Writing: Nouns Day 1

Objectives:

Students will define what a noun is. Students will generate vocabulary that relates to a theme or topic, and categorize it as a Person, Place, or Thing.

Teacher Actions: Use ixl.com Warm-Up for nouns. Read a Mink, a Fink, a Skating Rink. Have a conversation about what it means to be a noun and what different kinds of nouns there are (proper, pronoun). Create a three-column chart with the words Person/Place/Thing above each of the columns. Talk about what students have been learning in Social Studies. Have them brainstorm what vocabulary they have been using that is a noun. Write it under Person, Place, or Thing depending on what the word is.

o Person: citizen, volunteer o Place: Animal Rescue League, Food Bank, Homeless Shelter o Thing: Silver Cord, rights, responsibilities

If time permits, have students pair up and come up with a theme of their own. Then students will generate words and put them in the appropriate spot on their own list. Student Actions:

Complete ixl.com warm-up. Read A Mink, a Fink, a Skating Rink. Participate in class discussion about what it means to be a noun. Brainstorm people, place, and things for chart as a class. Generate a list with a partner.

Assessment:

Ixl.com warm-up Class Discussion/Whole-Class List Partner List

Writing: Adjectives Day 2

Objectives:

Students will be able to define what an adjective is. Students will be able to generate their own adjectives when describing different pictures. Students will be able to articulate why we use adjectives in language.

Teacher Actions:

Have students complete the ixl.com Warm-Up for Adjectives. Put up the Puppy Picture for students on the overhead. Have students start listing words to describe the puppy. Write good, descriptive words on the board for kids to see. Discuss how these are adjectives because they describe the dog, or the noun. Ask students why they think adjectives are important and when we use adjectives in our own lives.

o Choosing drinks, food, selecting a team during PE, understanding weather, describing ones feelings Read Hairy, Scary, Ordinary to students. Talk about what different adjectives they notice throughout the book and why its important to integrate into their writing. Put up a picture of chocolate chip cookies and have students independently write a list of at least 5 words that describe their cookies. Emphasize that they should be descriptive. Do some sharing at the end of class.

Student Actions: Students will complete the ixl.com Warm-Up. Students will generate and share descriptive words for the puppy and cookie picture. Students will share why we use adjectives and how we have used them in casual conversation. Students will read Hairy, Scary, Ordinary.

Assessment:

Ixl.com Warm-Up Class-generated words/ Student-generated words Class discussion

Writing: Verbs Day 3

Objectives:

Students will define what a verb is. Students will create a list of verbs that are similar in definition.

Teacher Actions:

Ixl.com warm-up for Verbs Students will review the other parts of speech we have talked about so far. Transition discussion into talking about verbs. Talk about how we cannot have a complete sentence without a verb. Have a discussion about they are our action words. Read to Root, to Toot, to Parachute. Talk about how these are all action words because someone or something can perform/do them. Prepare a cup of five verbs. Have a student pick a verb from the cup. In a five-column chart, have students write the verb at the top of the column. As a class, generate some words that are verbs that mean a similar thing. (run, trot, gallop, sprint, jog, etc.) Do as a class for the first one, and as partners for the last three. Students must try to generate at least five words per column. Have students do some sharing if time permits.

o Run, talk, laugh, cry, Student Actions:

Complete the ixl.com warm-up for verbs Discuss and share their knowledge of other parts of speech, including verbs. Read to Root, to Toot, to Parachute. Generate a list of verbs that are similar. Share their lists.

Assessment:

Ixl.com warm-up Whole-Class Discussion of Parts of Speech Verb List

Writing: Revising Paragraphs for Verbs Day 4

Objectives:

Students will identify weak verbs in their writing and replace them with stronger action verbs. Teacher Actions:

Review why we use verbs and how they help our writing. Talk about how we need them in every sentence to show action. Talk about what the word revision means. What do students know about the revision process? Why is it important that we revise as writers? Give students an example of a sentence such as I ran to the store for snacks before my friends came over. Ask students to brainstorm words that could be replaced for ran that are better action verbs. Have students share what there words are and why they are better choices. Repeat this process for the following:

o I ate my burrito quickly because I was so hungry. o I watched the movie closely because I didnt want to miss anything important. o I laid down on the couch because I was so tired.

Put a weak sample paragraph on the ELMO that is about the amusement park. Challenge students to replace the weak verbs with stronger verbs that do a better job of showing action. Have a discussion about why they are better. Have students look back in their writing. Have them find a verb that they could make stronger in their amusement park paragraph.

Student Actions: Review what a verb is and why we need it in our writing. Have a discussion about what revision is and why it is an important process as a writer. Replace weak verbs with strong action verbs in practice sentences and students Hamburger Paragraphs.

Assessment: Replacement of weak verbs with strong action verbs in practice sentences and in Hamburger Paragraph

Writing: Revising Paragraphs for Adjectives/Nouns Day 5

Objectives:

Students will identify weak adjectives in their writing and replace them with more descriptive adjectives. Students will identify vague pronouns in their writing and replace them with the appropriate noun/proper noun.

Teacher Actions:

Review what adjectives are. What do adjectives do for our writing? What would our writing be like if we didnt use adjectives in them? Give students vague sentences such as:

o The boy was happy that he passed his Math test. What would be good alternatives for the word happy? How do these words improve the message of the sentence? Repeat the process with other sentences.

o The teacher was nice to the new students in her class. o The dog was scared that it was left home alone.

Brainstorm adjectives with the class that are appropriate for talking about amusement parks. Make a list on the board for students to refer back to when revising their Hamburger Paragraph. Have them make edits on their organizer. Write the paragraph, They are really fun. I like them because they go fast and can go upside-down. It is my favorite ride. Have students determine what the they means. Have them discuss what would clarify our writing. Talk about how pronouns should be substituted for nouns so that is clear to the reader what the focus is. Have students find and replace pronouns for nouns in writing so it is understandable to the reader.

Student Actions:

Discuss what adjectives are and how they help improve our writing. Replace weak adjectives with stronger adjectives in practice sentences and in Hamburger Paragraph. Brainstorm adjectives that are appropriate for talking about amusement parks. Implement into Hamburger Paragraph to strengthen writing. Replace pronouns for nouns in writing.

Assessment: Discussion of what adjectives are and what they do for writing Replacing weak adjectives for strong adjectives Replace pronouns for nouns

Writing: Editing/Final Draft Day 6

Objectives:

Students will edit writing for conventions. Students will publish their writing into a final draft.

Teacher Actions: Check students Hamburger Paragraph for stronger verbs, adjectives, and nouns. After students have done that they will submit it to me for editing. I will confer with them about what needs editing in their rough draft. Have students write a complete Final Draft based off the Amusement Park picture. Students may add their own picture if they wish. This should be final product- worthy.

Student Actions: Review work to make sure writing contains verbs, adjectives, and clear nouns. Submit Hamburger Paragraph with revisions to teacher. Have he/she edit for content and for conventions. Create a Final Draft after edits have been made. Add a picture to Final Draft that illustrates the content of the writing.

Assessment: Hamburger Paragraph Rough Draft Final Draft after edits/revisions