Enrichment activity for Writing Submitted By:

Kristee Chandler EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2012 Instructor: Karen Powell

Lesson Title: The Writing Process CCSS: W.4.2, W.4.3, W.4.4, & W.4.5

Submitted By: Kristee Chandler

B. Summary of the Lesson Plan Students are given five days to complete the writing process using story frames and editing/revising checklists. There are also anchor papers (with purposeful mistakes) that can be used for editing and revising mini-lessons or can be analyzed with students using with the state writing rubric. C. Student Population Grade level 4 grade Skill level above-level Grouping independent & small group Students will pair up with partner during editing D. Materials Copy of anchor sheet. Editing Checklist Extraordinary events sentence frame Final revising checklist E. Objectives Common Core State Standard W.4.2 - Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 - Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 - Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in W.4.1-3.) W.4.5 - With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of L.4.1-3.) Learning Targets Knowledge Targets
1. Students must know organizational structure varies by topic and purpose. 2. Students must know the audience and purpose determine the form (e.g., memoirs, fiction, biographies, poetry, investigations, instructions). 3. Students must know narratives include one or more characters and follow a clear sequence of events that may or may not include a problem and solution. 4. Students must know that technique, as it applies to writing, is the way a writer interacts with the audience (e.g., inner dialogue, character interactions, foreshadowing).

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor

Lesson Title: The Writing Process CCSS: W.4.2, W.4.3, W.4.4, & W.4.5

Submitted By: Kristee Chandler

5. Students must know effective techniques that enhance a narrative (e.g., manipulating time to create suspense, including interior monologues to provide insight into a character's motivations). 6. Students must know that development, organization, and style are dependent upon the task, purpose, and audience 7. Students must know editing includes correcting a piece of writing for mechanical errors in sentence structure and complexity.

Reasoning Targets
1. Students must evaluate the purpose of an informative or explanatory text to help determine organizational structure 2. Students must understand where it is appropriate to add new information or prior knowledge within an organizational structure in writing. 3. Students must determine an effective form for their narrative based on their audience and purpose. 4. Students must develop one or more characters in a narrative through the sequence of events.

5. Students must sequence narrative events in a logical order.

6. Students must demonstrate a writer's interaction with the audience in his/her writing 7. Students must develop their ideas and a writing style to convey their tone and meaning to the audience 8. Students must decide how to edit their paper to correct sentence structure.

Performance Targets
1. Students must write informative texts based on specific purpose (e.g. cause/ effect, problem/solution, sequential). 2. Students must write explanatory texts based on specific purpose (e.g. descriptive or definition with causes, motives, or reasons).

Product Targets
1. Students must write informative texts based on specific purpose (e.g. cause/ effect, problem/solution, sequential) 2. Students must write narratives that develop one or more characters, demonstrates the writer's interaction with the audience, and uses effective techniques to enhance the narrative. 3. Students must create a clear and coherent piece that is appropriately developed and organized according to task and purpose 4. Students must compose a piece of writing by going through the writing process of prewriting (planning), writing, revising, and editing

F. Procedure Student will learn to analyze/ edit and revise the anchor sheet in preparation of writing their own piece. 1. Hand out anchor sheet. (day 1)
EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson Fall 2012 Karen Powell- Instructor

Lesson Title: The Writing Process CCSS: W.4.2, W.4.3, W.4.4, & W.4.5

Submitted By: Kristee Chandler

2. Have students edit and look for errors. (day 1) 3. Give students first editing checklist to help with this. (day 1 or 2) 4. Ask students to rewrite making necessary changes to pieces of writing. (day2) 5. Hand out Sentence Frame A, asking them to create their own piece of writing. ( Day 2 and 3) 6. Using editing checklist have students give their papers to their partners for editing. (Day 3 and 4) 7. Students will rewrite any pieces needing to be rewritten with changes. (day 4 and 5) 8. Using the first editing checklist and the Revising Checklist have students check their own work for improvements and make changes. (Day 4 and 5) 9. Student will rewrite final copy. ( Day 5) 10. Give partner paper to read for fluency and flow. (Day 5)

G. Assessment Teacher will have answer key for the anchor sheet available for students to compare their work to. Teacher will also read and grade revisions of writing. The assessment rubric is the both checklists handed to students during the assignment. The assessment measures the students mastery by looking for required core standards within their writing.

