Kent ISD Writing Diner 2 August 6, 2015

Creating Active Thinkers for Common Core Success

Tim HargisAugust 6, 2015

Kent ISDGrand Rapids, Michigan

Website: www.thewritingdiner.comEmail: thewritingdiner@sbcglobal.net

Twitter: @WritingDinerTimSlideshare: www.slideshare.net/timhargis

A Little About Who I Am

I have loved to write since I was about this old.

My studentsare not

growing as writers…

My studentsare not

I’m not sure what to teach

in my minilessons…

My studentsare not

I don’t like towrite for mystudents…

My studentsare not

Assessment issues…

My studentsare not

Standardized testprep…

My studentsare not

Standardized test prep…

Activethinkers…

The Original• A series of lessons

aimed to teach craft elements of writing– Leads

• Onomatopoeia• One Word• Dialogue

– Details• Similes• Snapshots, Thoughtshots• Parts of speech

– Endings• Memory, wish, feeling• Strong Line

The Original• A series of lessons

aimed to teach craft elements of writing– Included pieces of writing

• Personal Narratives

The Original• Guiding Principles

1. Teach explicitly2. Incorporate conversation

to deepen understanding3. Hold students

accountable4. Make writing meaningful

The Original• The ultimate goal:

To help students become active thinkers while they are independently writing

– While students are independently writing, they will have real writing skills and knowledge inside of them, AND they will be actively thinking about how to apply that knowledge and those skills to any writing task

So Why a Writing Diner?

• The idea is to build a visual menu to support student writing and student thinking throughout the year.

So Why a Writing Diner?

• The idea is to build a visual menu to support student writing and student thinking throughout the year.– Students are familiar with

menus– Menus, be definition,

require active thinking– Built gradually

Lesson 2: Onomatopoeia Lead

• Students will be introduced to the idea of starting with an interesting noise to grab the reader’s attention and will begin to use it in their own writing.

Today we are working on....

The Onomatopoeia Lead!!!

What in the world is onomatopoeia?!?!?

You might be thinking....

Onomatopoeia

• Onomatopoeia is a fancy writing word for a noise or a sound in a piece of writing.

Onomatopoeia

• Examples:– My wet gym shoes went squish, squish as I

walked down the hallway.

– The camp fire went crackle, crackle in the night.

– The bee went buzz as it flew by my ear.

You can use onomatopoeia any

place you would like in a piece of writing.

Sometimes it is the perfect choice to use onomatopoeia for a lead in a piece of

writing.

Start with an interesting

noise to catch your reader’s

attention!

Valentine’s Day Dilemma Tim Hargis

Thumpthumpthumpthumpthumpthumpthumpthumpthumpthumpthumpthump…. My heart was beating so fast, I thought it might explode as I stood at the end of the driveway looking at my house. It was Valentine’s Day, and I was nine years old. I had just gotten off the bus after a day in the third grade at Pleasant Hill Elementary. In my left hand I held my metal lunch box that was shaped like a mailbox. In my right hand I held a chocolate heart, wrapped in pink and silver aluminum foil. It was that chocolate heart in my hand that was making the real one in my chest beat so stinkin’ fast.

The chocolate heart was a gift from Cathy Rodriguez. She was my third grade spelling partner and was the girl who had chipped my tooth in gym class three months earlier. We had gotten over that and had become close—so close, in fact, that Cathy gave me this special chocolate heart on Valentine’s Day right before we got on our buses to go home.

My cheeks got all warm and red when she gave it to me. But it made me smile—big—and I smiled on my bus all the way home. I didn’t want to eat it, because I knew if I did, it would be gone. I just wanted to hold it in my hand and smile. When I got off the bus, though, that’s when the smiling stopped.

I stood at the end of the driveway and looked at my house and knew that this chocolate heart could cause me some serious trouble once I got inside. The problem, you see, was older sisters—five of them, and once they found out that a girl had actually given me a chocolate heart wrapped in pink and silver aluminum foil for Valentine’s Day I knew my life would be miserable.

They would start singing and chanting, things like, “Timmy’s got a girlfriend! Timmy’s got a girlfriend!”

I knew I had to do something. I knew I couldn’t walk in the door of my house and have my sisters find out I had a special Valentine’s Day gift from my spelling partner, Cathy Rodriguez. I had to think fast. The chocolate heart was way too big for me to eat before I got up the driveway. Then I saw it. Sitting by the kitchen door was our garbage can. It was my only way out of the teasing and the singing that I just couldn’t take.

