Mini Lessons for Intermediate Writing

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Copyright Reading Power Gear, Inc. Reproducible for classroom use only

Mini Lessons for Intermediate Writ ing

Adrienne Gear

BIG IDEAS

• Product based vs Process based writing • Effective writing includes explicit instruction and regular practice • Writer’s intent – the WHY of writing

Your reader is the most important part of your writing.

Writer’s workshop – weekly practice writes

• Monday - PLAN (plus anchor book) • Tuesday - DRAFT (plus mini lesson) • Thursday -REVISE (plus partner conference)

Writing Goals – Interesting and Clear

• No Excuse Spelling and GUM: Give it a try – Underline – Move On! • Editing Check list

Writing Conferences and Goal setting – “editing” pencils

Writing Folders

Smokin’ Pencils – quick writing to

Brain Pocket Writing (instead of journals)- memory, fact, imagination

Mini Lessons

• Triple Scoop Words • Adding Interesting Details – if, once, when, sometimes, • Fill Your Drawers! – organizing your ideas • Hook your Reader! • Event Stories • That’s a Wrap! • TSN Conclusions

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MyWritingGoals

Student Writing Folder Editing Checklist

Students can check “tick” the boxes, as they learn each of these techniques.

Make sure my writing is INTERESTING for my reader!

� Dazzling details � Triple scoop

words � Similes � Use Your Senses � Hook your reader � That’s a Wrap! � Text Features!

Make sure my writing is CLEAR for my reader!

� Spacing � Spelling � Punctuation � Organization � Stay on topic � Neat printing

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EffectiveWritingLessonOverview

PLAN–DRAFT-REVISE

Lesson1:PLAN(Monday)30min.

• Generateatopic• Readananchorbook• Partnershare• Teachermodelsaplan• Studentsgenerateaplan:4cornerpictureplanorwebORlistplan

(examplesoftheseareinthishandout)

Lesson2:DRAFT(Tuesday)45-1hr.

• Students“pointandtalk”theirplawithapartner• Teacherintroducesawritingtechnique–minilessonandmakes

referencetoWHICHWRITINGGOALyouarefocusingon• Teachermodelswriting• Studentsbegintowrite

Lesson3–REVISE(Thursday)20min.

• Studentstaketurnsreadingtheirpiecetoapartner• Eachstudentgivesfeedback(seenextpage)• Studentsusegreenpencilcrayontoedit/revise• 1-2students–individualTeacherconferences

Lesson4-Sharing–choosestudentstosharetheirpiece(10min)

Theideaisthisisawritingroutinethatthestudentsbecomefamiliarwith.Overthecourseoftheschoolyear,studentsneedtobeengagedinregularwritingpractice.Ifpossible-theyarewritinganewpieceeveryweekortwoweeks.Thepurposeofthisweeklywritingistolearnnewwritingtechniquesandpracticetheirwritingskills.

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Grade 3 – “No Excuse” Words

a for on they about have one this

all had or to am he other up an her out was and his said we are how she were as I so what at if some when be in that which but is the why can it their will

could many them with do not there would

each of these you every off they your

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Grade 4 – “No Excuse” Word

a had of time about has one to after have only two

all he or up an her other very and him people was as his said water at how school we be I see wear

because if she were been in so what can into some where

could it than when did just that which do know the who

down little their will each many them with find more there words first most these would for not they you

from now this your

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Grade 5-7 “No Excuse”

a down know she about each little so after even many some again find more tell

all first most them also for much that an from new the and great not their

another had now them any has number there are have of these

around he off they as her on think at here one this

away him only through be his or time

because hour other to been how our too but I out two

came if people up can in place very

could into play was did is right water

different it said we do just school wear

does knew see were what who words your when why would where will write which with you

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3,2,1 – Check It!

3 – Convention Correction Spelling, punctuation, spacing

2 – Word Wind-Up: Add, erase, replace

1 – Sentence Shake-Up: Add, erase, replace - to make your sentence sound better

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My Writing Goals Name:_____________________

My teacher and I chose the following goal for me to work on:

Date Goals Signatures Achieved

Strengths: Goal:

Strengths: Goal:

Strengths: Goal:

Strengths: Goal:

Strengths: Goal:

Strengths: Goal:

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Let’sGetOrganized!

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Triple Scoop Word Chart

Single Scoop Triple Scoop

hot sweltering, melting, scorching, roasting

cold

wet

fun

good

bad

tired

hungry

sad

happy

mad

pretty

big

small

said

nice

scared

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ExampleMiniLesson:AddingDetails:Waystomakesentencesmoreinteresting.

• Addafact+adetail.• Trytomakeyourdetailsinterestingbygivingyourreaderalittlepieceofyouself• Trytogiveyourreadersomethingtovisualize,connecttoortoquestion!• Goodwritersengagetheirreadersbyactivatingtheirthinking!

Invitestudentstowrite3BORINGsentencesaboutthingstheylike.Youmodelyourown:

• Ilikesnow.• Ilikebooks.• Ilikeredlicorice.

