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‡ a) Give kids samples of procedural writing (ie: maps, recipes, how-to
books). The children are to examine the examples and brainstorm
characteristics of procedural writing as evident from the examples.
‡ b) Create an anchor chart together outlining the characteristics of
procedural writing and discuss.
$&*( "
+  
‡ a) Review anchor chart with characteristics of procedural writing.
‡ b) Look at a variety of recipes and discuss their characteristics and
how this relates to procedural writing.
‡ c) Model how to write a recipe for the class with chart paper.
Discuss characteristics and parts of a recipe.
‡ d) Work through the recipe and prepare food for class. Discuss the
procedural instructions as you prepare the food.
‡ e) Eat and enjoy! *
|  
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‡ a) To determine skill level of students, have students complete the
cooking survey individually. Correct together.
‡ b) Based on results of the cooking survey, place students in groups
based on their cooking knowledge.
‡ c) In these groups, have students create a recipe card using the
³Recipe Challenge´ activity.
‡ d) Peer edit the recipes within the groups.
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‡ a) Groups prepare final copy of their recipe and present to the class.
‡ b) Class discusses if recipes meet all the criteria and characteristics
of procedural writing.
 | 
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‡ To convince your opinion or thoughts




‡ Begins with a position statement or thesis
‡ Includes main idea and supporting details
‡ Uses a logical approach to persuade
‡ May include comparison-contrast and/or information from research

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‡ Letters
‡ Advertisements
‡ Editorials/articles
‡ Brochure/Pamphlet
‡ Websites
‡ Posters
 |

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$' Activate Prior Knowledge
‡ a) Read aloud that demonstrates persuasive writing
‡ b) Create an anchor chart together outlining the characteristics of
persuasive writing and discuss

$* Write Traits ± Ideas/Organization

‡ a)Teacher gives the topic- Best Restaurant in
Pembroke/Petawawa (Choice ± Kelsey¶s, Saffron, East Side
Mario¶s)
‡ b) Purpose: An Ottawa Senators player is coming to Pembroke. He
is going to eat lunch at a restaurant and he is counting on our letters
to help him make a choice.
‡ d) Using a graphic organizer, brainstorm reasons why these are
good restaurants or not. (Ideas/Organization)
‡ e) Choose a restaurant.
 |

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$, Shared Writing
‡ a) Review the characteristics of a letter
‡ b) Share write a persuasive letter to a Sens player (Voice/Word
Choice/Sentence Fluency)

$- Consolidate Learning

‡ a)Independent Writing (Following the steps of the writing process) Students
independently write a persuasive letter. Teacher offers choices or allow
student to make choice.
‡ b)Persuasive letter to the school board ± Should we have a calendar year
similar to an England style calendar year? Make a stance and support it.
$.
‡ c)Independent Writing continues ± Students continue the writing
process, including peer editing.
 "
|
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‡ Entertains, engages, provides an escape to a different world/time/setting.




‡ Progresses sequentially
‡ Has defined characters
‡ May contain dialogue
‡ May use descriptive language
‡ Usually has a defined setting
‡ Describe a storyline, plot, or problem that is usually resolved by the end
of the story

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‡ Short stories
‡ Storyboards
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‡ a) Graffiti the purpose of a Narrative and other forms of writing
‡ b) Create an anchor chart together outlining the characteristics of narrative
writing and discuss

$* "
+  
‡ a) Review the characteristics of a storyboard. Model an example.
‡ b) Give students their purpose. They will create a four piece storyboard
music video for the song Hakuna Matata.
‡ c) Watch the Hakuna Matata clip from the Lion King
‡ d) Share Write the main idea/message of the song?
‡ e) In groups, organize/brainstorm what images/text you might use to portray
the main the message. Remember, you can use new characters, setting
etc«to get the message across. It does not have to be from the Lion King.
‡ f) Using an observation checklist, teacher determines needs of students.

.
Sample Story Board
| " 

$, Guided Writing

‡ a) After reviewing the checklist, the teachers creates a small group with
similar needs to assist them in creating their stroryboard.
‡ b) Using a storyboard, illustrate your four images. Some groups may
choose to write the narrative first and then illustrate.
‡ c)Brainstorm a narrative that would relate to the images. Who are the
characters? The setting? What are the characters saying to each other if
anything? Etc..
$- Consolidate learning
‡ a) Writing process continues (Independent). Students should be reminded
that the storyboard should have a strong beginning, middle and end. Words
to be added below the images.

$./0 1
‡ a) Students will present their narrative/storyboard to the class.
 |

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‡ Provides an organized, factual record of information.




