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    Writing Unit Plan- Grade 4

    Overview

    Unit Purpose: To enhance students narrative writing, specifically short fiction, with the use of

    dialogue.

    Unit Resources:

    Iowa Core Standards available athttp://www.educateiowa.gov

    Pinnell & Fountas (2010). The Continuum of Literacy Learning, Grades 3-8, Second Edition.

    Fisher & Frey (2007). Scaffolded Writing Instruction: Teaching with a Gradual-Release

    Framework.

    Common Core:

    Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences

    and events or show the response of characters to situations (W.4.3.-Write narratives to

    develop real or imagined experiences or events using effective technique, descriptive

    details, and clear event sequences)

    Continuum Goal Grade 4:

    Describe characters by how they look, what they do, say, and think, and what others say

    about themShow rather than tell how characters feel

    Take points of view by writing in first or third person

    Mentor texts to be used within the unit:

    Text Title Pg. # Example Point highlighted

    Peppe the Lamplighter

    by Elisa Barton

    p. 2-p.4

    p. 7-p.8

    Peppe tells many

    businesses what he can do

    to help them. This shows

    me, as a reader, that he is ahard-worker.

    Peppe lights lamps for

    different people in his

    family and recites this

    aloud. This shows me, as a

    reader, that he is a loving

    An author can use dialogue to

    show traits of a book character.

    http://www.educateiowa.gov/http://www.educateiowa.gov/http://www.educateiowa.gov/http://www.educateiowa.gov/
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    p. 8

    and caring person

    What Peppes father says

    upsets him. This shows

    me, as the reader, that he

    wants his father to be

    proud of him.

    Testing the Ice: A True

    Story about Jackie

    Robinson by Sharon

    Robinson

    p.8

    p.9

    p. 9

    p. 10

    p. 10

    Finding food worth eating

    or a restaurant to serve us

    was a daily problem. In

    many places we played,

    there was no hotel that

    allowed blacks. That was

    just the way things were in

    1945, and no one expected

    them to change.

    The next few minutes

    were tough as Rickey

    warned that I would be

    called all kinds of names,

    threatened, and attacked

    physically.

    I thought of the doors

    opening to other blackplayers after me, and how

    the color barrier of baseball

    would be shattered. There

    was only one answer. Ill

    do it! I said

    Some fans cheered me.

    Others shouted insults that

    were so bad I had to

    struggle to keep my temper

    from exploding

    I led off. The insults were

    still coming. I lined into

    center field for a single,

    then took my lead. I cut

    out for second. The Philles

    pitcher threw wide. The

    ball bounced past the

    Dialogue can show, rather than

    tell, the thoughts and feelings of

    a book character

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    p. 10

    shortstop. I rounded third

    and made it home.

    That was a sweet victory.

    The Great Kapok Tree: A

    Tale of the Amazon Rain

    Forest by Lynne Cherry

    p. 3

    p. 4

    p. 5

    p. 6

    p. 7

    p. 8

    p. 9

    p. 10

    p. 11

    p. 12

    A boa constrictor explains

    his ancestry

    Bee explains how living

    things depend on one

    another

    Monkeys explain the

    effects of cutting down onetree

    Birds explain the effects of

    cutting down one tree

    A tree frog explains it will

    take away homes for

    animals

    A jaguar explains it will

    affect the food chain

    Porcupines explain it will

    affect our air supply

    Anteaters explains the

    long-term effects

    A sloth explains the long-

    term effects

    A asks for the man to look

    upon us all with new eyes

    Dialogue can be used to show

    many points of view

    Dialogue can show the authors

    purpose

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    DAY 1

    Activity 1

    Materials and Resources

    Writers Workshop NotebookPencil

    Large lined paper

    Marker

    Self-assessment Pre-test (Form 1)

    Objective(s):

    1. Students will reflect on their knowledge of dialogue within writing.2. Students will analyze their own writing for the use of dialogue.

    Procedure:

    1. Teacher will ask students to open their Writers Workshop notebook for a Quick Writeand ask them to copy the following question from the board:

    What might be an authors purpose be when they use dialogue in their story?

    Please Note: The purpose of this Quick write is to get students thinking about writing

    process, the term dialogue can be explained to students if necessary.

    2. Students will be given a set time to think about and answer the question in theirnotebook. (2-3 minutes is an estimated timeframe).

    3. Each student will share with a partner their responses. Students will then discuss theirresponses as a class. While this discussion is taking place, the teacher will write down

    student responses.

