TEACHER:



LEARNING FOCUSED SCHOOLS

LESSON PLAN GUIDE

|TEACHER: |LESSON TITLE: |

| |The Important Book Story Writing Project |

|Brumfield | |

|UNIT: Creating an informational piece using a web to brainstorm and |LESSON DATE: |

|4-Square Graph to organize | |

|SUBJECT: | |

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|Process Writing | |

Standards:

Focus 1.4.5.A, B, 1.4.5.C, 1.5.5.A, E., Organization: 1.4.5.A, B, C, 1.5.5.C, E.

Style: 1.4.5.A, B, C, 1.5.5.D., E Content: 1.4.5.A, B, C, 1.5.5. B, E

Informational: 1.4.5.B, 1.5.5.A, B, C, D, E, G. Grammar: 1.5.5.F

|Key Learning: Effective writers use specific techniques to communicate or express their ideas and feelings in an organized and focused |

|way. |

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|Unit Essential Question: How can we write quality writing piece that conveys a clear message to our audience? |

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|Lesson Essential Question(s): |

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|How do I gather, select, and organize the most effective information appropriate for the topic, task, and audience? |

|How do effective writers develop substantial, specific, and illustrative content? |

|How do I engage and influence my audience in a compelling way? |

|How do we choose and arrange words and/or sentence structure to create tone and voice? |

|How can I identify correct grammar? How does correct punctuation and spelling impact one’s writing? |

|Activating Strategy: (see Appendix A for examples) |

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|Read aloud: The Important Book. Have students identify observed text patterns and discuss text format of the paragraphs. Discuss having a|

|topic sentence, supporting details, and conclusion sentence, and use the hamburger graphic organizer to show the parts of a nonfiction |

|paragraph. |

|Teaching Strategies: (See Appendix B) |

|Lesson 1 Essential Question: How do I select/choose a topic for my writing piece? (Use a brainstorming web). |

|1. Explain the task (students will write an informational piece with a hook, three supporting paragraphs of information, and a |

|conclusion that explains their most important characteristic. The three body paragraphs each contain a topic sentence, supporting |

|details, and conclusion sentence. |

|2. Conduct Think aloud and teacher demonstration of brainstorming and listing topic ideas using the Smart board, overhead, or board |

|(positive traits, strengths, or interests). (See example). Students will list 10 topic ideas of things they are good at doing, or |

|positive traits they possess. Conduct conferences of lists. |

|2. Conduct a Think aloud as the teacher demonstrates on the Smart Board using a web (after narrowing the topic to one choice) and |

|brainstorm the chosen final topic. Discuss that the topic needs to be meaningful to them and have substantial content to develop the |

|topic. Model how interesting words and ideas can also be added to their webs as they think about them. Students will create a web of the|

|chosen strong topic. Scaffold and conference with students while they are creating webs. |

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|Then read and discuss the teacher’s example story and discuss its components. |

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|Lesson 2 Essential Question: How do I engage and influence my audience in a compelling way? How do we choose and arrange words and/or |

|sentence structure to create tone and voice? |

|5. Review the Hooks Lesson Slideshow using the Smart Board (previously shown in a lesson). Then Demonstrate (overhead/board/Smart board)|

|how to create a hook for the writing piece teaching them not to give away all their information in the hook. Have students create a hook|

|for their introduction and write it in the middle of the 4-Square. Scaffold and conference with students while they are creating hooks. |

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|Lesson 3 Essential Question: How do I select and organize the most effective information appropriate for the topic, task, and audience? |

|(Use a 4-Square graph) |

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|6. Conduct a Think aloud and demonstration of completion of a 4-Square graph using the Smart board. Stress the need for a topic |

|sentence, categories and supporting details, and a conclusion sentence. Compare to the building of a hamburger. Scaffold and conference |

|with student creations of the 4-Square graphic organizer. Encourage them to write categories which can then be turned into topic |

|sentences. |

|5. Discuss the genre of autobiography/nonfiction and ask pairs to Turn and Tell to discuss the audience. Demonstrate how this genre for |

|this task requires factual information but the use of humor, adjectives, and vivid verbs are acceptable. Give a non-example by explaining|

|a trait in strict factual form as opposed to using humor, adjectives, and vivid verbs. |

|. |

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|Lesson 4 Essential Question: How do I write a paragraph that has a topic sentence and supporting details? |

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|5. Show the hamburger visual and use the Smart Board to demonstrate how to convert notes on the 4-Square graph to rough draft paragraphs|

|containing a topic sentence, supporting details, and a conclusion sentence. |

|6. Scaffold and conference during student conversions of 4-Square graphs to paragraphs. |

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|Lesson 5 Essential Question: How can I make revisions so my word choice achieves my writing? How do we choose and arrange words and/or |

|sentence structure to create tone and voice? |

|7. Demonstrate how to improve the paragraph by adding descriptive adjectives and adverbs and changing verbs to vivid verbs. Read |

|examples of paragraphs in novels that are interesting and compelling. |

|8. Scaffold and conference student improvements to paragraphs. |

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|Lesson 6 Essential Question: How do effective writers develop substantial, specific, and illustrative content? How do we choose and |

|arrange words and/or sentence structure to create tone and voice? |

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|9. Using the Smart Board, the teacher will demonstrate how to create a conclusion paragraph that reflects the author’s voice and tone and|

|integrates the topic sentence and three main points of their story without being dull. |

|10. Have pairs find interesting story endings using novels and share whole class what interests them about the passage. |

|11. Students will create the final conclusion paragraph to the story which integrates the topic sentence and three main points of their |

|story. |

|12. Scaffold and conference with students about the final paragraph as they are written. |

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|Lesson 8 Essential Question: How does correct punctuation and spelling impact one’s writing? How do I edit my writing for correct |

|grammar? |

|12. Use poster on Smart Board to review editing symbols. |

|13. Use interactive site to make editing corrections. |

|14. Teacher model partner editing for punctuation and spelling errors. |

|15. Paired Heads edit each other’s work using a red pen. |

|16. Teacher conferences with students about editing. |

|17. Students rewrite the final draft of the story using the computer, have them spell-check and add a graphic. |

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|Graphic Organizer/Foldable being used: Web & 4-Square graphs |

|Distributed Guided Practice/Summarizing Questions for Pairs: |

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|See above. |

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|Higher level question/s being used: Enrichment: How do you create a more exciting hook and topic sentence? |

|Summarize (culminating): (See Appendix C) |

|The Important Thing: |

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|Ask students to write one sentence that best summarizes what they consider to be the most important information from the lesson. |

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