I walked slowly up the driveway, my chocolate heart now heavy in my hand. When I got to the door, I quickly and quietly opened the lid of the can and let that chocolate heart fall to the bottom before going into my home. Thud.

The next day at school my spelling partner, Cathy Rodriguez, asked me if I liked the heart. I told her that I did. I said, “It was the best chocolate heart I’ve ever had.” And I knew it would have been, too.

2nd Grade Example

Question Lead

Binoculars (Senses)

Simile

Onomatopoeia

Snapshots

End with a Wish

4th Grade Example

Repetition

4th Grade Example

Repetition

Adjective

Personification

Adjective

Appositive

5th Grade Example

Repetition

5th Grade Example

Repetition

Appositive

5th Grade Example

Repetition

Appositive

Commas in a Series

5th Grade Example

Repetition

Appositive

Commas in a Series

One Word Lead

Great Verb

Adjective

Simile

Snapshot

Dialogue

Adverb

End with a Strong Line

MEAP Writing Trends 2005 - 2007

52%45%

75%83%

2005 3rd 2006 4th 2007 5th

Percentage Passing Writing

Glenwood

Source: Michigan Department of Education

www.michigan.gov/mde

MEAP Writing Trends 2005 - 2007Economically Disadvantaged Students

42%35%

72% 74%

2005 3rd 2006 4th 2007 5th

Percentage Passing Writing

Glenwood

Source: Michigan Department of Education

A Quick Look at MEAP Data

20124th Grade

Writing(Passing/

Levels 1&2)

AllStudents

Males Females AfricanAmerican

Econ.Disadv.

State 47% 38% 56% 27% 33%

Glenwood(Kentwood Public

Schools)

80% 86% 74% 67% 75%

Source: Michigan Dept. of Education

20124th Grade

Writing(Advanced/

Level 1)

AllStudents

Males Females AfricanAmerican

Econ.Disadv.

State 12% 7% 16% 4% 5%

Glenwood(Kentwood Public

Schools)

45% 48% 42% 20% 43%

Brown ElementaryByron Center Public Schools

4th Grade MEAP

Writing

2012 93%(3rd Highest in Michigan)

2013 89%(47% Advanced)

The Writing Diner 2• Meeting the demands

of the three types of writing in the Common Core State Standards

The Writing Diner 2• The ultimate goal:

To help students become active thinkers while they are independently writing– While students are

independently writing, they will have real writing skills and knowledge inside of them, AND they will be actively thinking about how to apply that knowledge and those skills to any writing task

The Writing Diner 2

The Writing Diner 2• Four areas of focus

for writing instruction1. Understanding the

purpose of the three types of writing

2. Knowing how to implement craft elements of writing for all 3 types of writing

3. Understanding genre and text structures

4. Connecting to content

Four Areas of Focus

1. Understanding the purpose of the three types of writing

“Pizza Memories”

“Pizza: A Popular and Tasty Dish”

“Tasty Tomato Pizzeria: A Tasty Choice for a Family

Meal”

1. Quietly read the piece of writing

• Decide what the author’s main purpose is for the piece

• Highlight specifics of what the author did to establish this purpose

“Pizza Memories”

“Pizza: A Popular and Tasty Dish”

“Tasty Tomato Pizzeria: A Tasty Choice for a Family

Meal”

1. Quietly read the piece of writing

• Decide what the author’s main purpose is for the piece

• Highlight specifics of what the author did to establish this purpose

2. Form 3 groups based on the piece you read

• Discuss and create a poster to show:

• the purpose of your piece

• the specifics of what the author did to establish this purpose

Opinion

rmative

O p i n i o n / A r g u m e n t

I n f o r m a t i v e / E x p l a n a t o r y

N a r r a t i v e

Text Purposes

Inside The Writing Diner 2• Begins with a focus

on purpose

• If students understand and are thinking about their purpose, it should set them down a particular writing path

The Writing Diner 2: Purpose• Begin the year with three

mini-units, one on each type of writing.

– 2 – 3 weeks long

– Main goal is to establish the purpose for each type of writing

– Will also establish some “basics” for each type of writing

– During the units, students will get the opportunity to live and think like narrative writers, informative writers, and opinion writers

The Writing Diner 2: The Year

SEPTEMBER

Mini-unit on Narrative

OCTOBER

Mini-unit on Informative

Mini-unit on Opinion

Chapter 3: Pages 36 – 55

Mini Unit:Purpose of Narrative Writing

• The type of writing is narrative

• The genre we will use is personal narrative

Type vs. Genre

• Opinion– Reviews– Literary Essay– Speech

• Informative– Informational Book– Informational Article

• Narrative– Personal Narrative– Realistic Fiction– Mystery

(Type)

Mini Unit:Purpose of Narrative Writing

• The type of writing is narrative

• The genre we will use is a personal narrative

Narrative Writing: The Basics

• You want to make your readers “experience” the story

• It has a beginning, a middle, and an ending

• Details are extremely important

Day 1: Teaching Narrative Purpose (page 41)

• Focus Lesson– Defining the purpose of a

text type– Showing non-examples and

examples of the text type

• Partner Work– Sorting excerpts of texts into

examples and non-examples

• Individual Work– Quick write about the

purpose of the text type

Identifying and understanding the purpose of narrative

writing!!!