    *Discussion will be used to assess Objective 1.

    4. After the discussion, students will fill out a Self-Assessment (Form 1) of thecharacteristics of dialogue in their own writing.

    *Self-Assessment can be used as an Exit Slip and to meet the Objective 2.

    Activity 2

    Materials and Resources:

    Text: Peppe the Lamplighter by Elisa Bartone

    Large lined paper with the heading Traits of Peppe

    Marker

    Readers Response Journal and pencil

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    Objective(s):

    1. Students will identify character traits and provide rational for these traits based on storydialogue.

    Procedure:

    I Do1. Teacher will explain that authors can use dialogue to show characteristics of a storys

    character.

    2. Teacher will introduce the text Peppe the Lamplighter and provide some backgroundknowledge of the story.

    3. Teacher will begin to read Peppe the Lamplighter and stop at dialogue points in order toThink Aloud to students the traits of Peppe that are expressed in the dialogue.

    (Examples explained in Unit Description). Teacher will record these traits on the largelined paper with a page number to identify rationale.

    We Do

    4. Teacher will continue to read and stop at dialogue points so that students can think

    about and add traits of Peppe in the same format as above.

    You Do Together

    5. Students will work in pairs and discuss the character traits that have been discussed and

    written down in large group. Each pair will decide on 3 traits that they feel best

    describes Peppe (these traits can be from the list but do not need to be). Both studentswill be responsible for listing these traits in their Readers Response Journals.

    You Do

    6. On the same paper that has the 3 traits, each student will then choose 1 of the 3 traits.

    The student should indicate their choice by circling the trait. They will then need to

    provide rational for choosing this trait by explaining how the dialogue shows evidence of

    this trait. Students can be prompted by starting their writing in the following way:

    I think that Peppe is _________________. The author used dialogue to show this

    when she*Responses can be assessed to see if students have met the lesson objective.

    Differentiation of Day 1 Activities:

    Activity 1 will not be differentiated by teacher because its focus is on assessing student

    knowledge and the student responses will show how unit could/should be differentiated.

    Activity 2 can be differentiated by how the teacher pairs students. Students can be paired by

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    different ability so that students are challenged in their discussion through explanation and

    understanding. Also, students can choose to write using the prompt to help those who need it,

    but it is not required for students who want to write their response more creatively

    Day 2

    Activity 1

    Materials and Resources:

    Writers Workshop Notebook

    Power Writing Graph

    Pencil

    Pen

    Colored pencil

    3 photos to display on overhead (Form 2)

    timer or clock

    Objective(s):

    1. Students will write as much as they can in the given time (1 minute) for each given topic(photo shown).

    2. Students will analyze their writing fluency by recording the number of words they havewritten.

    3. Students will analyze their writing fluency by circle any grammatical errors ormisspellings in their writing.

    4.

    Students will record their best result on their Power Writing Graph (previously establishand found in the back of their Writers Workshop Notebook).

    Procedure:

    1. Teacher will ask students to get out their Writers Workshop Notebook and a pencil.2. Teacher will let students know that we will be doing a Power Writing Activity, which

    they will be familiar with. Procedure will be explained briefly-

    You will have one minute to write for eachtopic. You will start when I say Pencils

    down and stop when I say Pencils up. We will do this three times. After each time,you will use your marker to count how many words you have written and also to circle

    any grammatical errors or misspelled words.

    3. Students will get their pencils ready.4. Teacher will explain that todays topics will be in photo form (Form 2).

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    5. For each photo, the teacher will explain what is to be written and start/stop the time,allowing for students to write for 1 minute for each photo.

    1

    st

    photo: From the photo, write what the person is feeling and why.2

    ndphoto: From the photo, write what the people are talking about.

    3rd

    photo: From the photo, write what the person is thinking about.

    5. Students each write and analyze their writing. Students will record their best result on

    their Power Writing Graph

    *Objectives will be assessed by teacher observation during the activity by walking around

    the room and by providing a check mark on page when task is complete.

    Activity 2

    Materials and Resources:

    Writers Workshop Notebook-Power Writing page

    Peer feedback forms (located with writing materials)

    Revision paper (green lined paper)

    Objective(s):

    1. Students will revise writing by improving sentence structure, flow of writing, andgrammar.

    2. Students will provide peer feedback that is focused on clarifying purpose.Procedure:

    1. Teacher will ask students to choose one of their Power Writing pieces from Activity 1 torevise.

    2. Students will be given 10-15 minutes to work on revision on Green Revision paper.3. Teacher will ask students to get together with pre-assigned partners and to read their

    writing aloud to their partner.

