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Recipe for Successful Writing (PSSA Review)

A Review of the Components of a Narrative, Persuasive, Informational, and Compare and Contrast Created

using ideas created by and in collaboration with Mrs. Brumfield

Messiah College

Instructional Plan Template for

Elementary, Early Childhood, and Secondary Education

Name: / Jenna Max / Subject: / Language Arts
Date: / April 2010 / Topic: / Writing
Grade: / 5 / School: / Middle Paxton Elementary

A. Instructional Goals and Learning Outcome

Learners will be able to identify components of a narrative piece of literature and will be able to compose narrative writing.

Learners will be able to identify components of informational/expository texts and will be able to compose informational/expository texts.

Learners will be able to identify components of a persuasive text and will be able to compose a persuasive piece of writing.

Key Learning: Genre influences organization, techniques, and style of writing.

Unit Essential Question: How does genre influence organization, techniques, and style of writing?

B. Pennsylvania Academic Standards

Standard: 1.4.5.B Write multi-paragraph informational pieces (e.g., essays, descriptions, letters, reports, instructions): Use relevant graphics (maps, charts, graphs, tables, illustrations, photographs).

Standard: 1.4.5.C Write persuasive pieces: Include a clearly stated position or opinion and include supporting details, citing sources when needed.

Standard: 1.5.5.A Write with a clear focus, identifying topic, task, and audience.

Standard: 1.5.5.B Develop content appropriate for the topic: Gather, organize, and select the most effective information appropriate for the topic, task, and audience and write paragraphs that have a topic sentence and supporting details

Standard: 1.5.5.C Organize writing in a logical order: Use appropriate transitions within sentences and between paragraphs and include an identifiable introduction, body, and conclusion.

Standard: 1.5.5.D Write with an understanding of style, using a variety of sentence structures and descriptive word choices (e.g., adjectives, nouns, adverbs, verbs) to create voice. Include specific details that convey meaning and set a tone.

Standard: 1.5.5.E Revise writing to improve organization and word choice: check the logic, order of ideas, and precision of vocabulary.

Standard: 1.5.5.F Use grade appropriate conventions of language when writing and editing: Spell common, frequently used words correctly, use capital letters correctly, punctuate correctly, and use correct grammar and sentence formation.

Standard: 1.7.5.A Identify differences in formal and informal language used in speech, writing, and literature.

C. Essential Content

Narrative:

-Dialogue

-time order words (time connectors) beginning, middle, end

-conclusion

-introduction

-hook

-sequence order

Story elements: characters: antagonist, protagonist, wish, setting, problem/struggle, events, turning point, climax, solution/resolution

Informational:

-Essential components: research, facts, thesis statement, topic sentences, conclusion sentences

Persuasive:

-purpose is to persuade

-Includes: bias, opinion

-persuasive essential terms and elements: convince, bias, time order, defend, support, humor, target audience

-Scare propaganda tactics: claim, using big names, logos, pathos, ethos, kairos, ads commercials, band wagon

Comparison:

-cue words: also, and, both, same, similar, alike, like,

Contrast:

cue words: difference, different yet, although, on the other hand, in contrast, but, however

D. Instructional Objective (description of Summative Assessment Strategy)

Context / Given / ·  Students will administered the PSSA state-wide tests
Performance / Behavior / ·  Capability: Learners will able to demonstrate their knowledge of the elements of each genre of writing
·  Specific Action: Students will compose several writing pieces (including persuasive, informational, compare/contrast, and narrative) from given prompts on the PSSA test
Quality / ·  Students must score above the average state requirements on the given assessment to demonstrate mastery.

E. Instructional Sequence

1. Pre-instructional Phase (preparation)

To prepare for each lesson, I will start by having student review the elements of successful writing (Using the SMARTboard lesson attached). For each day, we will be covering a different genre of writing: narrative, informational, persuasive, and compare/contrast. To start out each lesson, I will begin with an activating strategy that will have students do a variety of things to review the elements of the genre under study for the day:

-paired heads: identify and list the type of writing that would be used for provided topics/purposes

-whole-class discussion of what elements would be necessary for the given genre

-Think-pair-share: categorize types of writing within certain genres

-Mini-review lesson (if topic proved to be difficult for many students)

2. Instructional Phase (engagement)

For each daily lesson, I will engage the class by explaining the essential content for the day.

