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The Writing Process through Descriptive and Opinion Essay
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The Writing Process through Descriptive and Opinion Essay
By: Jennifer Yellowbird
Turtle Mountain Community College
The Writing Process through Descriptive and Opinion Essay
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Unit Title & Subject Area: The Writing Process, English Language Arts
Grade Level: 4th Grade
State Standard(s):
English Language Arts:
W. 1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. 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. b. Provide reasons that are
supported by facts and details. c. Link opinion and reasons using transitional words and phrases (e.g., for instance, in order to, in addition). d.
Provide a concluding statement or section related to the opinion presented.
W. 2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group
related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c.
Link ideas within categories of information using transitional words and phrases (e.g., another, for example, also, because). d. Use precise
language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the
information or explanation presented
W. 5 Develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of
Language standards 1–3 up to and including grade 4.)
W. 6 Use technology, including the Internet, to produce and publish grade-level writing using keyboarding skills/digital tools as well as to interact
and collaborate with others. Grade-specific expectations for writing types are defined in standards 1–3.
SL. 4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
details to support main ideas or themes; speak clearly at an understandable pace.
Library and Technology:
K-5.MTL.3Perform grade-appropriate operations using technology to accomplish a goal.
Unit Rationale: This unit is designed to introduce the writing process and give the students the opportunity to retain the steps needed
to complete an excellent paper, considering that is is age appropriate. This unit also introduces both the descriptive essay and an
opinion essay, which will help them write well in future courses. Students are able to use both the computer and internet websites
designed to increase writing and grammar skills.
Goals:
1. The goal of this unit is to help student know how to implement the writing process throughout their paper writing.
2. The goal of this unit is to introduce the descriptive essay and the opinion essay.
3. The goal of this unit is to use technology to produce an excellent final copy of the student essay.
Objectives:
The Writing Process through Descriptive and Opinion Essay
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The student will be able to:
1. Compose a descriptive essay using the writing process.
2. Compose an opinion essay using the writing process.
3. Apply computer skills to complete the final draft of the writing process.
4. Apply computer skills to complete the final draft of the writing process.
5. Students will be able to identify and label the different steps of the writing process without prompting.
Extension of Lessons across the curriculum: The writing process could be used in any sort of research papers in any of the other
disciplines.
Accommodations: The teacher will follow all accommodations and modifications mandated through an IEP or 504. More so, the
teacher will go above and beyond to help any and all students be included in the classroom and the lesson.
Day/Activities Procedures Notes Assessment
Day One
45 minutes
Introduction to
The Writing
Process and
Pre-writing.
Teacher will have the snack sample stations set up at
the long desk.
Students will take a walk through the snack station and
pick which snack they think is best.
The students will form a group with the other students
who agree with which snack is the best.
Teacher will discuss with students that this is the
beginning of their opinion-writing piece and that we
will be going through the writing process steps.
Teacher will review the steps (prewriting, drafting,
revision, editing, and publishing) and the descriptions
with the students.
Teacher will explain that today we will be doing the
first step of the writing process, prewriting, and that
the students can discuss, as a group, why they think
their snack is the best.
At each table, there should be sample cups of the
snack, so that the students use their five senses (taste,
touch, smell, sound, and sight) to describe their snack.
Materials:
Popsicles,
Oreos,
Fig newton’s
Grapes
Mandarin oranges
Sample cups
Napkins
Large sheet paper
Markers
5 senses graphic organizer
Pencils
The writing process folder
(WP folder)
Group Participation
Teacher observation
5 senses graphic
organizer
The Writing Process through Descriptive and Opinion Essay
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Day Two
45 minutes
Descriptive
writing and
drafting a
paper.
Students will use a large sheet of paper to write words
that describe the food, using their five senses.
After collaborating with their groups, hand out the five
senses graphic organizer so that the students can write
down words that they will want to use to describe their
snack.
Teacher will walk around to observe the classroom,
stopping at tables to help students come up with
different words to describe senses.
Teacher will have students clean up the snacks, put
away their materials, put their graphic organizers in
their WP folders, and get ready for the next class.
