Writing Unit - InTASC Std 7

7/26/2019 Writing Unit - InTASC Std 7

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Brittany Nyhus

Educ 239

Writing Unit Plan

Overall Unit Theme: Word Choice in Descriptive Writing

Grade: 5

Common Core Standards:

• Use concrete words and phrases and sensory details to convey eperiences and events

precisely!

• Write narratives to develop real or i"agined eperiences or events using e##ective

techni$ue% descriptive details% and clear event se$uences!

Continuum Goals:

• Eperi"ent with literary language &power#ul nouns and ver's% #igurative language(

• )elect "eaning#ul topics

Mentor Texts:

Guts: The True Stories behind Hatchet and the Brian Books 'y *ary Paulsen

Beginning o# chapter on page 3+% read the ecerpt o# Hatchett and then continue to Pg 33

, 35 -.here was still snow in patches and / was studying a large plot o# old snow01

Pg 25 -/ went to sleep in an old vehicle used #or a shelter!1

/ pic4ed this tet 'ecause it so per#ectly #its writing a'out events that have

happened to us and that have "ade an i"pression on our lives! .his passage in

particular was a'out how *ary Paulsen has survived "any "oose attac4s in his

li#e eperiences! / want students to write a'out so"ething that they 4now well%

and that is "eaning#ul to the"! .his tet #its in with those ideas!

Loot 'y ude Watson

Page 6

-No thie# li4es a #ull "oon! 7i4e "ushroo"s and owls they do their 'est wor4 in the

dar4!1

.he prologue o# Loot "a4es the reader #eel e"otions! 8ou can see the

desperation% the increased heart rate% the $uic4ness and adrenaline running

through the characters! ude Watson doesnt :ust co"e out and say these things;



instead her writing gives us these e"otions! /nstead o# :ust using% / #elt happy% or

sad in their papers / want students to convey e"otions in their writing through the

story% and through their choice in words! Watson really helps the students see how

authors portray e"otions!

Tripping Over the Lunch Lady and Other School Stories edited 'y Nancy <ercado

Science Friction 'y David 7u'ar

Page =+ , =6 and page =3

->ygen "et hydrogen! Pha'oo"?1

-Ecellent! /" not :ust a science gee4% /" also a "ath gee4! / eat pro'le"s li4e that #or

lunch!1

.his tet is helping students see how literary language can 'e used in writing!

>no"atopoeias% "etaphors% strong ver's and ad:ectives can all 'e #ound in this

selection! .he story relates to what students are #eeling in those upper

ele"entary@"iddle school grades so / li4ed the content! Even "ore than that% the

story is pac4ed #ull o# ea"ples #or showing students what good literary language

loo4s li4e in tet!

Harry Potter and the Sorcerer’s Stone 'y !A! owling

Page % Page 6% Page 6926

-Nothing li4e this "an had ever 'een seen on Privet Drive! e was tall% thin% and very old :udging 'y the silver o# his hair and 'eard which was 'oth long enough to tuc4 into his

'elt!1

-/# the "otorcycle was huge it was nothing to the "an sitting astride it!1

-When he was dressed he went down the hall into the 4itchen! .he ta'le was al"ost

hidden 'eneath all Dudleys 'irthday presents!1

/ chose these passages 'ecause they clearly paint a picture o# what people loo4

li4e! >ur narratives "ay include people% at least "ine does! / want students to see

how to descri'e people so clearly that we can eactly what they loo4 li4e! /n thenet passage the students see how you can write a'out so"eones personality or

the way they act! / thin4 this will 'e power#ul #or students as they start to write

narratives% especially i# they include individuals!

Overall project , write a'out so"ething "eaning#ul using literary ele"ents and #ocusing on

word choice



Day 1

.opic Choosing a "eaning#ul .opic

esource <entor .et , Guts 'y *ary Paulsen

.eacher Fctions eading "entor tet to students and "odeling how / choose topics to write

a'out! / will generate a list in #ront o# the students and eplain "y rationale 'ehind why / wouldwrite a'out these events!

)tudent Fctions )tudents will listen to the reading o# the "entor tet and engage in class

discussion! .hey will also 'e 'rainstor"ing topics that are "eaning#ul to the" and that they "ay

want to write a'out!

<aterials <entor .et% #lipcharts@"ar4ers% paper and pencils

Day 2

.opic Words give us #eeling

esource <entor .et Loot.eacher Fctions eading "entor tet% as4ing students $uestions and #acilitating a discussion

a'out words that have e"otion! / will also share resources that students can use to #ind words #or

"ore e"otions!

)tudent Fctions Engaging in class discussion! .hey will 'e generating lists o# e"otions that the

author is portraying through the tet without eplicitly stating Gscared or Ghappy! .he students

will also 'e discussing the e"otions that "atch the topic they choose to write a'out% and how to

epress that e"otion in their writing! .hey will continue 'rainstor"ing and "ove towards

pic4ing a topic to write a'out!

