Day 1

The Building Blocks of Writing

Objectives

1. Students will learn the different stages of the writing process and the different parts of an essay by seeing many different examples. (Knowledge)
2. Students will be able to recognize and define the different stages of the writing process and the separate parts of an essay when given examples to differentiate. (Comprehension)

Explain the Importance of Writing

Take a poll and ask students how many of them like to write. Ask them how many of them keep a personal journal, or a blog. Who writes poetry or songs. Who likes to write notes to friends or girlfriends, boyfriends. Who like to use email and text messaging?

Give examples of how writing affects their lives and give examples of professions that use writing.

1. I will draw a hamburger model on the board as a pre-assessment activity that will allow me to measure their prior knowledge on the different parts of an essay and the writing process. After I draw on the board, I will ask students to do the same on a blank sheet of paper. I will tell them this is how to build an effective essay. Each part of the hamburger represents a different part of the essay. The top bun represents the introduction; the three patties represent the body or three supporting paragraphs of the essay, and the bottom part of the bun represents the conclusion. Each student will be given three slips of paper with different parts of an essay.
2. Class discussion over their choices and then they will be asked to identify the thesis statement.
3. Explain each part of the essay or hamburger. I will read different examples of good and bad introductions and good and bad thesis statements. I will give examples of how the body (or three supporting paragraphs) support the thesis statement. Show how the supporting paragraphs should show examples, details, and facts. Explain how the conclusion provides closure, and leaves the reader with a strong final impression. Teach students that it usually restates the thesis statement.
4. Show students how to do an essay map or concept map when writing an essay. Provide an example.
5. Students will complete a transition exercise if there is time left over and we will discuss this as a class after.

Writing Transition Worksheet

Name________________

Directions: Read the passage, and then answer the questions that follow.

(1) Before I knew it, I had created a huge snowman. (2) Once outside, I picked up the fresh snow and started to roll it into a ball. (3) After seeing the snow outside my window, I could not wait to go outside.

Choose the best sequence to make the passage the most logical.

A) 1,2,3

B) 2,3,1

C) 3,2,1

D) 3,1,2

Day 2

Goal: The learner will increase vocabulary knowledge through reading, discussion, and content area study.

Students are given new vocabulary words in a crossword puzzle to complete

Terms: tone, paragraph, characterization, sensory details, point of view, passive voice, topic sentence, active voice, supporting sentences

1. We will review the crossword puzzle in a classroom discussion and I will elaborate on each term.

• Lesson on Conclusion writing. Students will be given examples of intros and bodies and will be asked to develop a good conclusion.
• Review the parts of an essay and the essay writing process.
• Students will complete another exercise on organization and transition. We will discuss their answers at the end of class.

We will review the crossword puzzle in a classroom discussion and I will elaborate on each term.

2. Lesson on Conclusion writing. Students will be given examples of intros and bodies and will be asked to develop a good conclusion.

3. Review the parts of an essay and the essay writing process.

4. Students will complete another exercise on organization and transition. We will discuss their answers at the end of class.

Silent reading for students who finish early.

Day 3

Types of Writing

(Narrative, Explanatory, Persuasive, and Research)

Write these terms on the board

1. Students will learn a brief definition for each type of writing and they must write down two examples of each. Students who finish early may do silent reading.
2. Class discussion on different types of writing and examples of each.
3. (book reviews, travel brochure, instruction manual, Twilight series)
4. Introduce students to explanatory writing. Students will be asked to write instructions for tying shoes.
5. These will then be read in class and demonstrated for affect. (Two to three demonstrations) Show students some good and bad examples of directions/ explanatory writing. Show the importance of clarity and attention to detail in this functional style of writing.
6. Students will have to write instructions for something else for an assignment. There must be at least 10 steps in your writing and must be as descriptive as possible in order to meet comprehension.

Examples: How to cook something, how to complete a sports play, how to properly tune an instrument, how to care for a pet, how to get to a friend’s house.

* Students will have time to work on this assignment, but must complete it for homework if they do not complete it in class.

Day 4

Persuasive Writing

1. Give students examples of when persuasive writing is used and have a brief overview of persuasive writing.
2. Ask one student to come up to act out persuasive scripts in front of the classroom. The first script depicts a child asking his mother for a computer of his own because he wants or feels like he needs one. The mother denies the child because he does not give good reason to back up his NEED for the computer. The second script is similar, but the child provides examples and solid reasons for buying a new computer. The mother agrees to think it over and tells him he has a point.
3. Review the concept map and how to write a good persuasive essay.

Assign students their persuasive presentations and essays. Give them examples to choose from and tell students two students much chose the same topic, but must have a different view on it. Students will break into pairs; I will count off 1-5 and tell them they must choose one topic from the list.