I can identify narrative writing and explain its purpose.

Purpose = Reason

Narrative writing is a type of writing.

Let’s Do Some Thinking

Let’s Do Some ThinkingAnd then the dog came

running around the corner. He was a big dog. And ugly. And he looked like he was having a real good time. His tongue was hanging out and he was wagging his tail. He skidded to a stop and smiled right at me. I had never before in my life seen a dog smile, but that is what he did. He pulled back his lips and showed me all his teeth. Then he wagged his tail so hard that he knocked some oranges off a display, and they went rolling everywhere, mixing in with the tomatoes and onions and green peppers.

Not a Narrative Example Narrative Example

And then the dog came running around the corner. He was a big dog. And ugly. And he looked like he was having a real good time. His tongue was hanging out and he was wagging his tail. He skidded to a stop and smiled right at me. I had never before in my life seen a dog smile, but that is what he did. He pulled back his lips and showed me all his teeth. Then he wagged his tail so hard that he knocked some oranges off a display, and they went rolling everywhere, mixing in with the tomatoes and onions and green peppers.

A story

Not a story

Meow! The cat happily trotted across the floor. She was heading straight to the couch which was next to the window. Bright sunshine spilled in through the window. The cat jumped up on the couch, turned around 3 times, and then snuggled in for a nice long nap.

Cats. These furry creatures have been companions for people for thousands of years. Most experts believe that the ancient Egyptians were the first group of people to domesticate cats.

I can identify narrative writing and explain its purpose.

Teaching Purpose

Thinking on Paper

In your own words, describe the purpose of narrative writing.

The purpose of narrative writing is ___________________

Day 2: Generating Narrative Topics (page 49)

• Focus Lesson– Remind students that narratives

can be real or made up– Introduce the idea of personal

narratives– Demonstrate one way to come

up with personal narrative topics

• Partner Work– Students can talk with partners

or small group about possible topics

• Individual Work– Students generate topic ideas

Coming up with great ideas for narrative

writing!!!!

Personal Narrative

Sometimes I have trouble

coming up with a topic for personal narrative writing.

Yeah. Me too. Sometimes my teacher tells me to write, but I don’t have anything in

my head to write about.

We wonder what is a good way to come up with a good topic for personal narrative

writing.

Thinking About Personal Narrative Writing Topics

My 2 Rules for A Personal Narrative Writing Topic

1. It has to be interesting to me2. It has to be something I know a lot

The BIG Idea

Writing Topics

1. ____________________________

2. ____________________________

3. ____________________________

Writing Topics

1. ____________________________

2.____________ ________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3._____ _______________________

The BIG Idea

Writing Topics

1. ____________________________

2. ____________________________

3. ____________________________

Writing Topics

1. ____________________________

2.____________________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3.____________________________

Writing Topics

1.____________________________

2.__________________________ __

3.____________________________

The BIG Idea

Writing Topics

1. ____________________________

2. ____________________________

3. ____________________________

Writing Topics

1. ____________________________

2.____________ ________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3._____ _______________________

Playing Golf

The BIG Idea

Writing Topics

1. ____________________________

2. ____________________________

3. ____________________________

Writing Topics

1. ____________________________

2.____________ ________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3._____ _______________________

Playing Golf

Pillow Football

Good Talks

The BIG Idea

Writing Topics

1. ____________________________

2. ____________________________

3. ____________________________

Writing Topics

1. ____________________________

2.____________ ________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3.____________________________

Writing Topics

1.____________________________

2.____________________________

3._____ _______________________

Playing Golf

Pillow Football

Good Talks

Helping at Home

Thanksgiving

Phone Calls

When I was a kid

Broke a window

First Valentine

Dodgeball

Her Hair

First Fireworks

Mornings

SEPTEMBER

OCTOBER

Narrative Writing: The Basics

• You want to make your readers “experience” the story

• It has a beginning, a middle, and an ending

• Details are extremely important

Narrative Writing: Mini-unit

• Show examples and non-examples in your focus lessons, day after day after day

• Teach different types of leads

SEPTEMBER

OCTOBER

Keep in mind....

