to this anticipation guide to make adjustments.

Use Internet search engines and a dictionary to guide students in developing definitions, examples, and understandings for the following figurative language terms: simile, metaphor, hyperbole, idiom, adage, and proverb. Create a large class chart with a definition and several examples for each term. Leave extra room for examples to be added later in this activity.

Sample definitions/examples:

Simile— compares two things using “like” or “as”

Examples: He is fast like a cheetah. She is as pretty as a princess.

Metaphor—compares two things without using “like” or “as”

Examples: Susan is a delicate flower. Your room is a pig sty.

Hyperbole—uses extreme exaggeration

Examples: I’m so hungry that I could eat a horse! She took FOREVER to get back from the store.

Idiom—a commonly used phrase or saying that doesn’t actually mean what it says; the meaning

cannot be understood by the actual words

Examples: I smell something fishy. Cat got your tongue?

Adage/Proverb—a short, memorable phrase or saying based on a fact or an example that is

considered to be true by many people

Examples: Beggars can’t be choosers. Laughter is the best medicine.

After guiding students through a basic understanding of each term, have students use the professor know-it-all (view literacy strategy descriptions) strategy to reinforce learning of the terms. This strategy enables students to master a concept by studying it in depth within a small group. Then, they can in turn assist their classmates in understanding the content. Give out copies of the Sample Collaboration Rubric BLM, and explain expectations before assigning students roles within their groups. Some possible roles may include timekeeper, noise patroller, recorder, investigator, and group leader.

Step One: Divide the class into five groups and assign each group one term to investigate. (Please note: The terms adage and proverb can be considered synonymous thus can be combined into one group. This is a great time to review the meaning of the term synonym.)

At this time, give each student a 5 x 7 index card, and direct each group to take notes on its assigned term. Groups should be encouraged to come up with their own understanding and definition of the term and locate multiple examples in addition to the ones the class has listed on the large class chart. Monitor this process and offer support to ensure students are choosing proper words and phrases to convey their ideas precisely. If necessary, students can send the investigator to use internet search engines for assistance. has several examples of similes, metaphors, hyperboles, and idioms; quotations.me.uk has a proverb dictionary. Both are kid friendly.

Assist each group as needed, and serve as a coach while they discuss, develop, assist one another, and approve their own understandings and examples. After each group has come to a concise interpretation of its assigned term, have them brainstorm a list of possible questions their classmates may ask about that particular term. The recorder can write the questions on the back of the 5 x 7 card. Continue to coach and assist as students discuss and research answers to the possible questions they have developed.

Step Two: Prepare a class set of 3 x 5 index cards with an example of one of these five terms (simile, metaphor, hyperbole, idiom, adage/proverb) written on one side. For example, for a class of twenty-five students, five cards should have the word simile, five the word metaphor, etc. Be certain there is relatively the same number of cards for each term. Once again, and quotations.me.uk can be accessed to find examples to place on the index cards. Keep students in their groups, and give each student a card with a term that was not assigned to them to study in their small group. Then direct each student to use the large class chart to identify which of the five figurative language terms their card represents and come up with an explanation of the phrase. For example, “I smell something fishy” means “I suspect that something suspicious or mischievous is going on.” Once again, the group should discuss, assist, and approve each group member’s identification of the term and explanation of the phrase.

Step Three: Have each group take turns coming to the front of the room with their 5 x 7 cards to use for reference and present their work as professor know-it-alls. If possible, have ties, graduation caps and gowns, clip boards, lab coats, or some other symbol of professional expertise for students to wear while it is their turn to be the professor know-it-alls.

With each new group of professor know-it-alls, begin by having all students still seated in the audience of the classroom who believe their 3 x 5 index card example fits into the presenting group’s assigned literary device come to the front and share their example with the class. Then, have the professor know-it-alls huddle together to discuss and explain to the class why the students who have come forward are correct or incorrect regarding their decision to include their examples with this group’s assigned literary device. Also ask professor know-it alls to explain whether they believe each individual student’s interpretation of the literary device to be correct, and add to the interpretation if necessary.