Teacher will tell kids to grab their WP folders out of
the designated folder spot and have a seat at their
tables.
Teacher will ask students questions to activate prior
knowledge.
1. What did process did we start yesterday?
2. What is the first step in the writing process?
3. What do we do to pre-write?
4. What step comes after prewriting?
Teacher will read Many Luscious Lollipops: A Book
about Adjectives aloud to the classroom.
Teacher will explain to students that they will be doing
a descriptive essay over the next few days.
Teacher and students will review adjectives and nouns
with students, so that they know what part of their
papers will be descriptive and how adjectives help
people visualize what they are writing about.
Materials:
Many Luscious Lollipops:
A Book about Adjectives
WP folders
5 senses graphic organizer
Descriptive essay sample
Lined paper
Pencil
Thesaurus
Quiet music seems to help
the student concentrate.
You can turn on Pandora
while they write, but make
sure that it is appropriate
music.
Teacher observation
Writing rubric
The Writing Process through Descriptive and Opinion Essay
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Day Three
45 minutes
Descriptive
Writing,
revision, and
editing.
Teacher will let the students know that they will be
writing a four paragraph descriptive essay about the
snack they liked the best,
Teacher will hand out a sentence structure graphic
organizer and a thesaurus.
Students will work on first draft of their descriptive
essay.
Teacher will walk around the room and field any
questions the students have or help students come up
with new ideas or words.
At the end of class, students will clean up, put their
materials away, and turn in their graphic organizers
and first draft in their WP folder.
Teacher will have the students grab their WP folders
out of the designated spot.
Teacher will ask students questions to activate prior
knowledge.
1. What did process did we start yesterday?
2. What is the first step in the writing process?
3. What is the second step in the writing process?
4. What step comes after the first draft?
Teacher will hand out sample snacks to give the
students a reminder of their snack to see if there are
any more descriptive words, or sentences, they want to
change in their paper.
Students will have a few minutes (5 minutes) to revise
their first draft.
Teacher will introduce the editing process by putting
the Proof the Paragraph worksheet on the white board
and picking sticks to have the students help find and
identify all the errors. The teacher will have handed
out an edit mark list. The teacher will give examples of
Materials:
WP folders
First drafts
Editing pens
Snacks
Proof the paragraph paper
Edit mark list
White board
ELMO projector
Marker
Partner proofreading sheet
Teacher Observation
Student Participation
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Day Four
45 minutes
Writing,
revisions, and
editing.
how to use the correction marks on the Proof of
Paragraph worksheet.
Students will take their first drafts and hand them two
people to the right, so that those students can edit their
papers.
Students will work on paper edits until class is over.
They will turn the first drafts and the partner-
proofreading sheet into the teacher, so that she can
review edits.
Students will put away all materials and get ready for
the next class period.
Teacher will have the students grab their WP folders
from the designated spot.
Teacher will ask students questions to activate prior
knowledge.
1. What did process did we start yesterday?
2. What is the first step in the writing process?
3. What is the second step in the writing process?
4. What is the third and fourth step in the writing
process?
5. What step comes after the editing and revision?
Today we will be heading to the computer room, have
students grab their WP folders.
Students will hop onto the computer to work on their
final draft. This includes fixing any errors.
After they have finished typing up their papers, they
can submit the paper through grammerly.com for a
final review and correction before printing off their
final copy.
After final copy is printed out, students are to put all
papers into the correct spots of their WP folders.
Materials:
WP folder
Draft with correction
marks
Computer
Descriptive Essay
Rubric
The Writing Process through Descriptive and Opinion Essay
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Day Five
Publishing
Day Six
Opinions and
the writing
process.
45 minutes
Students can return to class, turn in their WP folders,
and prepare for the next class.
Teacher will welcome the student to the classroom.
All of their tables will have samples of every snack
that they had on the first day.
Students will take their seats.
Teacher will review what the writing process is and
will explain the last step of the writing process.
Teacher will tell students that they will be reading their
papers aloud to their classmates.