•The minilessons during these days will be brief and explicit

•Bulk of time will be students writing

•Consider using student work during your minilessons as examples

•You will be conferring with students during their writing time

SEPTEMBER

OCTOBER

Keep in mind....

•It doesn’t really matter what students produce during these days

•Some might produce a piece a day

•Some might work on the same piece for several days

•Some might start 4 pieces but never finish any

SEPTEMBER

OCTOBER

At the end of the mini-unit...

•Students will turn in their best personal narrative to you

•This will be for a grade

•Let them know your expectations for the personal narrative

•Possibly tell them this on Thursday and say all pieces are due by end of writing time on Friday

SEPTEMBER

OCTOBER

Chapter 4: Pages 56 - 78

Mini Unit:Purpose of Informative Writing

• The type of writing is informative

• The genre we will use is either an informational article or an informational book

Informative Writing: The Basics

• Stick to the facts

• Organize your information in a thoughtful way

• Use text features to help readers understand your information

Day 1: Teaching Informative Purpose (page 59)

Day 2: Generating Informative Topics (page 67)

• Focus Lesson– Show that informative texts

can be on a wide variety of topics

– Demonstrate making a list as a way to generate ideas

• Partner Work– Students can talk with

partners or small group about topics

• Individual Work– Students generate lists

Informative Writing!!!!

I can generate a list of possible topics for informative writing pieces.

Informative Writing

Please remind us about the purpose of informative writing.

What do I know a lot about that I could use for a topic

for an informationa

l book?

My Informative Writing Topics

• Baseball•Golf•T.V. News•Cats•Tennis•Writing•Painting a house•Dogs•Football•Third grade•Cincinnati•Monopoly

What do I know a lot about that I could use for a topic

for an informationa

l book?

My Informative Writing Topics

• Baseball•Basics of the game•Big Red Machine

•Golf•How to play•Jack Nicklaus

•T.V. News•Cats•Tennis•Writing•Painting a house•Dogs•Football•Third grade•Cincinnati

Day 3: Writing Informational Books (page 70)

• Focus Lesson– Model the thinking and

writing process for writing an informational book

– Highlight text features and show how a writer’s brain works when utilizing them

• Individual Work– Students begin work on their

informational books

• Partner/Group Work– Students share their work

with partner(s) and partner(s) point out/discuss text features

Informative Writing!!!!

I can write an informational book.

You might be thinking…

What in the world is informative writing

again?!!?!

Let’s Take a Look Inside a Book

Heading

Picture

Caption

Bold Print

Kindergarten Example

1st Grade Example

Heading

Bold Print

1st Grade Example

Heading

Labels

4th Grade Example

HeadingBold Print

Caption

2nd Grade Example

Heading

Bold Print

2nd Grade Example

Heading

Bold Print

3rd Grade

SEPTEMBER OCTOBER

Informative Writing: The Basics

• Stick to the facts

• Organize your information in a thoughtful way

• Use text features to help readers understand your information

Informative Writing: More Lessons

• Base your teaching on your students’ work– Text feature(s) many are

not utilizing• Putting information into a

– Making a text feature “better”

• More interesting headings• The best word to make

bold• Improving caption writing

– Take a day to work on punctuation, capitalization

SEPTEMBER OCTOBER

Keep in mind....

SEPTEMBER OCTOBER

Keep in mind....

•Some might produce a book a day

•Some might work on the same book for two weeks

•Some might start 4 books but never finish any

SEPTEMBER OCTOBER

•Students will turn in their best informational book to you

•Let them know your expectations for the book

•Possibly tell them this on Thursday and say all books are due by end of writing time on Friday

SEPTEMBER

OCTOBER

Mini Unit:Purpose of Opinion Writing

• The type of writing is opinion

• The genre we will use is the review

Opinion Writing: The Basics

• State your opinion

• Support your opinion

• Wrap it up

Day 1: Teaching Opinion Purpose (page 82)

Day 2: Writing Reviews – Intro(page 99)

• Focus Lesson– Stress the importance of a

good opening for an opinion piece and that your opinion needs to be clear

• Individual Work– Students work on writing the

intro to their reviews

with partner(s) and discuss if the opening is strong with a clear opinion

Day 3: Writing Reviews – Support(page 102)

• Focus Lesson– Stress the importance of

supporting your opinion using great description and detail to do so

support to their reviews

with partner(s) and discuss if the support is strong and descriptive

Day 4: Writing Reviews – Ending(page 105)

• Focus Lesson– Stress the importance of a

strong ending for an opinion piece that reiterates your opinion

ending to their reviews

with partner(s) and discuss if the ending is strong and drives home the opinion

Today we are working on….

