junior writing

8/7/2019 junior writing

1/20

PROCEDURAL WRITINGPURPOSE

Gives instructions or tells how to do something

CHARACTERISTICS

Progresses sequentionally; organizes information inlogical, step-by-step orderHas mainly factual content presented in an objectivemanner

Uses words that relate to time: first, then, later, beforeetc.

EXAM

PLES

Recipes

Rule books

Directions/Maps

Instruction manuals

How to books and posters

Experiments


2/20

Procedural Writing Sample Lesson

PlanDay #1 Activating Prior Knowledge a) Give kids samples of procedural writing (ie: maps, recipes, how-to

books). The children are to examine the examples and brainstormcharacteristics of procedural writing as evident from the examples.

b) Create an anchor chart together outlining the characteristics of

procedural writing and discuss.Day #2 Modelled Writing

a) Review anchor chart with characteristics of procedural writing.

b) Look at a variety of recipes and discuss their characteristics andhow this relates to procedural writing.

c) Model how to write a recipe for the class with chart paper.

Discuss characteristics and parts of a recipe. d) Work through the recipe and prepare food for class. Discuss the

procedural instructions as you prepare the food.

e) Eat and enjoy!


3/20

Procedural Writing Sample Lesson

Plan Cont..Day #3 Guided Writing a) To determine skill level of students, have students complete the

cooking survey individually. Correct together.

b) Based on results of the cooking survey, place students in groupsbased on their cooking knowledge.

c) In these groups, have students create a recipe card using theRecipe Challenge activity.

d) Peer edit the recipes within the groups.

Day #4 Consolidate the Learning

a) Groups prepare final copy of their recipe and present to the class.

b) Class discusses if recipes meet all the criteria and characteristicsof procedural writing.


4/20

PERSUASIVE

PURPOSE

To convince your opinion or thoughts

CHARATERISITCS

Begins with a position statement or thesis

Includes main idea and supporting details Uses a logical approach to persuade

May include comparison-contrast and/or information from research

EXAMPLES

Letters

Advertisements Editorials/articles

Brochure/Pamphlet

Websites

Posters


5/20

Sample Lesson Plan Ideas

PersuasiveDay 1 Activate Prior Knowledge a) Read aloud that demonstrates persuasive writing

b) Create an anchor chart together outlining the characteristics ofpersuasive writing and discuss

Day 2 Write Traits Ideas/Organization a)Teacher gives the topic- Best Restaurant in

Pembroke/Petawawa (Choice Kelseys, Saffron, East SideMarios)

b) Purpose: An Ottawa Senators player is coming to Pembroke. He

is going to eat lunch at a restaurant and he is counting on our lettersto help him make a choice.

d) Using a graphic organizer, brainstorm reasons why these aregood restaurants or not. (Ideas/Organization)

e) Choose a restaurant.


6/20

Sample Lesson Plan Ideas

Persuasive ContDay 3 Shared Writing a) Review the characteristics of a letter

b) Share write a persuasive letter to a Sens player (Voice/WordChoice/Sentence Fluency)

Day 4 Consolidate Learning a)Independent Writing (Following the steps of the writing process) Students

independently write a persuasive letter. Teacher offers choices or allowstudent to make choice.

b)Persuasive letterto the school board Should we have a calendar yearsimilar to an England style calendar year? Make a stance and support it.

Day 5

c)Independent Writing continues Students continue the writingprocess, including peer editing.


7/20

Narrative

PURPOSE

Entertains, engages, provides an escape to a different world/time/setting.

CHARACTERISTICS

Progresses sequentially

Has defined characters

May contain dialogue

May use descriptive language

Usually has a defined setting

Describe a storyline, plot, or problem that is usually resolved by the end

of the story

EXAMPLES

Short stories

Storyboards


8/20

Sample Lesson Plan - Narrative

Day 1 Activate Prior Knowledge

a) Graffiti the purpose of a Narrative and other forms of writing

b) Create an anchor chart together outlining the characteristics of narrativewriting and discuss

Day 2 Modelled andS

hared Writing a) Review the characteristics of a storyboard. Model an example.

b) Give students theirpurpose. They will create a four piece storyboardmusic video for the song Hakuna Matata.

c) Watch the Hakuna Matata clip from the Lion King

d) Share Write the main idea/message of the song?

e) In groups, organize/brainstorm what images/text you might use to portray

the main the message. Remember, you can use new characters, settingetcto get the message across. It does not have to be from the Lion King.

f) Using an observation checklist, teacher determines needs of students.

.


9/20

Sample Story Board


10/20

Sample Lesson Plan Narrative cont

Day 3 Guided Writing

a) After reviewing the checklist, the teachers creates a small group with

similar needs to assist them in creating their stroryboard.

b) Using a storyboard, illustrate your four images. Some groups may

choose to write the narrative first and then illustrate. c)Brainstorm a narrative that would relate to the images. Who are the

characters? The setting? What are the characters saying to each other if

anything? Etc..

Day 4 Consolidate learning

a) Writing process continues (Independent). Students should be reminded

that the storyboard should have a strong beginning, middle and end. Wordsto be added below the images.

Day 5 and 6 (if needed)

a) Students will present theirnarrative/storyboard to the class.


11/20

REPORT

PURPOSE

Provides an organized, factual record of information.