After approving or refuting their classmates’ submissions of 3 x 5 cards, prompt the group of professor know-it-alls to entertain other classmates’ questions about their literary device. Once again, remind the professor know-it-alls to huddle to discuss before giving an answer. Be sure each group member has a turn reporting the group’s response to their classmates. Let students asking questions know they are allowed to challenge or disagree with the professor know-it-alls as long as they can defend their positions. Help guide the presentations of the professor know-it-alls and make corrections and comments when necessary. Also, add new examples to the large figurative language class chart created previously in the lesson. Repeat this step with the other four groups, allowing five to ten minutes for each group presentation.

After completing the presentations, have students return to their anticipation guides and adjust any misunderstandings about figurative language. Check each child’s answers for accuracy and understanding. The figurative language examples chart can be included in the class tool box for reference throughout the year.

Activities 14—19 address the writing process. Activities 14, 15, and 16 focus on pre-writing and drafting. Activities 17, 18, and 19 focus on revising, editing, and publishing. It is not necessary to complete all of 14, 15, or 16 before moving on to 17, 18, and 19. With each new draft students complete, have them go through the revising/editing, proofreading, and publishing phases of the writing process by using activities 17, 18, and possibly 19.

Activity 14: Write On (GLEs: 14e, 20d, 20e, 23a, 23b, 23c, 24, 26a, 28, 29, 30a, 30b, 31a, 31b, 31c, 31d, 41a, 41b; CCSS: W.4.2b, W.4.2d, W.4.2e, W.4.7)

Material List: journals, writing prompts, LEAP 21 Writer’s Checklist and LEAP 21 Writing Rubric BLMs (see Unit 1 BLMs), Pre-Writing BLM, Get Them Hooked BLM, Leave an Impression BLM, Transitions for Writing BLM, Rules for Dialogue BLM, Figurative Language BLM, Instead of This, Use That! BLM, Compound-Complex Conjunctions BLM, computers with internet access

Review and reinforce the first two steps in the writing process—prewriting and drafting. These steps can have different names, but what is done is the same.

Review by using mini-lessons on writing modes: exposition, narration, description, and persuasion. Then, have students craft the following compositions through prewriting and drafting. Discuss, review, and give students a copy of the LEAP 21 Writer’s Checklist BLM and the LEAP 21 Writing Rubric BLMs before beginning. The pre-writing graphic organizers (view literacy strategy descriptions) from Activity 8 can be used. Compositions from activity 8 can be revised and more thoroughly developed.

• Exposition—Provide students with a list of topics from a related subject area to research. Require them to use multiple resources including electronic resources to locate information to record in their journals and be used in the drafting process. As part of pre-writing for this assignment, conduct brainstorming sessions with students who have chosen the same topic in pairs or small groups. Monitor as pairs and/or groups create a list of domain-specific terms that may be useful to the particular topic students are researching. (See more detailed information about exposition pre-writing below.)

• Narration—Have students write a personal narrative after completing prewriting activities. Direct students to compose narratives that tell of actual events as well as imaginary. Some prompts should ask students to tell about times when they have actually experienced a certain event or feeling. Other prompts should ask students to imagine a certain scenario and respond with a fictional story.

• Description—Combine the comparison/contrast composition with the descriptive mode by having students write a descriptive paper, for example, comparing and contrasting two major characters from a studied work of literature.

• Persuasion—Assign a kid-friendly topic for students to write a formal/informal letter following appropriate letter format with an appropriate greeting and closure. For example, have students write to a classmate, teacher, or the principal about an issue they feel strongly about such as school uniforms, school lunches, allotted recess time, a school rule, amount of homework assigned, etc. Alternatively, the letter could be to a classmate explaining a dilemma a character faces in a work of literature read in class.

For each composition, require at least three paragraphs developed with an effective introduction, a body developed with supporting details, and a conclusion. Additional requirements should include use of appropriate transitional words and phrases, compound and complex sentences, figurative language, and appropriate vocabulary. Students should also apply knowledge of parts of speech and standard English structure and usage, including correct use of active and passive voice, interjections, transitive and intransitive verbs, regular and irregular verb tenses, capitalization, and apostrophes in contractions and in the possessive case of singular and plural nouns. Students should be able to identify and correct sentence fragments and run-on sentences.

