The Writing Process through Descriptive and ... - Weebly · The Writing Process through Descriptive and Opinion Essay 2 Unit Title & Subject Area: The Writing Process, English Language

The Writing Process through Descriptive and Opinion Essay

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By: Jennifer Yellowbird

Turtle Mountain Community College


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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:


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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


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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


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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.


knowledge.



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.


knowledge.



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


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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


https://www.youtube.com/watch?v=567Q5312JHI


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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


Writing Rubric

Presentation rubric

https://www.youtube.com/watch?v=dvxEoW2waac


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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

http://www.pinterest.com/


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Five Senses Graphic Organizer

Name: _______________________ Date: ______________


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Name: ______________ Date: ___________

Documents

The Writing Process through Descriptive and ... - Weebly · The Writing Process through Descriptive and Opinion Essay 2 Unit Title & Subject Area: The Writing Process, English Language