“5Ws and H”



“5Ws and H”

Area of Study

English

Teacher

Mrs. Stevens

Grade Level

7th

Duration of Instruction

45 minutes

Objective

Students will be able to organize their thoughts and ideas before writing a five paragraph essay based upon a prompt (WV Writing Assessment Format).

Students will be able to distinguish between relevant facts and information and what is not based upon a prompt.

Standards

West Virginia: Language Arts

Writing Objectives Students will:

• RLA.7.2.1from a prompt, use the writing process to develop a focused composition that contains specific, relevant details and transition.

• RLA.7.2.3use the writing process to compose various types of writing (e.g., creative; informative; expository; persuasive; articles; essays; journals; letters; poetry; research/reports).

• RLA.7.2.2 use editing and revision techniques to vary sentence length, change sentence order, use vivid and concise words and eliminate organizational errors.

Rationale Statement

This lesson is designed to prepare students for the WV Writing Assessment and make them feel more confident and comfortable with the format and expectations.

Procedures

Introduction:

*Students look at a picture (pass it around or teacher can walk through the rows holding up the picture) (see attach).

*She asks students what they think is happening in each picture.

*Teacher discusses answers with class and allows students to collaborate with one another.

Body:

*Gain the students attention and ask them how they identified what was going on in each picture.

*Students raise their hands to explain.

*Guide student answers into the "5Ws and H" (who, what, when, where, why, and how).

*Place “5Ws and H” hand graphic organizer on overhead (see attach).

*Students raise hands and answer the “5Ws and H.” The teacher can fill in the fingers or individual students may come up and fill in each finger on overhead.

*Explain that the same technique can be used when thinking about writing from a prompt.

*Place writing prompt on overhead (see attach).

*Explain to students that it is easy to get nervous or overwhelmed when reading a prompt, but they can use the same strategy they used with the pictures to help them organize their thoughts.

*Model for students how the prompt could be broken down. Write Who, What, When, Where, Why, and How on the board. Discuss each question with the student and give them time to think about each W and H.

*Students volunteer or are called upon to fill in the questions on the board. Discuss each answer with the class and make sure everyone agrees with the answer. Leave these answers on the board.

*Ask students what type of essay they will be writing (persuasive). Have them explain the traits of this type of essay (take a stand on an issue and persuade the opposition). Ask how this differs from other formats such as narrative, descriptive, and informative.

*Pass out a sheet of paper to each student (the colored paper will be located on my desk).

*Explain to students that they are to make a web based upon the questions just answered. (Student webs have a central main idea, three supporting ideas, and three details for each supporting idea-the rule of three).

*The main idea should be either dress code or uniforms, not both.

*Remind them that they are persuading someone to side with their ideas.

*Walk throughout the room to help individual students.

*If students are struggling have several students share and discuss ideas and brainstorm together as a class.

*Also remind students who are having trouble to remember their hand.

*If students complete their web have them raise their hand so it can be checked for completion and accuracy. If they have it completed they are to begin drafting a thesis statement based upon their web.

*If time permits students can begin writing their introduction paragraph.

Closure:

* Review "5Ws and H-Who, What, When, Where, Why, and How?

* Essential Question: How can the "5Ws and H" be applied to your writing assessment?

*Assign homework: Students are to finish their graphic organizer if they did not finish (Have them write the prompt on the top of their sheet) and write a thesis statement and try to write an introduction paragraph.

Management Framework:

Room Arrangement:

*Original seating arrangement

*Desks in rows

Time Destination:

*Introduction: 20 minutes

*Body: 20 minutes

*Closure: 5 minutes

Teaching Strategies

*Teacher modeling

*Teacher led discussion

*Independent/Guided Practice

Materials

Overhead projector

Copy of dress code writing prompt (see attach)

Copy of hand graphic organizer (see attach).

Pen for overhead projector

Picture (see attach).

White board

White board markers

Pencil or pen

Assessment

The students will be evaluated according to their ability to:

*Students' verbal and written applications (rubric) (see attach).

*Observation of progress through peer and teacher interaction.

*Oral response.

*Completion of homework.

Reflection:

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