Modeling and coaching are essential for student success. Encourage students to use their toolboxes. Throughout the process, share commendable student samples with the class. Supply students with the actual LEAP 21 rubric, which can be used as a guideline while writing and with which they will be assessed throughout the writing process.

The expository writing activity will require research of a topic. To assist with this task, have students use a process guide (view literacy strategy descriptions). A process guide will provide adequate scaffolding and help students focus on important information and ideas and on reading for specific details. Because this is the first time students will complete a research project, they will need guidance throughout the process. It may be overwhelming for students to see such a wide range of information about one topic while they read and sort through various sources. This process guide will assist students in remaining focused on important facts and will provide a basic framework for what should be noted when conducting research. Then, in future units, students will be prepared to conduct more independent research.

To set up a process guide, predetermine possible texts and Internet website articles that students will use while researching their various topics. Thoroughly read the text and determine which facts should be emphasized for students to have a sufficient knowledge or command of the subject matter. Pose various questions for students to answer or topics for students to elaborate on. This could be done in a question/answer format, in an outline format, or even through the use of a graphic organizer (view literacy strategy descriptions). Allow students with the same topic to work in pairs or small groups to complete the process guide. Monitor student progress and question individual students frequently to ensure that students are able to explain their findings and make connections.

Sample Process Guide to be used with The Watsons Go to Birmingham—1963

|1963 Church Bombing: Birmingham, Alabama |

|A. WHO? |

|1. Who is believed to be responsible for the church bombing? |

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|_____________________________________________________________________ |

|2. Who were the victims? |

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|________________________________________________________________________ |

|B. WHAT? |

|1. What were some of the results of the church bombing? |

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|________________________________________________________________________ |

|2. What happened to the building? |

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|________________________________________________________________________ |

|3. What happened to the people? |

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|________________________________________________________________________ |

|4. Did things change after the bombing? |

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|________________________________________________________________________ |

|5. What did people do to stop things like this from happening again? |

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|________________________________________________________________________ |

|C. WHEN? |

|1. What was the date? |

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|________________________________________________________________________ |

|2. What was the time? |

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|________________________________________________________________________ |

|D. WHERE? |

|1. What was the name of the church that was bombed? |

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|________________________________________________________________________ |

|2. What city and state did it take place in? |

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|________________________________________________________________________ |

|E. WHY? |

|1. Why were people bombing churches and other local businesses at this time in |

|history? |

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|________________________________________________________________________ |

The process guide will serve as a pre-writing tool for the expository writing assignment. Demonstrate how to develop paragraphs. For example, the sample above can be broken into two body paragraphs. One paragraph can give the basic information about the church bombing, and the second paragraph can address results and consequences of the bombing. It is essential to guide students through this difficult process with modeling and coaching.

2013-2014

Activity 15: Write On (GLEs: 14e, 20a, 20c, 20d, 20e, 22, 23a, 23b, 23c, 24, 26a, 26c, 28, 29, 30a, 30b, 31a, 31b, 31c, 31d, 41a, 41b; CCSS: W.4.1a, W.4.1b, W.4.1d, W.4.2b, W.4.2d, W.4.2e, W.4.7, W.4.9a)

Material List: books, journals, LEAP 21 Writer’s Checklist and LEAP 21 Writing Rubric BLMs (see Unit 1 BLMs), Pre-Writing BLM, Get Them Hooked BLM, Leave an Impression BLM, Transitions for Writing BLM, Rules for Dialogue BLM, Figurative Language BLM, Instead of This, Use That! BLM, Compound-Complex Conjunctions BLM

Activity 15 is an extension of Activity 14. In 2013-2014, add the following extensions to

address the added transitional material:

Expand Activity 14 to include the opinion mode of writing. Review the opinion mode in the same manner as the modes reviewed in the above activity.