Opinion Writing!!!

Day 1: Intro

OPINION

• Your opinion is what you think about something; it is how you feel about something

Day 1: Intro

OPINION Writing

• Opinion writing is where we express our opinion about something—we tell how we think or feel about something– We give reasons why we have our opinions– We try to get other people to think like us

Day 1: Intro

OPINION Writing

• There are all kinds of opinion writing pieces– The book review

– The restaurant review

Day 1: Intro

OPINION Writing

• In opinion writing we must:– State an opinion

– Support the opinion

– Wrap it up

Day 1: Intro

OPINION Writing

• In a restaurant review we must:– State an opinion

• Tell how we feel about a restaurant

– Support the opinion

– Wrap it up

Day 1: Intro

OPINION Writing

– Support the opinion• Give reasons to explain why we feel how we feel

about the restaurant

– Wrap it up

Day 1: Intro

OPINION Writing

– Support the opinion• Give reasons to explain why we feel how we feel

about the restaurant

– Wrap it up• Tell our readers whether or not they should eat at

that restaurant

Day 1: Intro

OPINION Writing

Day 1: Intro

• A restaurant review is a type of opinion writing where we:

– Tell how we feel about a restaurant

– Explain why we feel that way

– Tell our readers whether or not they should eat at that restaurant

Day 1: Intro

Skyline Chili is a great restaurant. The food is tasty and unique. You should definitely eat there if you get a chance.

Day 1: Intro

Spicy. Delicious. Like nothing you’ve ever eaten before. This is what it’s like to eat at Skyline Chili, a Cincinnati-area restaurant that has been satisfying customers for generations. This is, without question, a great choice to try for a quick meal at lunch or dinner.

Day 1: Intro

Interesting Beginning Name of Restaurant

Day 1: IntroState the Opinion

Day 1: Intro

Day 2: Support

One reason Skyline is a great choice for a restaurant is that it has quick service. Another reason it is a good place to eat is because the people who work there are friendly. The final reason is because the food tastes great.

Day 2: Support

This is just a list! Lists are not interesting to read. We need more interesting writing when we share our support for our opinions!!

One reason Skyline is a great choice for a restaurant is that it is a “sit-down” style restaurant that has unbelievably quick service. You do not have to wait in a line to order and then carry your food to your table like you do at fast-food restaurants. Instead, when you walk into a Skyline, you are greeted with a smile and taken to your table. At the same time, though, you do not have to wait forever for your food to arrive. Once the server takes your order, most of the time, your food shows up in under five minutes.

Day 2: Support

Another reason Skyline is worth trying is the price. You can take a family there for a meal for usually under $40.00 and sometimes under $30.00. Even though you are not paying much, though, when you walk out of Skyline, you feel fulfilled, stuffed even, knowing you got your money’s worth.

Day 2: Support

Another reason Skyline is worth trying is the price. You can take a family there for a meal for usually under $40.00 and sometimes under $30.00. Even though you are not paying much, though, when you walk out of Skyline, you feel fulfilled, stuffed even, knowing you got your money’s worth.

Yet, the most obvious reason to eat at Skyline is the food. To say it is unique is an understatement. The restaurant is most famous for its chili-spaghetti. My favorite is the “4-Way”, a combination of spaghetti, chili, onions and mild,

shredded cheddar cheese. The chili makes the dish. It oozes over the spaghetti like lava sliding down a volcano. It is a chili that is unique, a secret family recipe from Greek brothers who immigrated to Cincinnati more than 60 years ago. The cheese also adds to the experience. At Skyline you don’t just get a sprinkle of cheese, you get a mountain of it, piled on top of the chili, topping off the meal the way whipped cream tops off a hot fudge sundae. Adding a few oyster crackers is optional, but recommended. When you take that first bite, your taste buds will do back flips, demanding more of this unique taste.

Day 2: Support

Eat at Skyline. It’s good.

Day 3: Ending

So, if you ever find yourself traveling through southern Ohio and you spy a sign that says Skyline, you might want to take a minute to stop and enjoy. It will be an eating experience that will taste like nothing you’ve ever had and, chances are, it will be one you will want to experience again, and again, and again. Guaranteed.