    4. After each partner has read aloud, his or her partner will read the writing to themselvestheir partners work.

    5. Students will provide written feedback to their partner

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    6. Students will provide oral feedback to their partner by explaining what they had writtenand ask any questions they may have in order to have the writing make more sense to

    the reader.

    7.

    Students will place Revision and Feedback Form in the front of their Writers WorkshopNotebook.

    *Writers Workshop Notebooks will be looked at by the teacher in the course of the

    week to assess on both objectives.

    Differentiation of Day 2 Activities:

    In Activity 1 students are working towards personal goals in their writing so is differentiated in

    this way. Activity 2 will have students working with like-ability partners so that peer feedback is

    appropriate to the ability they are at within writing. Students are also able to choose which

    Power Writing they would like to revise so different student interests can met.

    Day 3

    Activity 1

    Materials and Resources:

    Teacher Writing Model (Form 3)

    Marker

    Red pen to edit

    Objective(s):

    1. Students will recognize dialogue being used.2. Students will provide reasons of how dialogue strengthens writing.

    Procedure:

    1. Teacher will bring out own writing same from the Photo Power Writing Activity. Thiscopy will not include dialogue yet.

    2. Teacher will do a writers Think Aloud and revise as well as add dialogue to the story.3. Teacher and students will discuss how they can recognize dialogue in a story, what

    dialogue can show a reader, and when dialogue can be used to make a story better.

    4. Teacher and students participate in a shared reading of the text

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    Activity 2

    Materials and Resources:

    Writers Workshop Notebook- Green Revision of Power Writing

    Red pen

    Pencil

    Yellow Final Draft paper

    Objective(s):

    1. Students will apply their knowledge of dialogue and third person point of view in theirown writing.

    Procedure:

    1. Teacher will explain to students that they will be adding dialogue to a writing of theirown. The dialogue can show the speaking and/or thinking of the story character(s).

    2. Students will find their Green Revision paper and work independently for a given timeperiod (approximately 10-15 minutes) to edit their revision in red pen.

    3. Students will finalize this draft on Yellow Final Draft paper and will turn this into theteacher by the end of the week.

    *Final Draft will be used to assess if objective is met. A rubric will be used to determine the

    extent in which the objective is met.

    Differentiation of Day 3 Activities:

    Activity 1 involves a shared reading which is helpful for students at different reading abilities.

    Activity 2 is, again, has given students the choice of what writing they have brought to this

    stage of writing. Students are also given an estimated timeframe because students will work at

    different paces and some will write more while some will write less. The same rubric will be

    used for all students, but will be measured against past performance to see if improvement is

    being made.

    Day 4

    Activity 1

    Materials and Resources:

    Text: Testing the Ice: A True Story of Jackie Robinson by Sharon Robinson

    Clipboard, pencil, and post-it notes for each student

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    Objective(s):

    1. Students will describe and record a characters thoughts and feelings based on dialoguein a text.

    Procedure:

    1. Teacher will introduce the text and provide some background information about thetext.

    2. Teacher will set the purpose of the reading to the students. There is a lot of dialogue inthis book. In particular, there is a part of the book when Jackie Robinson tells his story

    about entering Major League Baseball to his children and their neighborhood friends. As

    I read this part of the text, focus on the thoughts and feelings of Jackie from the

    dialogue. Record what you think Jackie thinks and feels about his entry into Major

    League Baseball.

    3. The teacher will pause during this part of the story to allow students to think aboutthoughts and feelings of Jackie.

    4. Students will record their thoughts on post its. (Think)5. Students will turn to a partner and discuss their thoughts with one another (Pair)6. Teacher will ask students to share out loud to the group what he or she/his or her

    partner had written down and why. (Share)

    *Objective will be assessed by teacher observation during the Think, Pair, Share

    portions of the activity

    Activity 2

    Materials and Resources:

    Text: Testing the Ice: A True Story of Jackie Robinson by Sharon Robinson

    Large paper with the title I Am ____________________

    Marker

    Stanza form for an I Am Poem to be given to each student

    Clipboard and post-it notes from read-aloud Think, Pair, Share Activity

    Objective(s):

    1. Students will use character traits, thoughts, and feelings to take on the 1st person role ofa story character.

    Procedure:

    1. Teacher will explain to students that the class will participate in an Interactive Writing

    Activity in the form of an I Am Poem.