List:

• Animal testing
• Gun control
• Stem cell research
• Homeschooling vs. public schools
• Vegetarian diet
• Global warming (should we do more about it, or is not a big deal)
• School uniforms
• File sharing music and videos (vs. buying these at the store)
• Professional athletes using performance enhancing drugs/supplements
• Flag burning
• Censorship on the internet
• The patriot act (for it or against it)
• Capital punishment

(Any other issues pre-approved by me)

Day 5

Narrative Writing

Students will do a sensory detail exercise. I will write something on the board and they will have to describe it using all 5 senses. We will do one together as a class and then students will complete their own exercise (a cold, winter day, eating breakfast in your kitchen-complete as a class). (A hay ride at the pumpkin patch-individual)

Example:

• Sight:The white snow was so bright, it blinded me.
• Sound: I could hear the snow crunching under my feet with every step.
• Taste: I could taste the hot cocoa in the air as I came down the steps.
• Smell: The air smelled of sweet pine.
• Touch: The air was so cold, it burned my lungs when I took a breath.

Students read “La Ciramella” in class or “The White Umbrella”. These are short stories, narrative from the there literature books. Students must identify the point of view, the tone, passive or active voice, characterization, and sensory details. Students must use in-text citations to answer questions.

Day 6

Research Writing

1. Introduce research writing and when it should be used.
2. Go over examples of how to complete a works cited page and do another in-text citation exercise from the story we read during Narrative Writing lesson.
3. Allow students time to complete their narrative story questions.
4. Allow students time to work on their research projects for persuasive essay if they have completed everything else.

Day 7

Take students to computer lab to work on persuasion maps and research. The persuasion maps will be printed at the end of class and turned in for a participation grade. The purpose of this is for students to build an outline for their persuasive essays.

The persuasion maps are formed electronically here.

Lesson 2 The Writing Process

Objectives

1. Students will learn the different stages of the writing process and the different parts of an essay by seeing many different examples. (Knowledge.).
2. Students will develop an understanding of narrative writing by creating an original narrative. (Application)
3. Students will demonstrate their ability to correctly cite primary and secondary sources by producing a work cited page. (Application)
4. Students will evaluate their work by completing a reflection paper. (Evaluation)

Day 1

New vocabulary words:

• Prewriting
• Drafting
• Using Peer Response
• Revising and Editing

Publishing and Reflecting

1. Read in literature books and write definitions of each step in the writing process
2. Go over these in class discussion
3. Talk about prewriting and do a story web on the board to demonstrate how to brain storm ideas.
4. Students will complete their own story web and turn in at the end of class

Day 2

1. Introduction to drafting.
2. Students will divide into learning teams and complete a drafting exercise with prompts.

Prompts

1. Yesterday the doorbell rang and I couldn’t believe who was at my door. It was…..
2. I was sound asleep when I woke up to a loud thud. I went down stairs and found……

Students will be divided into groups of four. Each student in the group will be given a different prompt and will begin writing. When I say “switch” students will rotate their paper to the person to their right and then add on to their new story. They will go on like this for about 20-25 minutes. I will gather these papers close to the end of class and review them to make sure they are appropriate for class. At the end of class I will ask a spokes person from each group to read their stories out loud to the class.

Students will begin their own drafting process based on their story webs from the day before. Complete as homework.

Day 3

1. The librarian will introduce students how to create a MLA Bibliography in the media center.
2. After the introduction students will be permitted to check out books and/or work on their drafts.
3. Students will be allowed time to work on their research in the library if time permits.

Day 4

1. Introduction to peer response and give examples.
2. Remind students that peer response can be used during different steps in the writing process.
3. Students go into pairs to peer review drafts from previous day. Students must complete a worksheet which states two positive remarks about the story and make two suggestions or have two questions.

There should be no negative comments. Students will switch peers once more.
Students will take these remarks and begin the editing process

Day 5

1. Introduce students to the revising and editing process. Explain the importance of revising and editing.
2. Introduce students to the final step in the writing process- publishing. Tell students their stories will be read out loud in class.
3. Students will be told they must complete a self-reflection paper as a post-assessment

Day 6

Students will be assessed on their knowledge over the writing process.

Directions: Answer the following multiple choice questions by circling the letter that is correct. Write T or F to answer true or false questions.

1. This style of writing is used to persuade people to the author’s perspective.

1. Narrative Writing
2. Explanatory Writing
3. Persuasive Writing
4. Research Writing

2. This type of writing can be used to compare two movie reviews or analyze a piece of literature.

A. Narrative Writing

B. Explanatory Writing

1. Persuasive Writing
2. Research Writing

3. This type of writing tells a story. It can be fictional or nonfictional.

1. Narrative Writing
2. Explanatory Writing
3. Persuasive Writing
4. Research Writing

True or False

1. ________ Peer review can be used at any part of the writing process.
2. ________ It is important to use good grammar when drafting a story
3. ________ During the prewriting stage in writing, you should identify your audience and purpose for writing
4. ________ The revising and editing stage is the last stage in the writing process
5. ________ The thesis statement is found in the introduction of an essay

Day 7

Students will turn in their persuasive essays and present their controversial issues with an oral presentation.

The students will be evaluated on the following criteria:

Directions: Create a five-paragraph persuasive essay on your controversial issue. All topics must be pre-approved. Make sure the introduction includes a thesis statement about your issue and this statement is supported in the body of your essay and persuasive in nature. The essay should finish off with a strong conclusion. All papers must be typed and reflect good grammar. You must use at least three sources during the research of this topic. Make sure to include your typed bibliography with your paper.

Students will be responsible for peer assessments and for self-reflection papers as a final assessment.