CHARACTERISTICS

Uses precise, subject-specific language Uses an impersonal, objective tone

Usually includes a definition, classification, description, or summary of the

topic

Follows a specific organizational pattern

EXAMPLE

Magazines

Newspaper


12/20

Report Writing Sample Lesson

Plan Day #1 Activate Prior Knowledge a) In groups, students are given a celebrity name. Each group has 5

minutes to come up with 8 questions they would ask this person ifthey were interviewing him/her for a news report.

b) Create an anchor chart together to discuss the kinds of questions

that are important when conducting an interview / report (Who,What, Where, When, Why, How).

Day #2 Shared Writing

a) Review types of interview / report questions from anchor chart.

b) Watch a clip of Entertainment Tonight looking for types ofquestions and information presented in a news report.

c) Using the key questions (Who, What, Where, When, Why, How),write a short news report TOGETHER on chart paper based on theheadline: Mayor Ed Jacyno addresses street conditions inPembroke.


13/20


Plan ContDay #5 PeerEditing

a) Exchange your report with another group and peer edit,

specifically looking for improving word choice.


a) Make a final copy of your news report and present it to the class.


14/20


Plan ContDay #3 Write Traits a) Using write traits book, do short activity on word choice, or review

word choice through discussion.

b) Re-watch the Entertainment Tonight clip, listening this time for

examples of good word choice. c) Discuss the importance of using good word choice in a news report.

d) Review our news report from Day #2 and see if we can change /improve the word choice.

Day #4 Independent Writing

a) As a group (or independently in your class), create the beginning of

a news report by writing the Who, What, Where, When, Why and Howinformation on the sheets provided.

b) Exchange your sheets with another group.

c) As a group (or independently), create a short news report using theinformation given to you.


15/20

EXPOSITORY

PURPOSE

Explains an experience, occurrence or facts

CHAR

ACTERIS

TICS

Explains a cause-and-effect relationship

Progresses sequentially

Explains characters motivation, actions or thoughts

EXAM

PLE

Essays

Paragraphs


16/20

Expository Writing Sample Lesson

PlanDay #1 Activate Prior Knowledge a) On chart paper, write the words: paragraph, essay, articles, and

advertisements. Ask groups to discuss and record things these writingforms have in common; (explains, gives facts, provides information).

b) After discussion, explain that these are all examples of expository writing,and develop a definition together.

Day #2 Modelled Writing

a) Tell class that we will be focusing on advertisements as our type ofexpository writing. Using chart paper, explain the following media terms:target audience, implicit message, explicit message. (*Note: target audienceis an excellent vehicle for discussing voice).

b) Provide groups with a variety of magazine advertisements. Using thesheets provided, determine the target audience, implicit and explicitmessages in the ads.

c) Discuss as a class the characteristics of advertisements based onfindings. Record these on an anchor chart. Discuss how advertisementscan be expository and persuasive at the same time.


17/20

Expository Writing Sample Lesson

Plan ContDay #3 Independent (Group) Writing a) Review media terms from Day #2.

b) Groups are each given a product. Using our knowledge ofadvertisements and expository writing, groups are to create amagazine ad for their product.


a) Groups present their advertisements to the class. Other groupsguess who their target audience is, and what the implicit and explicitmessages are.


18/20

DESCRIPTIVE/IMAGINATIVE

PURPOSE

To creatively describe a person, place, event or story

CHARACTERISTICS

Usually involves creative word choice

EXAMPLE

Short Story

Poem

Journal Myth

Legend

Fairy Tale


19/20

Descriptive/Imaginative

Day 1 Activate Prior Knowledge

a) Using the examples from the other forms of writing, play Jeopordy to determine which example goes with whichform of writing. Ie: Poetry is an example of this type of writing. Essays are examples of this type of writing.

a) Create an anchor chart together outlining the characteristics of descriptive/imaginative writing and discuss. b) Top 10 Personal Favourites Activity (Word Choice 6 + 1 Traits of Writing, p.168) Write Traits

Day 2 Write Trait Word Choice

a)Oral Activity

Using the materials provided, partner A, in hiding creates an object. Once the object is completed, partner A,describes in detail to partner B what he/she has created.

b) Partner B, uses materials provided to re-create partner As object based on the description given. No peeking!! c) Review the importance of descriptive language and word choice.

Day 3 Shared Writing

a) Descriptive Writing using 5 senses Hershey Kiss Activity b) Each student receives a piece of paper and tell them we are going to write about a Hershey Kiss (or any

object). They have to pretend they are aliens and want to send information back to their home planet this HersheyKiss.

c) 1) We write about what it looks like first (no touching);2) then how it feels3) then we write about the sound (of the foil wrapper);4) next the smell of the Hershey Kiss5) Finally the taste!!)

Finally you are not allowed to use the words CHOCOLATE or KISS.


20/20

Descriptive/Imaginative Cont.

Day 4 Modelled Writing

a) Review the anchor chart to determine the characteristics of descriptive

writing

b)With a graphic organizer, model write how I would Organization/Ideas my

thoughts of a person or family member who means a lot to me.

c)In a journal format, model some paragraphs using my the information in

my graphic organizer.

d)Purpose: In a journal format, I am reflecting upon a person who has

helped shaped who I am. Due to the descriptive language I am using, I am

hoping that my audience with get a really strong sense of who this person

was.Day 5, Day 6, Day 7 Consolidate Learning

a)Using the writing process students will: in a journal format, independently

choose a person that means a lot to you. Teacher is looking for descriptive

language.

junior writing

Documents

Transcript of junior writing