‡ Uses precise, subject-specific language
‡ Uses an impersonal, objective tone
‡ Usually includes a definition, classification, description, or summary of the
topic
‡ Follows a specific organizational pattern

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‡ Magazines
‡ Newspaper
   
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‡ a) In groups, students are given a celebrity name. Each group has 5
minutes to come up with 8 questions they would ask this person if
they were interviewing him/her for a news report.
‡ b) Create an anchor chart together to discuss the kinds of questions
that are important when conducting an interview / report (Who,
What, Where, When, Why, How).
‡ $&*( +  
‡ a) Review types of interview / report questions from anchor chart.
‡ b) Watch a clip of ³Entertainment Tonight´ looking for types of
questions and information presented in a news report.
‡ c) Using the key questions (Who, What, Where, When, Why, How),
write a short news report TOGETHER on chart paper based on the
headline: †



   
 



   
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‡ a) Exchange your report with another group and peer edit,
specifically looking for improving word choice.
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‡ a) Make a final copy of your news report and present it to the class.
   
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‡ Explains an experience, occurrence or facts




‡ Explains a cause-and-effect relationship
‡ Progresses sequentially
‡ Explains characters¶ motivation, actions or thoughts

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‡ Essays
‡ Paragraphs
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‡ a) On chart paper, write the words: paragraph, essay, articles, and
advertisements. Ask groups to discuss and record things these writing
forms have in common; (explains, gives facts, provides information).
‡ b) After discussion, explain that these are all examples of expository writing,
and develop a definition together.
$&*( "
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‡ a) Tell class that we will be focusing on advertisements as our type of
expository writing. Using chart paper, explain the following media terms:
target audience, implicit message, explicit message. (*Note: target audience
is an excellent vehicle for discussing voice).
‡ b) Provide groups with a variety of magazine advertisements. Using the
sheets provided, determine the target audience, implicit and explicit
messages in the ads.
‡ c) Discuss as a class the characteristics of advertisements based on
findings. Record these on an anchor chart. Discuss how advertisements
can be expository and persuasive at the same time.
&'  
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‡ a) Review media terms from Day #2.
‡ b) Groups are each given a product. Using our knowledge of
advertisements and expository writing, groups are to create a
magazine ad for their product.

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‡ a) Groups present their advertisements to the class. Other groups
guess who their target audience is, and what the implicit and explicit
messages are.
 
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‡ To creatively describe a person, place, event or story




‡ Usually involves creative word choice

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‡ Short Story
‡ Poem
‡ Journal
‡ Myth
‡ Legend
‡ Fairy Tale
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‡ a) Using the examples from the other forms of writing, play Jeopordy to determine which example goes with which
form of writing. Ie: Poetry is an example of this type of writing. Essays are examples of this type of writing.
‡ a) Create an anchor chart together outlining the characteristics of descriptive/imaginative writing and discuss.
‡ b) Top 10 Personal Favourites Activity (Word Choice ± 6 + 1 Traits of Writing, p.168) Write Traits

$* +  ( +



‡ a)Oral Activity
‡ Using the materials provided, partner A, in hiding creates an object. Once the object is completed, partner A,
describes in detail to partner B what he/she has created.
‡ b) Partner B, uses materials provided to re-create partner A¶s object based on the description given. No peeking!!
‡ c) Review the importance of descriptive language and word choice.

$, +  
‡ a) Descriptive Writing using 5 senses ± Hershey Kiss Activity
‡ b) Each student receives a piece of paper and tell them we are going to write about a Hershey Kiss (or any
object). They have to pretend they are aliens and want to send information back to their home planet this Hershey
Kiss.
‡ c) 1) We write about what it looks like first (no touching);
2) then how it feels
3) then we write about the sound (of the foil wrapper);
4) next the smell of the Hershey Kiss
5) Finally the taste!!)
Finally you are not allowed to use the words CHOCOLATE or KISS.
 "(
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$- "
+  
‡ a) Review the anchor chart to determine the characteristics of descriptive
writing
‡ b)With a graphic organizer, model write how I would Organization/Ideas my
thoughts of a person or family member who means a lot to me.
‡ c)In a journal format, model some paragraphs using my the information in
my graphic organizer.
‡ d)Purpose: In a journal format, I am reflecting upon a person who has
helped shaped who I am. Due to the descriptive language I am using, I am
hoping that my audience with get a really strong sense of who this person
was.
$.$/$2 

  
‡ a)Using the writing process students will: in a journal format, independently
choose a person that means a lot to you. Teacher is looking for descriptive
language.