Day 3: Ending

SEPTEMBER OCTOBER

• State your opinion

• Support your opinion

• Wrap it up

• Redo a review unit doing a different kind of review

• Do a different opinion genre, highlighting stating an opinion, supporting an opinion, wrapping it up

• Minilessons would focus on:– Making openings more

interesting– Making support more

interesting– Making endings more

interesting

SEPTEMBER OCTOBER

Keep in mind....

SEPTEMBER OCTOBER

Keep in mind....

•Don’t worry if everyone doesn’t finish or completely keep up

•Not going to grade, collect, etc. their daily work

SEPTEMBER OCTOBER

•Students will turn in their best opinion piece to you

•Let them know your expectations for the book

•Possibly tell them this on Thursday and say all pieces are due by end of writing time on Friday

SEPTEMBER

OCTOBER

Chapters 3 – 5 : Pages 33 –108

Opinion

rmative

•Purpose is to tell what I think and how I feel about

something•State my opinion

•Support my opinion•Wrap it up by reiterating

my opinion

Opinion

rmative

•My purpose is to give information

•I need to stick to the facts

•I want to organize my info in a

thoughtful way•I will use text

features to help me share my

information

Opinion

rmative

•My purpose is to tell a story•It can be a real story or an

imagined story•I want my readers to experience the story•It has a beginning, a middle, and an ending

•Details are very important

Opinion

rmative

CRAFT ELEMENTS OF WRITING

Four Areas of Focus

The Original Writing Diner

• A series of lessons aimed to teach craft elements of writing

The Original Writing DinerInside the Writing Diner 2

For opinion, informative, and narrative writing

5th Grade Example

Repetition

Appositive

Commas in a Series

One Word Lead

Great Verb

Adjective

Simile

Snapshot

Dialogue

Adverb

Great Verb

Adjective

AdjectiveAdjective

Adjective

Personification

Four Areas of Focus

Teaching Writing Craft Elements

• Teach craft units throughout the year

• Show how craft elements make each type of writing better

Teaching Writing Craft Elements

• Craft Unit Examples– Leads

• Onomatopoeia Lead, One Word Lead, Question Lead, Dialogue Lead, etc.

– Details• Similes and Snapshots

– Parts of Speech• Exact Nouns, Great

Verbs, Adjectives, Adverbs

– Endings– More with Details

• Personification, Short Sentences, Repetition

How a Year Might LookEarly September

Mini-unit on Purpose of Narrative Writing

•Personal Narrative

Late September

Mini-unit on Purpose of Informative Writing

•Informational books or informational articles

Early October

Mini-unit on Purpose of Opinion Writing

•Reviews

Late September

Early October

•Reviews

Late October

Craft Unit on Details

•Senses

•Similes

•Snapshots

Early December

Craft Unit on Parts of Speech

•Nouns, adjective, verbs, adverbs

During Craft Units, students may choose the type/genre of writing they are working on.

The Common Core

Students Who are College and Career Ready in Reading, Writing, Speaking,

Listening and Language

• They demonstrate independence.

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Early December

During Craft Units, students may choose the type/genre of writing they are working on.

Craft Units: An Example

• Focus is Details– Personification– Repetition– Short Sentences

• 3 Weeks

Monday Tuesday Wednesday Thursday Friday

Personification•Teach it•Model with a narrative text

Personification•Review it•Model with informative and opinion texts

Personification•Review it•Model with authentic texts, student samples, or your own writing

Repetition•Teach it•Model with an opinion text

Repetition•Review it•Model with a narrative text

Repetition•Review it•Model with an informative text

Repetition•Review it•Model with authentic texts, student samples, your own writing

Short Sentences•Teach it•Model with a narrative text

Short Sentences•Review it•Model with an opinion text and informative text

Short Sentences•Review it•Model with authentic texts, student samples, your writing

Putting it all together moment

Published piece due by end of writing time

Friday

Today we are working on….

Personification!!!!!

When we are done today, you should be able to say….

“I can use personification in my writing.”

A good question is…..

What in the world is personification?!?!?!?

Another good question is…..

Why should we want to learn about

personification?!?!?!?

Personification

• Using personification in your writing:– Adds details to your writing– Makes your writing sound more sophisticated– Makes your writing more interesting to read

Some Examples

• Without personification:– I sat down in the big, soft, comfortable chair.

• With personification:– I sat down and the chair wrapped its

arms around me and gave me a hug.

Some Examples

• Without personification:– The candle’s flame flickered when the wind

• With personification:

– The candle’s flame danced when the wind blew.

Some Examples

• Without personification:– The moon was shining brightly in the night

• With personification:

– The moon winked at me and smiled brightly in the night sky.