Have students choose a favorite book from their personal reading list to write a book review designed to convince a friend to read the book. To begin this process, review the previously- discussed elements of effective advertising from Activity 12. Supply students with a copy of a writing rubric that lists required information and suggestions for effective book reviews.

Guide students to include an introduction of the text along with an opinion and reasons to support that opinion followed by a concluding statement which re-emphasizes the opinion. Also, review pre-writing strategies and transitions from Activity 9 to be included in this opinion piece. Focus on the pre-writing and drafting elements of the writing process.

Just as in Activity 14, require students to write at least three paragraphs developed with an effective introduction, a body developed with supporting details, and a conclusion. Additional requirements should include use of appropriate transitional words and phrases, compound and complex sentences, figurative language, and appropriate vocabulary. Students should also apply knowledge of parts of speech and standard English structure and usage, including correct use of active and passive voice, interjections, transitive and intransitive verbs, regular and irregular verb tenses, capitalization, and apostrophes in contractions and in the possessive case of singular and plural nouns. Students should be able to identify and correct sentence fragments and run-on sentences.

Once again, modeling and coaching are essential for student success. Encourage students to use materials collected in their toolboxes. Share commendable student samples with the entire class throughout the writing process.

2013-2014

Activity 16: RAFT writing (GLEs: 20a, 20b, 20c, 20d, 20e, 22; CCSS: W.4.9a)

Materials List: journal, RAFT Writing BLM

RAFT (view literacy strategy descriptions) is a writing activity that prompts students to use their imaginations to project themselves into various roles in order to take on new viewpoints. This strategy allows students to incorporate creativity while composing informative text by providing them with a basic structure and assistance in making decisions about purpose, form, audience, and tone. The RAFT acronym is as follows:

R—Role of the writer (Who or what are you?)

A—Audience for the writer (To whom or what the RAFT is being written?)

F—Format of the writing (What form will your writing assume?)

T—Topic + a strong verb (What are you writing about?)

First, identify a topic related to a theme or issue studied and discussed in a previous literary work from Unit 1. Write the topic on the board, and explain to the students that this is the (T) of the RAFT. Then, facilitate a brainstorming session in which students determine various perspectives on the particular topic. For example, students should cite how various characters are impacted by the issue in the literature as well as various stances taken by the characters.

Next, assist and guide students in determining their roles (R) as the writer and the audience (A) for whom their writing is intended. Then have students choose which format (F) will best allow them to communicate their information (letter, speech, advice column, diary, script, news article, speech, travel brochure, thank you note, editorial, instructions, book review, obituary, commercial, song, poem, etc.). Last, instruct students to determine the structure/form of the writing by adding a strong verb to the topic (persuade, explain, sequence, compare and contrast, describe, etc.).

For example, after reading The Watsons Go to Birmingham—1963, a student may choose the topic of segregation. He or she may choose the role of a child living in the south during the 1960’s such as Kenny or Byron who is writing to a pen pal, friend, or family member in the north. This friendly letter format could describe the everyday life imposed upon him due to the inequalities and unfairness brought about due to segregation.

R—Role of the writer: Kenny or Byron Watson

A—Audience for the writer: Rufus (Kenny’s best friend) or Buphead (Byron’s best

friend)

F—Format of the writing: Friendly letter

T—Topic + a strong verb: Describe life in the south for an African American child in the

1960’s due to segregation

Suggestions:

1. Consider tying a writing mini-lesson to a RAFT assignment.

2. Structure the assessment of the writing to show student knowledge of the topic being stressed.

3. The RAFT provides the outline of the assignment. Feel free to add any other guidelines as needed (i.e., write three paragraphs, use examples and details directly from the text, define an ecosystem, begin with an introduction of yourself, include a drawing, etc.).The RAFT provides the outline of the assignment.

