Mini Lessons for Intermediate Writing
Transcript of Mini Lessons for Intermediate Writing
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Mini Lessons for Intermediate Writ ing
Adrienne Gear
BIG IDEAS
• Product based vs Process based writing • Effective writing includes explicit instruction and regular practice • Writer’s intent – the WHY of writing
Your reader is the most important part of your writing.
Writer’s workshop – weekly practice writes
• Monday - PLAN (plus anchor book) • Tuesday - DRAFT (plus mini lesson) • Thursday -REVISE (plus partner conference)
Writing Goals – Interesting and Clear
• No Excuse Spelling and GUM: Give it a try – Underline – Move On! • Editing Check list
Writing Conferences and Goal setting – “editing” pencils
Writing Folders
Smokin’ Pencils – quick writing to
Brain Pocket Writing (instead of journals)- memory, fact, imagination
Mini Lessons
• Triple Scoop Words • Adding Interesting Details – if, once, when, sometimes, • Fill Your Drawers! – organizing your ideas • Hook your Reader! • Event Stories • That’s a Wrap! • TSN Conclusions
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MyWritingGoals
Student Writing Folder Editing Checklist
Students can check “tick” the boxes, as they learn each of these techniques.
Make sure my writing is INTERESTING for my reader!
� Dazzling details � Triple scoop
words � Similes � Use Your Senses � Hook your reader � That’s a Wrap! � Text Features!
Make sure my writing is CLEAR for my reader!
� Spacing � Spelling � Punctuation � Organization � Stay on topic � Neat printing
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EffectiveWritingLessonOverview
PLAN–DRAFT-REVISE
Lesson1:PLAN(Monday)30min.
• Generateatopic• Readananchorbook• Partnershare• Teachermodelsaplan• Studentsgenerateaplan:4cornerpictureplanorwebORlistplan
(examplesoftheseareinthishandout)
Lesson2:DRAFT(Tuesday)45-1hr.
• Students“pointandtalk”theirplawithapartner• Teacherintroducesawritingtechnique–minilessonandmakes
referencetoWHICHWRITINGGOALyouarefocusingon• Teachermodelswriting• Studentsbegintowrite
Lesson3–REVISE(Thursday)20min.
• Studentstaketurnsreadingtheirpiecetoapartner• Eachstudentgivesfeedback(seenextpage)• Studentsusegreenpencilcrayontoedit/revise• 1-2students–individualTeacherconferences
Lesson4-Sharing–choosestudentstosharetheirpiece(10min)
Theideaisthisisawritingroutinethatthestudentsbecomefamiliarwith.Overthecourseoftheschoolyear,studentsneedtobeengagedinregularwritingpractice.Ifpossible-theyarewritinganewpieceeveryweekortwoweeks.Thepurposeofthisweeklywritingistolearnnewwritingtechniquesandpracticetheirwritingskills.
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Grade 3 – “No Excuse” Words
a for on they about have one this
all had or to am he other up an her out was and his said we are how she were as I so what at if some when be in that which but is the why can it their will
could many them with do not there would
each of these you every off they your
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Grade 4 – “No Excuse” Word
a had of time about has one to after have only two
all he or up an her other very and him people was as his said water at how school we be I see wear
because if she were been in so what can into some where
could it than when did just that which do know the who
down little their will each many them with find more there words first most these would for not they you
from now this your
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Grade 5-7 “No Excuse”
a down know she about each little so after even many some again find more tell
all first most them also for much that an from new the and great not their
another had now them any has number there are have of these
around he off they as her on think at here one this
away him only through be his or time
because hour other to been how our too but I out two
came if people up can in place very
could into play was did is right water
different it said we do just school wear
does knew see were what who words your when why would where will write which with you
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3,2,1 – Check It!
3 – Convention Correction Spelling, punctuation, spacing
2 – Word Wind-Up: Add, erase, replace
1 – Sentence Shake-Up: Add, erase, replace - to make your sentence sound better
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My Writing Goals Name:_____________________
My teacher and I chose the following goal for me to work on:
Date Goals Signatures Achieved
Strengths: Goal:
Strengths: Goal:
Strengths: Goal:
Strengths: Goal:
Strengths: Goal:
Strengths: Goal:
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Let’sGetOrganized!
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Triple Scoop Word Chart
Single Scoop Triple Scoop
hot sweltering, melting, scorching, roasting
cold
wet
fun
good
bad
tired
hungry
sad
happy
mad
pretty
big
small
said
nice
scared
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ExampleMiniLesson:AddingDetails:Waystomakesentencesmoreinteresting.
• Addafact+adetail.• Trytomakeyourdetailsinterestingbygivingyourreaderalittlepieceofyouself• Trytogiveyourreadersomethingtovisualize,connecttoortoquestion!• Goodwritersengagetheirreadersbyactivatingtheirthinking!
Invitestudentstowrite3BORINGsentencesaboutthingstheylike.Youmodelyourown:
• Ilikesnow.• Ilikebooks.• Ilikeredlicorice.