Some Examples

• Without personification:– The sun felt warm on my cheek.

• With personification:– ……..

Sledding with Sofia

My three-year-old daughter Sofia stood next to the truck in her purple, paisley snow pants, her light purple coat, and her dark purple hat. She had her white and pink snow boots strapped on her feet and her turquoise, Little Mermaid

sunglasses covering her eyes. It was mid-morning on New Year’s Day and Sofia, my wife, Keyla, and I

were going sledding for the first time this season. In fact, it was Sofia’s first time ever to go sledding.

She was excited. She looked like a real pro.

The sound of boots on snow filled the air as we walked to the back of our truck to get Sofia’s sled.

It was a nice day—sky blue like pool water and the air fresh and crisp. But it was cold. As I reached in the back of the truck to pull out the sled, winter’s wind reached out and grabbed my hand and gave it a squeeze. I quickly dug my hand into my coat pocket to fish out my gloves.

Finally, we got the sled out of the truck, a purple, plastic sled, a Christmas gift to Sofia from us. We headed to the hill.

“Wow, look at that big hill, Dad,” Sofia said, smiling wide.I smiled back. “Yep, that’s some big hill.”

Actually the hill wasn’t that big at all, but it was a decent-enough-sized slope, especially if you’re three years old and going sledding for the first time.

We got to the top of the hill and put the sled down on the ground. The wind whipped a bit, got inside my coat and tiptoed up my back. I shivered.

“I want to go sledding now, Dad,” Sofia said.“Okay,” I said. “Do you want me to go with you?”“No,” she replied. “I want to go all by myself.” I shouldn’t have been

surprised by this response. She wants to do almost everything all by herself these days.

Keyla smiled at me and laughed at my worried, wrinkled forehead, my squinting eyes, and my tight lips as I stared at Sofia.

“You just give me a push, Dad.”I exhaled. “Okay, Sof, hop on.”Sofia plopped herself down on the sled as Keyla worked her way down the

hill, a hill that suddenly seemed a bit bigger, to wait for Sofia at the bottom. I showed Sofia where to put her hands to hold onto the sled.“Are you ready?” I asked.“Yeah,” she said, her eyes sparkling like a snowy field on a sunny day.“Okay, then. Here you go!”

I pushed. I felt the wind pinch my cheeks as Sofia started scooting down the hill on her new purple, plastic sled. I heard the steady sssshhhhhhhhhhhhhh of the sled, my wife yelling “Yaaaaaaaayyyyyy” as she waited for Sofia at the bottom, and Sofia giggling wildly the whole ride down.

When she got to the bottom, she immediately said, “Let’s do it again!”I laughed.And then we did do it again….and again…and again….and again….and

again…for a good part of the morning. Most of the time Sof went by herself, but a few times she did let her mom or me go with her.

When we were done we crunched our way back to the truck. “That was fun, Dad,” Sofia said as we climbed inside to head out for some

hot soup and sandwiches. “Thanks for the sled for Christmas.”Keyla and I smiled as we pulled away.Who knew that a cold, wintry day could feel so warm.

“I can use personification in my writing to add details to my writing and make it more

interesting.”

Friday

Inside The Writing Diner 2

Hot Soup versus Hot Chocolate: A Tough Choice on a Cold Day(Opinion – Persuasive Essay)

Tim Hargis

Have you ever been outside on a cold day, perhaps playing in the snow, going sledding, or building that awesome snow fort, and then, after hours in the freezing cold, decided to go inside to warm yourself up? It feels good to walk inside your home and feel the warmth of the fireplace squeeze your frigid face and hug your chilly toes. Yet, while a warm fire can heat you up on the outside, sometimes you want to find just the right thing to warm you up on the inside. That is when you have to make a choice. Is it going to be a hot bowl of soup or a steaming mug of hot chocolate? Both are great choices for such a day, but if you can only have one, which would you choose?

Hot Soup versus Hot Chocolate: A Tough Choice on a Cold Day(Opinion – Persuasive Essay)

Tim Hargis

There is no question that both soup and hot chocolate can make you feel warm inside almost instantly. With soup, the experience is a bit more fulfilling. A warm bowl of soup is like a meal. The first spoonful of soup will slide down your insides and land in your stomach, breathing fire all the way down. When you are done with the soup, you will probably feel full, maybe even stuffed, because it can be such a hearty meal....

Let It Snow, Let It Snow, Let It Snow(Informative – Informational Article)

Tim Hargis

A Ferocious Winter StormWhile almost everyone is familiar with the term blizzard, there is

another type of winter storm that will grab hold of an area and hold onto it with an icy, intense grip. That storm is known as a Nor’easter....