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    2.Teacher will pass out the outline of the poem and discuss with students about how thispoem structure shows a characters voice and who that character is (i.e. their thoughts

    and feelings).

    3.Teacher will explain that the I Am Poem they are going to write as a class will be aboutJackie Robinson and what we had discovered about him from the text Testing the Ice.

    The teacher will fill in the rest of the title so that it reads I Am Jackie Robinson.

    4.As the teacher goes through each line of the I Am Poem, students will offer and comeup to the board (where large paper is taped) to fill in parts of the poem.

    *Objective will be assessed by students ability to take on the 1st

    person role of Jackie Robinson

    and the ideas they offer/add to the Interactive Writing Activity

    Differentiation of Day 4 Activities:

    Activity 1 allows for differentiation in the Think, Pair, Share activity because students havedifferent types of opportunities to participate at their level of comfort. Activity 2, again, allows

    for differentiation through the level of participation and also for students at different reading

    abilities to participate.

    Day 5

    Activity 1

    Materials and Resources:Whiteboard and markers

    Dice or dice app. to display on overhead

    Writers Workshop Notebook

    pencil

    Objective(s):

    1. Students will use the set parameters and given time frame to create a 1-3 paragraphstory.

    2. Students will use character thoughts and feelings to take on the 1st person role of astory character.

    3. Students will use dialogue to express characters thoughts and feelings.Procedure:

    1. Teacher will explain to students that the class will participate in a Generative WritingActivity.

    2. Teacher will write titles in 3 columns- Person, Place, Feeling.

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    3. Teacher will give parameters for each of the three columns and call on 3-4 students toprovide words or phrases that fit the parameters for each.

    The name of a person that starts with the letter S (i.e. Sally, Stewie, Sherlock Holme)

    A place that contains the letter t (i.e. Italy, Target, Stanford)A feeling that is described in an adjective phrase (i.e. very embarrassed, extremely

    happy)

    4. Teacher will roll the dice to count and pick one response from each column.5. Teacher will instruct students to write from the perspective of the person chosen (1st

    person) and to show their feelings through thought or spoken dialogue.

    6. Students will have 10 minutes to write a 1-3 paragraph story.7. Students will share aloud their story to their table group members.8. Students will choose one story from their table group to share aloud to the class.

    *While students are reading their stories to their group, the teacher will assess both objectives

    by listening in as well as glancing and checking student notebooks. A check mark will be place

    on the page if completed.

    Activity 2

    Materials and Resources:

    Text: The Great Kapok Tree: A Tale of the Amazon Rain Forest by Lynne CherryAuthors Purpose Graphic Organizer (Form 4) for each student

    Clipboard and pencils

    Objective(s):

    1. Identify that dialogue can show the point of view of many characters.2. Explain that dialogue be used to show the authors story purpose.

    Procedure:

    1. Teacher will introduce the text The Great Kapok Tree and provide some backgroundknowledge.

    2. Teacher will pass out graphic organizer and explain that our purpose for reading today isto see how the author uses dialogue to help explain their purpose of writing the story.

    3. Teacher will read the text, pausing and giving students time to fill in information on theorganizer. The teacher will use GRRM Model with this activity by 1) thinking aloud

    and providing answers, 2) having students provide answers from her thinking, 3) having

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    students discuss in pairs and answering, and 4) filling in aspects of the graphic organizer

    on their own.

    4. Students will discuss with one another what they have found and decide on what theauthors purpose could be based on the dialogues purpose.

    * Graphic Organizers and discussion during/after reading will be used to assess both

    objectives.

    Differentiation of Day 5 Activities:

    Activity 1 differentiates by the amount of writing that can be done and, although sets

    parameters of some of the topic which can help students who struggle with ideas, allows

    creativity in writing as well. Activity 2 provides a graphic organizer to help organize thinking but

    also allows for student opinion of authors purpose.

    Day 6

    Activity 1

    Materials and Resources:

    Writers Workshop Notebook

    Revision Paper (green lined paper)

    pencil

    Objective(s):

    1. Students will apply their knowledge of dialogue and first person point of view in theirown writing.

    Procedure:

    1. Teacher will ask students to choose a rough draft to take onto the revision stage. This

    rough draft could be from this unit or from another.