Activity 17: Making the Best Better (GLEs: 20a, 20b, 20c, 20d, 20e, 23d, 23e, 23f, 23g, 25, 28, 29, 30a, 30b, 31a, 31b, 31c, 31d, 47; CCSS: W.4.2e)

Materials: clay, red pens, journals, LEAP 21 Writer’s Checklist and LEAP 21 Writing Rubric BLMs (see Unit 1 BLMs), Pre-Writing BLM, Get Them Hooked BLM, Leave an Impression BLM, Transitions for Writing BLM, Rules for Dialogue BLM, Figurative Language BLM, Instead of This, Use That! BLM, Compound-Complex Conjunctions BLM, computers with word processing

Give each student a piece of clay and ask him/her to shape it into an animal in about 3-5 minutes. Then, have students trade animals and allow students 2-4 minutes to “make revisions.” Afterwards have students discuss whether they added something, took something off, changed it completely, moved something around, or left it alone. Explain to students that a similar process happens when writers have their work edited by another person. Introduce students to the third and fourth steps of the writing process—proofreading and editing/revising.

Thoroughly review the LEAP 21 Writer’s Checklist BLM. Have students make notes in the margin to help them understand the various aspects of writing they will be assessed on. Make connections to the toolbox. For example, explain that the fourth component—present your ideas in a logical order—can be easily achieved through pre-writing and the use of transitions. Also, explain that the sixth component—use vocabulary (words) that expresses your meaning well— can be achieved through the use of a thesaurus and word lists from the toolbox. Draw attention to the seventh component—use sentences that make your main idea interesting to your audience. Make the connection that the many literary devices and figurative language examples studied can make writing more interesting, entertaining, and enjoyable to read. Also point out that the eighth component—write in complete sentences and use a variety of sentence patterns—can be met by using multiple compound and complex sentence patterns instead of using only simple sentences. Reference the appropriate BLMs while making these connections.

After giving students the opportunity to review their work from Activities 14, 15, and 16 and revise them based on the LEAP 21 Writer’s Checklist BLM, have students trade rough drafts to edit for organization, vocabulary, and creativity and to proofread for writing conventions. Direct students to use their checklists with added notes and their writer’s tool box to make corrections. Encourage students to use the proofreading marks they have been practicing with daily edits in Activity 5. Also supply students the actual LEAP 21 rubrics that they will be assessed with.

The editing/proofreading process can be made into a class competition. To do this, it may be necessary to focus on one or two types of errors for each editing/revision session. Choose an element students are consistently struggling with. Model for students how to read through and locate such errors by using a student writing sample from another class or one saved from a previous year. Make a list of major mistakes for students to focus on, which may include but are not limited to the following: run-ons, absence of compound and/or complex sentences, absence of a clearly stated topic sentence, absence of an introduction and/or conclusion, very basic vocabulary without the use of a thesaurus, and multiple spelling mistakes. During peer proofreading sessions, reward students who find major mistakes in classmates’ writing with extra points and/or small token rewards. This can be done individually or with a partner or team and will motivate students not only to find more mistakes but also to make fewer mistakes to reward others with. Upon completion of this process, give students ample time to make final revisions to their compositions.

Additionally, pull students into guided writing groups routinely throughout the writing process. More direct modeling and coaching may be necessary for struggling writers. Allow students to rotate through to proofread, edit, and revise with the teacher at times instead of classmates.

Finally, have students publish their work. When possible, allow students to use word processors/computers to type final drafts, choosing fonts and borders. Publish works in a class newspaper or post them on a writing bulletin board. Selected compositions should also be shared with classmates in prepared oral presentations.

Published student work from activities 14, 15, and 16 can be assessed using LEAP 21 Writing Rubric BLMs. Repeat this activity throughout remaining units of the curriculum to improve student writing.