“I can use personification in my writing to add details to my writing and make it more

interesting.”

1st Grade Example

One Word Lead

Simile

End with a Memory

5th Grade Example

Snapshot Lead

DialogueSimile

Thoughtshot

Snapshot

Strong Verb

Simile

Adjectives

End with a Wish

5th Grade Example

4th Grade Example

Snapshot

Repetition

Simile

7th Grade Example

Simile

Great Verb

Short Sentence Simile

Senses

Friday

Keep in mind....

Friday

Keep in mind....

•Students will choose the type of writing they work on during the month

•Some might produce a piece a day

•Some might work on the same piece for two weeks

•Some might start 4 pieces but never finish any

Friday

At the end of the Craft Unit...

•Students will turn in their best piece to you

•Let them know your expectations for the piece

•Some students will turn in narratives, some will turn in opinion pieces, others will turn in informative pieces

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Early December

Late September

Early October

•Reviews

Late October

Craft Unit on Leads

•Onomatopoeia

•One Word

•Dialogue

•Question

December

Craft Unit on Endings

•Memory, Wish, Feeling

•Question

•Strong Line

November

•Senses

•Similes

•Snapshots

January

•Personification

•Repetition

•Short Sentences

February

•Exact Nouns

•Adjectives

•Great Verbs

•Adverbs

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Early December

Four Areas of Focus

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Early December

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

•Realistic Fiction

Early December

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Early January

Text Structure Unit

•Sequential

Reviews Commercials Literary Essays Speeches

Informational books Informational articles

Personal narratives Realistic fiction Fantasy Mystery

Nonfiction Text Structures

Teaching Genre

• When we do new genre units, we still drive it back to the purpose and the basics that we introduced at the beginning of the year.

Teaching Genre

• Checkout pages 260 - 471.

Four Areas of Focus

The Common Core

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Early January

Text Structure Unit

•Sequential

Four Areas of Focus

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Early January

Text Structure Unit

•Sequential

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Early January

Text Structure Unit

•Sequential

Content Connection•Personal narrative in Social Studies

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Early January

Text Structure Unit

•Sequential

Content Connection•Informational book in Science

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Early January

Text Structure Unit

•Sequential

Content Connection•Review in Reading

Late September

Early October

•Reviews

Late October

•Senses

•Similes

•Snapshots

Mid/Late November

Genre Unit

Early December

Late December

Genre Unit

•Commercials

Early January

Text Structure Unit

•Sequential

Content Connection•Informational book in Science•Review in Reading

Content Connection•Fiction in Social Studies•Review in Reading

Content Connection•Personal Narrative in Science•Review in Reading

Content Connections

• So, after that unit on informative writing...– Taught through the genre of informational books or

articles– Showed them how to implement text features– Did it during the writing block– Gave them choice of topic

• Then, give students an assignment during their content time that requires them to apply what they have learned about informational books or articles during their writing time

Here’s how it might look...Sample Month

Writing Block Science Week 1 Mini – unit on purpose for

informative writing. Teach informational books. Emphasize text features.

Researching what it is like to be a butterfly. (Writing standards 7 & 8)

Week 2 Mini – unit on purpose for informative writing. Teach informational books. Emphasize text features.

Week 3 Begin Realistic Fiction unit. Writing an informational book on butterflies.

Week 4 Continue Realistic Fiction unit.

The Common Core

• They build strong content knowledge.

Week 4 Continue Realistic Fiction unit.

Writing Standards 7 & 8

• W.1.7: Participate in shared research and writing projects.

• W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

What is it like to be a _________?

person

childteenager

adult elderly

RESEARCHWhat in the world is research?

RESEARCH

Research is when we think about a question....

...and then we explore to find the answer to that question.

How do we explore to find the answer to a

question?

Research

• Research is when we think about a question and then explore to find the answer to that question.

Ways to Explore• Read• Internet search• Discuss (Talk)• Interview experts• Do experiments• Go on trips• Watch films

What is it like to be a _________?frog

What is it like to be a frog?

Life Cycle

the egg

Animals eat some eggs. The other eggs hatch in about 7 – 9 days.

the egg

the tadpole

the egg

the tadpole

No feet or legs. Looks like a fish. Has a tail and a mouth.

the egg

the tadpole

the adult

the egg

the tadpole

the adult

Has a head and eyes. It has legs for swimming. It has slimy skin.

Life Cycle

What is it like to be a _________?butterfly

Life Cycle

Kent ISD Writing Diner 2 August 6, 2015

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