While they are reading their papers, the students can
snack on that particular snack, close their eyes, and
really feel the descriptive words as their classmates
read their essays.
At the end of class, students will clean up, turn in their
WP folders, and get ready for the next class.
Teacher will welcome students back to class and have
them sit down.
Teacher will read The Pain and The Great One to the
classroom.
Teacher will talk to students about what their opinion
of the book was.
Teacher and students will discuss what an opinion is
and the teacher will introduce the Opinion Essay that
the students will be writing.
Students can pick a favorite day of the week and I
want them brainstorm and come up with reasons on
why that is their favorite day.
Students will use the In My Opinion graphic organizer
to come up with reasons that that day is the best day.
Materials:
Snacks
Final paper
Materials:
The Pain and The Great
One
In My Opinion Graphic
Organizer
Pencil
WP folder
Presentation Rubric
In My Opinion
Graphic Organizer
WP Folder
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Day Seven
Opinions and
the writing
process
45 minutes
Day Eight
Opinions and
the writing
process.
45 minutes
Teacher will walk around the classroom facilitating
conversations or helping define ideas.
After the class is over, students will put their graphic
organizer in the correct spot of their WP folders.
Students will grab their WP folders and sit at their
seats.
Teacher will pick a stick and ask that student why
he/she put the graphic organizer in the prewriting spot
on the folder the previous night.
Teacher will ask the students what step in the writing
process they think is next.
Teacher will discuss the process of writing an opinion
paper, specifically the transitions in opinion papers.
Teacher will show transition video.
Teacher will hand out the Opinion Transition paper to
aid students in making smooth transitions in the first
draft of their paper.
Students will take out their Opinion Graphic Organizer
and will write out the first draft of their opinion essay.
At the end of class, the students will put their first draft
in the correct spot in their WP folders and will put
them in the right spot.
Students will collect their WP folders and return to
their desks.
Teacher will pick a stick to ask the students why they
put their first drafts in the draft spot of their WP folder.
Teacher will ask the students which step they will be
working on today.
The students will have some time to complete any
revisions they feel would help their paper flow better.
Materials:
WP folder
In My Opinion Graphic
Organizer
Writing paper
Pencil
White Board
Youtube
Materials:
WP folder
First draft
Editing pen
White board
Youtube
WP Folder
Writing Rubric
WP folder
Student Participation
The Writing Process through Descriptive and Opinion Essay
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Day Nine
Opinions and
the writing
process.
45 minutes
Day 10
Opinions and
the writing
process.
45 minutes
Teacher and students will review edit marks and have
the students pass their paper two people to the left.
Students will watch the peer editing video.
The students will review the essays, making sure to put
the proper edit marks where corrections are needed.
The students will switch papers, so that their partners
can edit the other paper.
When the students are finished editing the papers, they
can turn them into the teacher for a final editing.
Students will put away materials and get ready for the
next class.
Students will grab their WP folders and sit down.
Teacher will ask the students why they put the paper in
the revision/editing spot.
Teacher will ask the students which step they will be
working on today.
Students get ready to head to the computer lab to type
out their final copies.
Students will spend a large part of the class period
typing up their final copies.
When they have completed tying up their final copies,
they are to submit them to grammerly.com to catch any
existing errors.
They can make their final corrections and print of a
final copy to put into their WP folders.
Students will collect their WP folders and will sit down
at their desks.
Teacher will ask the students what all the steps are of
the writing process and of opinion writing.
Students will form groups by the day of the week they
picked as their favorite day.
Materials:
WP folder
First draft
Computer
Computer paper
Materials:
WP folder
Final Draft
WP folder
Student Participation
Writing Rubric
Presentation rubric
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Student will present their papers in weekday order,
starting with Sunday and ending with Saturday.
Students will turn in their final drafts for a final grade
and will prepare for the next class.
Internet Sites Used:
www.education.com
www.pinterest.com
www.youtube.com
http://alearningaffair.blogspot.com
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Five Senses Graphic Organizer
Name: _______________________ Date: ______________
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The Writing Process through Descriptive and Opinion Essay
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Name: ______________ Date: ___________