2013-2014

Activity 18: Making the Best Better (GLEs: 20a, 20b, 20c, 20d, 20e, 23d, 23e, 23f, 23g, 25, 28, 29, 30a, 30b, 31a, 31b, 31c, 31d, 47; CCSS: W.4.2e, L.4.3b)

Materials: clay, red pens, journals, LEAP 21 Writer’s Checklist and LEAP 21 Writing Rubric BLMs (see Unit 1 BLMs), Pre-Writing BLM, Get Them Hooked BLM, Leave an Impression BLM, Transitions for Writing BLM, Rules for Dialogue BLM, Figurative Language BLM, Instead of This, Use That! BLM, Compound-Complex Conjunctions BLM, computers with word processing

Activity 18 is an extension of Activity 17. In 2013-2014, add the following extensions to address the added transitional material:

While pulling students into guided writing groups throughout the writing process, focus specific attention on correct punctuation. Give additional direct modeling and coaching to assist students with using commas and quotation marks. Review the rules for end punctuation and assist students in its use by including multiple sentence types in practice exercises.

2013-2014

Activity 19: Community of Writers (GLEs: 23e, 23f; CCSS: W.4.6)

Materials: computers with word processing and emailing capabilities

Find members of the community who would be willing to respond to student writing. Assist students in sending a published writing via email to their assigned community members for feedback. This work should be sent only when it is at the student’s absolute best. The community member could offer praise, suggestions for improvement with organization or elaboration, and/or redirect the student if there is something inadequately explained. After collaborating with their community members and making final revisions, have students make corrections and re-publish their compositions. This will allow students to understand that the writing process is never finished and that writing can always be improved. Use this activity throughout remaining units of the curriculum to improve student writing.

By including this activity in all remaining units, students should become more sufficient with their command of keyboarding skills. By the end of the year, students should be able to type a minimum of one page in a single sitting. This first experience should provide more insight as to which students need more direct practice with keyboarding skills. It may be necessary for some students with limited computer experience to practice keyboarding skills at a center or computer lab station.

Sample Assessments

Use a variety of performance assessments to determine student understanding of content. Select assessments that are consistent with the type of product that results from the student activities and develop a scoring rubric collaboratively with other teachers or students. The following are samples of assessments that could be used for this unit:

General Assessments

• Require each student to maintain a writing portfolio containing the edited final products of formal writing assignments. Use these files for parent conferences and to show evidence of student progress during the school year. Show students how their work has become more complex and refined as they practice and acquire the desired writing skills.

• Confer with students during critical stages of the writing process to offer verbal feedback about their writing and work habits and to guide them into the next phase of the process.

• Provide students with a chart listing the steps of the writing process so they can check off each step as completed and know the direction of subsequent work.

• Provide students with the LEAP 21 Writer’s Checklist to self-assess their progress and product.

Activity-Specific Assessments

• Activity 10: Have students create classroom posters for the class tool box. Designate certain students to update the lists during the school year as the class discovers new tools and strategies and techniques to use in crafting their writing.

• Activity 13: Give students a collaboration rubric for assessment of group work. The “After” column of the anticipation guide can be used as a quiz grade.

• Activities 8 and 14: While researching for expository writing, require students to be responsible for creating and maintaining a poster that lists “Best Websites.” For inclusion on the list, sites must be recommended by students researching writing activities and approved as appropriate by the teacher. Some possible websites may include, but are certainly not limited to, the following:

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• Activity 14: For the descriptive writing mode, have students use a Venn diagram to compare/contrast characters they describe.

• Activities 8, 9, 14, 15, 16, 17, 18, and 19: While progressing through these activities, use student input to list the criteria for a writing rubric on a large poster as each new concept is introduced. Include things such as effective introductions, effective conclusions, clear main ideas and topic sentences, logical order, adequate detail, effective transitions, rich vocabulary, various sentence types, developing an interesting voice, complete sentences, subject-verb agreement, appropriate verb tenses, diction, correct punctuation, correct capitalization, and correct spelling. Provide students with copies of student-constructed rubrics outlining the format and standards for writing tasks. Use the rubrics post-activity for teacher-student conferences to point out areas of strength and to let students determine areas they want to target for improvement.

• Activity 19: Have students use a timer each time that they type a composition. Direct them to record their time in their journals as well as the number of pages typed to keep track of growth.

*Note: LEAP requires students to write either a narrative or descriptive essay at grade four. There is a practice test found at that teachers can administer and send off for scoring to help students assess their strengths and weaknesses in preparation for the LEAP 21 test.

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