<aterials 7ists o# words that epress e"otion in writing% "entor tet% #lipchart@"ar4ers

Day

.opic Con#erring with )tudents

esource None needed

.eacher Fctions / will 'e wal4ing around and con#erencing with students% as4ing where they are

at% "a4ing sure they have pic4ed a topic!

)tudent Fctions )tudents will use this ti"e to #inaliHe a topic i# they have not already done so

and 'egin dra#ting their piece o# writing!

<aterials None needed

Day !

.opic Using literary language

esource <entor tet Tripping Over the Lunch Lady

.eacher Fctions eading the "entor tet and pointing out ono"atopoeia% "etaphors% and

#igurative language!



)tudent Fctions Engaging in class discussion% #inding "ore Gliterary language ea"ples!

Conversing with peers to #igure out how they can incorporate literary language into their pieces

o# writing! )tudents will continue writing 4eeping in "ind the idea o# literary language!

<aterials <entor .et% highlighters% copies o# tet

Day "

.opic Using vivid descriptors% #ocusing on people

esource <entor .et Harry Potter and the Sorcerer’s Stone

.eacher Fctions eading o# the "entor tet% personal ea"ple o# writing and how / descri'ed

the person within "y writing! / will "odel writing a'out a speci#ic person in #ront o# the student

using vivid descriptors! )tudents will write and revise the descriptions o# the people or characters

in their narrative!

)tudent Fctions Engaging in reading o# the tet!

<aterials <entor tet% paper% pencils% overhead

Day #

.opic Futhors change their word choices

esource Ecerpt #ro" ohn *reen /nterview , )ee 'elow

.eacher Fctions Eplaining the i"portance o# revising what has 'een wrote! Con#erring with

students a'out how they can "a4e their writing 'etter through revisions!

)tudent Fctions evising their writing pieces% peer editing will 'e an option i# the students so

choose!

I! ow "any dra#ts do you doJ

F! .hat really depends on how you de#ine -dra#t!1 / 'elieve that all writing is rewriting,

even when youre writing so"ething down #or the #irst ti"e% its still an act o# translation

in a way 'ecause youre trying to use tet to 'ring li#e to this thing that eists in your

"ind! Fnd /" a 'ig 'eliever in revision / al"ost always delete "ost o# "y #irst dra#ts

&o#ten as "uch as 9+K(! But there are "any "inidra#ts along the way% so its hard to tal4

a'out the process $uantitatively! / do try to save the #ile with a di##erent na"e each ti"e

/ve "ade so"e dra"atic changes / #ear / "ight later regret% so thats so"e "easure%

"ay'e% o# how "any dra#ts there are! .he #inal copy o# Aatherines on "y hard drive is

called ao42; the #inal copy o# .Li>) is called o4ay692!

I! Do you tal4 a'out what youre wor4ing on with your editor or wi#eJ

F! 8es% 'oth! /ve 'een wor4ing with "y editor and pu'lishing% ulie )trauss*a'el% #or

"ore than a decade now% and / o#ten show her scraps and chapters and ecerpts and all

variety o# un#inished things! But when / get on a roll% she usually doesnt hear #ro" "e



#or a while% 'ecause / li4e to send her at least so"ething o# a #inished "anuscript once we

agree that /" on the right trac4!

/ also read a lot to "y wi#e% )arah% who has in#or"ed and shaped all "y 'oo4s in

uncounta'le ways! &<any o# the "ost $uoted lines in 'oo4s are actually )arahs% and in

general our conversations a'out art and "eaning and everything else are hugely

i"portant to "e!(

Di$$erentiation Lor students who need etra assistance / will provide etra "aterials with

literary language% words to use #or e"otions% and strong ver's and ad:ectives! .hese will 'e

availa'le #or all students% 'ut those who need etra assistance will 'e eplicitly guided towards

the "aterials! Peer con#erencing will 'e i"portant #or sca##olding students to a higher level! Each

day we will close the writing 'loc4 with a #ive to ten "inute discussion a'out what was done!

.his "ay 'e in the #or" o# a whole class discussion or individual peer con#erences! /n the past

when wor4ing with struggling readers and writers /ve noticed they have the "ost di##icult ti"e

co"ing up with content , when they actually have to write it down! / will provide a list o#

$uestions that the students can answer to organiHe their thoughts! /# the students still dont #eel

co"#orta'le or are una'le to write their answers they can record the"selves spea4ing and

transcri'e their thoughts at a later ti"e!

/n order to etend the thin4ing o# higher level students / will have the" #ocus on word choice as

well as "a4ing their voice co"e through!

%ssessment:

Part o# "y assess"ent will ta4e place during the discussion ending every writing 'loc4 that /"entioned a'ove! .here will also 'e ti"e #or "ysel# to con#er with students% and students to

con#er with peers!