    2. Teacher will ask students to have this be a 1st person perspective and should includeelements of dialogue.

    3. Students will work independently on revision (25 minutes is an estimated timeframe).4. Teacher will spend time with students as they are working independently to have them

    read aspects of their writing and work with them, making notes of who to conference

    with before Final Drafts.

    5. Students who finish drafts early will meet with each other to receive peer feedback orthe teacher if possible.

    ** Revisions will be placed in Writers Workshop Notebooks to be looked at by the

    teacher to assess that objective was met.

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    Activity 2

    Materials and Resources:

    Writers Workshop Notebook

    Pencil

    Self-assessment Post-test (Form 5)

    Objective(s):

    1. Students will reflect on the unit and their knowledge of dialogue within writing.

    2. Students will analyze their own writing for the use of dialogue.

    Procedure:

    1. Teacher will ask students to open their Writers Workshop notebook for a Summative

    Assessment of what they have learned about dialogue. Student will copy the following

    question from the board (as they did at the beginning of the unit):

    What might be an authors purpose be when they use dialogue in their story?

    2. Students will be given a set time to think about and answer the question in their

    notebook. (5-10 minutes is an estimated timeframe).

    *Written Response will be used to assess Objective 1.

    3. Students will then fill out a Self-Assessment (Form 5) of show improvement of the use of

    dialogue in their own writing.

    *Self-Assessment can be used as an Exit Slip and to meet the Objective 2.

    Differentiation of Day 6 Activities:

    Activity 1 has elements of feedback, teacher or peer, depending on student need. It also gives

    an estimated timeframe because students work at different paces. Activity 2 is a reflection of

    what students have learned and shows the teacher where each students abilities were, from

    the Pre-Assessment, to where they are now.

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    FORM 1

    Self-Assessment Pretest-Dialogue and Writing

    Name: __________________________

    Directions: Please make an X on the line that best describes you as a writer and

    provide an example for each that demonstrates your knowledge.

    1. I understand what dialogue is.

    No Sometimes Yes

    Here is an example of a sentence that uses dialogue:

    __________________________________________________________________

    __________________________________________________________________.

    2. I use dialogue in my writing when I write in first person

    No Sometimes Yes

    Here is an example of when I used dialogue in first person:

    __________________________________________________________________

    __________________________________________________________________.

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    FORM 1

    3. I use dialogue in my writing when I write in third person

    No Sometimes Yes

    Here is an example of when I use dialogue in third person:

    __________________________________________________________________

    __________________________________________________________________.

    4. I understand why it is helpful to use dialogue in my writing

    No Sometimes Yes

    Please explain why a writer uses dialogue:

    __________________________________________________________________

    __________________________________________________________________

    __________________________________________________________________

    __________________________________________________________________.

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    FORM 2

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    FORM 2

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    FORM 2

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    FORM 3

    The football team huddled up. It was the last

    play of the game and the team was Broncos were

    only 5 points behind. They were nervous, but

    excited. This could be their first win of the season!

    The quarterback told the team that he wasgoing to throw it deep and asked Number 30 to be

    ready because he planned on throwing it to him.

    turned to Number 30, his best receiver, and spoke.

    Im throwing it deep and Im throwing to you.

    I got this. The receiver replied with

    confidence, though inside he was thinking Dont

    screw this up. The game, their first win, was now

    in his hands.

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    FORM 4

    Authors Purpose Graphic Organizer

    Text: The Great Kapok Tree: A Tale of the Amazon Rain Forest

    Written by Lynne Cherry

    What is the authors purpose in writing the text?

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    FORM 5

    Self-Assessment Posttest-Dialogue and Writing

    Name: __________________________

    Directions: Please make an X on the line that best describes you as a writer and

    provide an example for each that demonstrates your knowledge.

    1. I understand what dialogue is.

    No Sometimes Yes

    Here is an example of a sentence that uses dialogue:

    __________________________________________________________________

    __________________________________________________________________.

    2. I use dialogue in my writing when I write in first person

    No Sometimes Yes

    Here is an example of when I used dialogue in first person:

    __________________________________________________________________

    __________________________________________________________________.

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    FORM 5

    3. I use dialogue in my writing when I write in third person

    No Sometimes Yes

    Here is an example of when I use dialogue in third person:

    __________________________________________________________________

    __________________________________________________________________.

    4. I understand why it is helpful to use dialogue in my writing

    No Sometimes Yes

    Please explain why a writer uses dialogue:

    __________________________________________________________________

    __________________________________________________________________

    __________________________________________________________________

    __________________________________________________________________.