ORGANIZATIONUsing Manipulatives

LEARNING TARGETS

Students will understand that organization refers to effective leads and conclusions, logical pacing and sequencing, and appropriate transitions.

Students will be able to organize a piece of writing effectively and logically. GLE 3.1.2 Analyzes and selects effective

organizational structure. Students will be able to revise their own work

for organization. GLE 1.3.2 Revises text, including changing

words, sentences, paragraphs, and ideas

MATERIALS

Teacher should have… Sample short stories or essays that

demonstrate both poor and quality organization

Multiple copies of sample paragraphs and short stories or essays

A pair of scissors

Students should have… A copy, hard or electronic, of a recent piece

of writing

PROCEDURES

(adapted from www.kimskorner4teachertalk.com)

Before-Class Preparation:1. Select a paragraph (or write your own) and cut

out sentences individually. Make enough for however student groups you want to have.

Laminate if you have that kind of time and a laminator

2. Select a short story or essay (or write your own) and cut out each paragraph separately; then cut out each sentence of the story or essay separately

3. Have a system in place for knowing the correct order of the sentences (number or letter each, but be sure to mix up the order and keep a record)

IN-CLASS PROCEDURE

Define organization (I like this one): ORGANIZATION is the structure of the paper. The

order should be logical and effective so that the reader hardly thinks about it. The information should be delivered at just the right moment. There should be an inviting lead that "hooks" the reader. The body should build to an important point by using supporting details that fit where they are placed. The conclusion should tie everything together. The ideas should be linked together with smooth transitions.

I would add that pacing, meaning that the amount of time spent on an idea/event is consistent with the significance of the idea/event, is equally important to sequencing in organization.

IN-CLASS PROCEDURE

1. Individually or in groups, give students slips of sentences that make up the paragraph and give time to recreate in the correct order

2. Ask students to rationalize the order of their reconstructed paragraph

Students may reconstruct in a different way than you’re expecting and have a perfectly rationale reason for it

3. Discuss sequencing and pacing, possibly transitions and logical details, based on the paragraph

IN-CLASS, CONT’D

Repeat the procedure with the paragraphs from the short story/essay OR individual sentences from short story/essay

This more in-depth activity will lead to discussion of all issues included in the definition of organization

VARIATION: You could use several different stories/essays and look at each as a class

Lastly, have students return to a recent piece of writing and revise specifically for organization

ADAPTATIONS

This activity can be adapted to any grade or skill level: ELEMENTARY- Use very short paragraphs or

stories from past student writing samples MIDDLE GRADES- Instead of sentences in a

paragraph, cut out each paragraph from a story or essay and follow the procedure (maybe omit transitions to increase the difficulty)

HIGH SCHOOL- As a precursor to the final reconstruction of the whole story/essay, give them paragraphs to reconstruct to form a whole BUT, leave a sentence or two out of each paragraph so students must additionally figure out where they belong