)tudents will 'e assessed with a chec4list over a ru'ric! .heir participation and ontas4 'ehaviors

will also 'e recorded! / want students writing to 'e authentic and not :ust created to the

para"eters o# a ru'ric which is why / included a chec4list o# what they need to include!

Chec&list:

.he narrative is a personal story "eaning#ul to the writer MMMMMM

Writer reva"ped and edited the content o# their narrative MMMMMMM

Writer can highlight how they included thought#ul word choice MMMMMMM

7iterary language is included &i!e! "etaphors% ono"atopoeia% si"iles% strong ver's% ad:ectives

etc!( MMMMMMMM

Writing is clear and co"plete; the narrative has an ending MMMMMMM



Writing has 'een edited #or spelling and punctuation errors MMMMMM

'xample (arrative:

.he Cat Na"ed Eddie

/t was #all in /owa! .he co"'ines were rolling% leaves were changing% and the urge"eyer

household was a'out to have a special guest! )et way 'ac4 in the country% down a dusty gravel

road lined with corn #ields our house was a per#ect spot to drop o## unwanted stray cats! .his

heartless act o# Gcat du"ping as "y #a"ily and / called it "ade "e curl "y #ists with anger at

those who would a'use and then a'andon an ani"al!

/ always was an ani"al lover! With a heart that "elted li4e 'utter when / held a new'orn piglet%

or saw a puppy / was deter"ined to love every ani"al / ca"e across! When / #irst "et Eddie it

was no di##erent!

<erooowwww? Could 'e heard through the glass door! )itting on the cold concrete was a pint

siHed 4itten! e loo4ed li4e a olstein cow% and had eyes that could turn the 'iggest hater o# cats%

into a cat lover! Lriendly #ro" the start% and s4inny as can 'e% Eddie was deter"ined to weasel

his way into our hearts; 'ut not 'e#ore he caused so"e trou'le!

Eddie was #riendly% 'ut not ready to co"pletely trust hu"ans again a#ter a harrowing eperience

with so"e less than 4ind owners! >ne "orning / went loo4ing #or Eddie to give hi" his

'rea4#ast! e was nowhere to 'e #ound! / searched high and low% or so / thought! /t wasnt until /

heard his plaintive <eoooowwww? .hat / loo4ed high enough! Eddie had #ound his way to the

very top o# an electrical pole% his white tipped tail inches #ro" the high wire! We called% we

ca:oled% we shoo4 #ood; all were "et with sad "eows! .he pole was too high #or a ladder , the

only thing we could do was wait! <iraculously Eddie #ound his way down o## the pole! .he net

day he was sitting 'y the 'ac4door wanting #ood% "eowing constantly!

F#ter his harrowing cli"'% we decided Eddie would 'e 'etter o## a housecat! Eddie was

welco"ed into the #a"ily and "oved #ro" the country house to a third #loor apart"ent! e still

has a love #or heights% and causes "y heart to stop when he peers through the posts o# "y

'alcony! .his s4inny cat with his 'lac4 spots% and soul#ul eyes was luc4y enough to 'e dropped

o## at a house where a #a"ily would ta4e hi" in% and love hi" , and give hi" way too "uch

#ood!

)e$lection:

.his was "uch harder than / thought it would 'e! / 4new / wanted to write a'out how we #ound

"y cat Eddie% 'ut there were so "any pieces to include? When / was writing / thought / needed

to include every single last detail% and person who was involved% 'ut that wasnt the case! / li4e



"any students / 4now need to #ocus in "y writing at ti"es! .he "ore narrow the topic the "ore

rich a piece o# writing can 'e! / thin4 especially with a narrative #inding a s"all story or topic is

i"portant 'ecause it allows us to have the reader share a "eaning#ul eperience and #eel li4e

they were a part o# it!

When it ca"e to what words or literary language / was going to use / #ound it easier to cra#t "ystory around those speci#ic pieces! / 4new / wanted "etaphors and ono"atopoeia so / thought

a'out where those would #it% and then cra#ted sentences and paragraphs to co"ple"ent those

details!

While / was writing / 4ept thin4ing a'out the "entor tets and how they i"pacted "y writing! Ft

ti"es that 'eca"e distracting and it wasnt "y writing any"ore! When /" teaching / want "y

students to #eel li4e they have the power over the words and shouldnt :ust copy the "entor tets!

.hat will 'e an i"portant piece to eplain to students!

Linally a#ter / wrote "y personal narrative% / set it down and wal4ed away! 7ater / ca"e 'ac4 andreva"ped "y writing! / plan on having "y writing 'loc4s 'e shorter chun4s o# ti"e so students

have the opportunity to write so"ething% and later co"e 'ac4 to loo4 at their wor4 and critically

evaluate what theyve wrote! / re"e"'er having to sit down and write #or long periods o# ti"e in

school and it was torture! /# students need to ta4e a 'rea4 in 'etween their writing and the

reva"ping process / surely want to let the"!

Documents

Writing Unit - InTASC Std 7