Modeladdinginterestingdetails:
• Ilikesnowbecauseit’sfun.• Ilikebooksbecausethey’reawesome.• Ilikeredlicoricebecauseit’sgood.
Askthestudentsiftheythinkyourdetailsmakeyoursentencesmoreinteresting.NO!Becausetheydidnotgivethereaderanythingtothinkabout!Usingtheword“because”tolinkyourfactwithadetailisnotagoodchoice.
ModelAGAIN,askingthestudentsifthesearemoreinterestingsentences:
• Ilikesnow.Whenitsnows,Isometimesdoasnowdanceinthekitchen.• Ilikebooks.Sometimes,inabookstore,Isniffnewbooks.• Ilikeredlicorice.Once,Iateawholebaginthemovietheater.
Explainthatthesearethe“magic”wordsthathelpmakesentencesmoreinteresting:
• Once• If• Sometimes• When
Example:
• Ilikemybooks.SometimesIsniffnewbooksinthebookstore.• IlikebooksandsometimesIsniffnewbooksinthebookstore.
Invitethestudentstopracticemakingtheirsentencesmoreinterestingbyusing“if”,“once”,“sometimes”or“when”
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Simile and You Will See!
Familiar Original
As cold as… ice My fingertips in wet gloves.
Hot like … the sun
As brave as… a lion
As slow as… a turtle
As white as… snow
As quiet as… a mouse
As black as… night
Funny like a … a clown
As annoying as. a mosquito
Boring like … a sloth
As busy as… a bee
Soft like … a kitten
As wise as… an owl
Quick as… a bunny
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HowtoBeginanAMAZINGFact
Didyouknow….? Amazingly…
You’dbeshockedtolearnthat…Canyouimagine…?Wouldyoubelieve…It’shardtobelieve,but…Onefascinatingthingabout______is…Aninterestingthingabout________is….You’dbesurprisedtoknowthat…
That’sAWrap!
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Effectiveclosingsentenceincludes:
Closingphrase+topic+feelingoropinion
Asyoucansee,dogsarethegreatestpetsonearth.
ClosingPhrases:
• Allinall,• Inconclusion,• Insummary,• Lastly,• Bestofall,• Asyoucansee,• Finally,• Overall,
• Ultimately,• Allthingsconsidered
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Effective Introductions
Why are they important? – First impressions are important in person and in writing!
Make a conscious effort to invite your reader “in”. You want your reader to think “Now THIS person is clever, warm and interesting. I want to read MORE of this!”
Create a SYTLISH, MEMORABLE and EFFECTIVE introduction!
3 parts to any Effective Introduction!
Note: The thesis does not have to be the last sentence in of the introduction, but for now you will put them there.
THESISsubject+opinionorargument
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Effective HOOK Techniques:
Remember to TAKE A RISK! No matter which technique you use, BE ORIGINAL and take a risk! Boring writing is predictable writing. Do something different – and a little weird!
To hook your reader, start with…. • A question related to your topic • A surprising or interesting fact • A visual image • A sound or someone speaking • Your writer’s “voice” to talk directly to your reader • A quote or statistic • A personal connection • ???? Your choice??? – There are other ways to start your
essay – try something different but remember – the most important thing is to be ORIGINAL and MEMORABLE!
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TSN Highlights – Concluding Paragraph!
TSN Highlights Conclusion!
! Thesis - Concluding phrase PLUS restate your thesis do not repeat.
! Summary/Synthesis - review your 3 Main Ideas or arguments
! Now what? – What do you want the reader to take away or remember? Tell the reader why they should care. This can include
- your hopes for the future “We can only hope that…” - issue a call to action “Now that we have seen…”
Concluding phrases:
ThesisConcludingphrase,
Restatethesis
SummaryBrieflyreviewyour
threereasons
NowWhat?Hopeforthefuture
Calltoac`on
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• In summary, • In conclusion, • Lastly, • Best of all, • As we have seen, • In closing, • Overall, • Ultimately, • All things considered,
SAMPLETHESISES:
THESIS:Videogameshelpstudentsbecausetheyteachproblemsolvingskillsandimprovehand-eyecoordination.
THESIS:Videogameshurtstudentsbecausetheydecreaseanindividual’sattentionspan,damageeyesightandpromoteanunhealthylifestyle.
THESIS:Schoolsshouldincreasethelengthofrecessineachschooldaybecausephysicalactivityhelpsourbrainsworkmoreeffectivelyandlongerrecessessupportssocialinteraction.
THESIS:Schoolsshoulddecreasethelengthofrecessineachschooldaybecauseplaygroundissues,suchasbullying,ismorelikelytooccurwhenchildrenareunsupervisedforlongperiodsoftime.
THESIS:Professionalathletesdeservehighsalariesbecausetheygenerateconsiderablemoneyforthecitiesandorganizationsinwhichtheyplay.
THESIS:Professionalathletesdonotdeservethehighsalariestheycanearnbecausetheydonotcontributetosocietyinmeaningfulways.
THESIS:Readingabookisbetterthangoingtoamovie
THESIS:Goingtoamovieisbetterthanreadingabook.