Modeladdinginterestingdetails:

• Ilikesnowbecauseit’sfun.• Ilikebooksbecausethey’reawesome.• Ilikeredlicoricebecauseit’sgood.

Askthestudentsiftheythinkyourdetailsmakeyoursentencesmoreinteresting.NO!Becausetheydidnotgivethereaderanythingtothinkabout!Usingtheword“because”tolinkyourfactwithadetailisnotagoodchoice.

ModelAGAIN,askingthestudentsifthesearemoreinterestingsentences:

• Ilikesnow.Whenitsnows,Isometimesdoasnowdanceinthekitchen.• Ilikebooks.Sometimes,inabookstore,Isniffnewbooks.• Ilikeredlicorice.Once,Iateawholebaginthemovietheater.

Explainthatthesearethe“magic”wordsthathelpmakesentencesmoreinteresting:

• Once• If• Sometimes• When

Example:

• Ilikemybooks.SometimesIsniffnewbooksinthebookstore.• IlikebooksandsometimesIsniffnewbooksinthebookstore.

Invitethestudentstopracticemakingtheirsentencesmoreinterestingbyusing“if”,“once”,“sometimes”or“when”

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Simile and You Will See!

Familiar Original

As cold as… ice My fingertips in wet gloves.

Hot like … the sun

As brave as… a lion

As slow as… a turtle

As white as… snow

As quiet as… a mouse

As black as… night

Funny like a … a clown

As annoying as. a mosquito

Boring like … a sloth

As busy as… a bee

Soft like … a kitten

As wise as… an owl

Quick as… a bunny

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HowtoBeginanAMAZINGFact

Didyouknow….? Amazingly…

You’dbeshockedtolearnthat…Canyouimagine…?Wouldyoubelieve…It’shardtobelieve,but…Onefascinatingthingabout______is…Aninterestingthingabout________is….You’dbesurprisedtoknowthat…

That’sAWrap!

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Effectiveclosingsentenceincludes:

Closingphrase+topic+feelingoropinion

Asyoucansee,dogsarethegreatestpetsonearth.

ClosingPhrases:

• Allinall,• Inconclusion,• Insummary,• Lastly,• Bestofall,• Asyoucansee,• Finally,• Overall,

• Ultimately,• Allthingsconsidered

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Effective Introductions

Why are they important? – First impressions are important in person and in writing!

Make a conscious effort to invite your reader “in”. You want your reader to think “Now THIS person is clever, warm and interesting. I want to read MORE of this!”

Create a SYTLISH, MEMORABLE and EFFECTIVE introduction!

3 parts to any Effective Introduction!

Note: The thesis does not have to be the last sentence in of the introduction, but for now you will put them there.

THESISsubject+opinionorargument

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Effective HOOK Techniques:

Remember to TAKE A RISK! No matter which technique you use, BE ORIGINAL and take a risk! Boring writing is predictable writing. Do something different – and a little weird!

To hook your reader, start with…. • A question related to your topic • A surprising or interesting fact • A visual image • A sound or someone speaking • Your writer’s “voice” to talk directly to your reader • A quote or statistic • A personal connection • ???? Your choice??? – There are other ways to start your

essay – try something different but remember – the most important thing is to be ORIGINAL and MEMORABLE!

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TSN Highlights – Concluding Paragraph!

TSN Highlights Conclusion!

! Thesis - Concluding phrase PLUS restate your thesis do not repeat.

! Summary/Synthesis - review your 3 Main Ideas or arguments

! Now what? – What do you want the reader to take away or remember? Tell the reader why they should care. This can include

- your hopes for the future “We can only hope that…” - issue a call to action “Now that we have seen…”

Concluding phrases:

ThesisConcludingphrase,

Restatethesis

SummaryBrieflyreviewyour

threereasons

NowWhat?Hopeforthefuture

Calltoac`on

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• In summary, • In conclusion, • Lastly, • Best of all, • As we have seen, • In closing, • Overall, • Ultimately, • All things considered,

SAMPLETHESISES:

THESIS:Videogameshelpstudentsbecausetheyteachproblemsolvingskillsandimprovehand-eyecoordination.

THESIS:Videogameshurtstudentsbecausetheydecreaseanindividual’sattentionspan,damageeyesightandpromoteanunhealthylifestyle.

THESIS:Schoolsshouldincreasethelengthofrecessineachschooldaybecausephysicalactivityhelpsourbrainsworkmoreeffectivelyandlongerrecessessupportssocialinteraction.

THESIS:Schoolsshoulddecreasethelengthofrecessineachschooldaybecauseplaygroundissues,suchasbullying,ismorelikelytooccurwhenchildrenareunsupervisedforlongperiodsoftime.

THESIS:Professionalathletesdeservehighsalariesbecausetheygenerateconsiderablemoneyforthecitiesandorganizationsinwhichtheyplay.

THESIS:Professionalathletesdonotdeservethehighsalariestheycanearnbecausetheydonotcontributetosocietyinmeaningfulways.

THESIS:Readingabookisbetterthangoingtoamovie

THESIS:Goingtoamovieisbetterthanreadingabook.

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Mini Lessons for Intermediate Writing