H. Reflection Which part of the lesson do you think will be the easiest to teach? o Editing the anchor sheet I feel will be the easiest to teach because finding other students mistakes are easier and you are able to be more objective.

Which part of the lesson do you think will be the most challenging to teach? o The most challenging to teach will be getting the students to slow down and take their time developing their writing skills.

What lesson or concept should be taught prior to this lesson? Writing the sequence of events as they happen. Using descriptive words to pull the reading in and using voice in our writing. How will you follow up this lesson? o o I will develop more anchor sheets for editing and give more creative writing time.

Which part of the lesson, if any, do you think might need to change?
Fall 2012 Karen Powell- Instructor

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Lesson Title: The Writing Process CCSS: W.4.2, W.4.3, W.4.4, & W.4.5

Submitted By: Kristee Chandler

Day and time for re-editing.

When you were writing this lesson plan, what was the most difficult part? o Deciding what I wanted to do.

Anchor Sheet
Ideas: 4.5, Organization: 4.5, Voice: 5, Conventions: 4

The most extraordinary event thats ever happed to me? My 10th birthday takes the prize fo that! It was the middle of summer, it was baking outside and you could smell the maist summer air. With nothing to do on a warm summer day I stumbled over to the computer. Then I saw it! With only 3 days until my birthday, I had found the perfect location for my birthday. I hollered , and afttermy mom agreed, We were already making invitations for the party! Lets go! I exclaimed as we hopped in the car. I was wearing a brand new grey skirt and a pink plaid shirt. I opened the witde glass doors and entered a world of color and clothing. Outfits filled the racks, they could have filled up the whole world! My friends arrived with grins as witde as the sun. We were treated to makeovers and received goody bags filled with little trinkets. Then we drove home to my house, sparkling and shinin. We ate cheesy pizza topped with bright red pepperonis. Then came the cake, marble cake with vanilla filling and strawberries, MMMMMMMMMM! I stared at my presents all night! I received a gift card, a scrapbook, and jewlery! My hand hurt by the end of the night from writing thank you letters! <y 10th birthday is a memorable moment I treasure! Except cleaning it all upthats a whole direrent story. By Katlyn Rivera

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor

Lesson Title: The Writing Process CCSS: W.4.2, W.4.3, W.4.4, & W.4.5

Submitted By: Kristee Chandler

Editing Checklist

1. ______ Did I indent every paragraph? 2. 3. 4. 5. 6. ______ Did ______ Did ______ Did ______ Did ______ Did dictionary? I capitalize the beginning of every sentence? I capitalize all the proper nouns? I use the correct end marks at the end of sentences? I use the correct punctuation (for example, Ms. Hendersons class)? I circle every spelling mistake and check the correct spelling using a

Sentence Frame A

We have all had extraordinary events happen in our lives. An extraordinary event that has happened in my life was ______________________________. It was extraordinary because __________________________. It all started when __________________________. I couldnt believe that _____________________. I was surprised because __________________________. It was such an amazing day!

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor

Lesson Title: The Writing Process CCSS: W.4.2, W.4.3, W.4.4, & W.4.5

Submitted By: Kristee Chandler

REVISING CHECKLIST 1. ______ Did I change/add at least three words using a thesaurus? These are the words I added: 1) __________, 2) ___________, 3) _________ 2. ______ Did I add at least three details to make my writing more interesting, clear, and specific? 3. ______ Did I start a new paragraph and indent each time I began a new idea? 4. ______ Did I use at least one example of figurative language? Here is the figurative language I used: ________________________________ _____________________________________________________________ 5. ______ Did I take out unnecessary information or ideas that didnt make sense? 6. ______ Did I combine short sentences into compound sentences using a connecting word (and, but, or) and a comma? 7. ______ Did I read my essay aloud to make sure it sounded correct?

Source: Wiki-teacher: http://www.wiki-teacher.com/resourceView.php?id=1900

EDRL 442 Teaching Literacy 1 ASSIGNMENT: Enrichment Activity for a Writing Lesson

Fall 2012

Karen Powell- Instructor