-This will take multiple forms:

-verbally teaching the essential content with supplements on the SMARTboard

-modeling certain skills, processes, and principles on the overhead or

whiteboard

-having students participate in scaffolded/modeled activities that practice writing or identifying genres of writing pertaining to the topic genre of the day

3. Post-instructional Phase (strengthening/practice) & Extending and Refining

For each daily lesson, I will provide strengthening activities through supplemental practice activities and graphic organizer booklets for students to engage in to develop competency, fluency, and confidence in the skills and content being taught.

-Activities will consist of: relay writing, story element sort, read and label activities, and short online text examples to read and identify genre and elements of the genre.

-A booklet or “recipe book” consisting of graphic organizers for each genre of writing will be provided for each student. During and after the lessons, students will record essential content and important information regarding each genre within the “recipe card” inside the booklet. This will provide students with an additional form of scaffolding and will give students a resource to use for studying and for future writing composition.

F. Summative Assessment (Consistent with Instructional Objective)

For this unit/lesson, the summative assessment will take the form of the state-wide PSSA Assessments. Students will complete the writing portion of the PSSA’s throughout the week following the lesson. To demonstrate mastery, students will apply their knowledge to score average or proficient on their PSSA assessments.

G. Modifications and Accommodations

-Students with IEP’s will be placed in a small group setting during testing. They will be read all directions aloud and will receive necessary scaffolding according to the regulations of the PSSA’s and according to the accommodations detailed in their IEP.

-For the lesson, students who have difficulty seeing the board may come to the front of the class and sit with a clipboard to take notes and participate actively in the activities.

-I will provide the SMARTboard activity along with all other classroom materials for the lesson online so that students and parents can access the information from home and can receive extra practice with the material (this will also help with our high rate of absenteeism: students will be able to have the necessary information at home so that even if they miss the lesson, the will still be provided with helpful material and supplemental practice with the content covered in class).

H. Resources

1.  Materials

-SMARTboard Lesson

-Student “recipe” booklet

- Online source: http://www.fablevision.com/place/library/telefables/eyebrow_story.html

-Slates and whiteboard markers

-Copies of informational/expository articles

-Timer

-Scrap paper

-Overhead markers

-Whiteboard markers

-Whiteboards

2.  Advance Preparations

-Make copies of student “recipe” booklet

-Prepare SMARTboard supplements for daily lessons

-find narrative, persuasive, and informational texts/articles

3.  References

SAS - Pennsylvania Department of Education Standards Aligned System. (n.d.). SAS - Pennsylvania Department of Education Standards Aligned System. Retrieved February 8, 2010, from http://pdesas.org

I. Daily Lessons (repeat for each daily lesson)

RECIPE: Narrative

Day 1 Time Expectancy: 1:10-2:20

LEQ:
1. What are the essential components of a narrative writing piece?
2. How do the essential components of narrative impact the message of a written piece?
3. Why is using detailed descriptions of people, places, and things essential in a narrative?
4. How can I use dialogue to create mood or tone?
5. How can I use story elements to create conflict and engage my audience?
Anticipatory Set (Expectancy, Motivation, Interest, Attention)
·  Daily Vocabulary during Narrative Review: Review the power point
Narrative: details, essential components, dialogue;
-time order words (time connectors): beginning, middle, end, conclusion, introduction and hook, sequence order;
-characters: antagonist, protagonist;
-elements: wish, setting, problem/struggle, events, turning point, climax, solution/resolution
Specific Learning Activities and Instruction
Use the Smart Board Slideshow to display the Key Learning and Unit Essential Question:
1.) Identify the Genre, Components and How to write a (narrative) Story Activity:
Put students in groups of two, play the online narrative story and have pairs identify the genre, and list the components or parts (necessary ingredients) of a narrative story on a piece of paper. http://www.fablevision.com/place/library/telefables/eyebrow_story.html
If time, have students describe in writing how to write a narrative.
2.) Distribute “A Recipe for Successful Writing” booklet and have students turn to the matching recipe card graphic organizer for narratives for students to complete during the review.
-Review the components/ingredients of a narrative whole class on the Smart Board
-have students verbally share as well as list the components/ingredients of a narrative on the recipe graphic organizer on the Power Point and have them copy it to their recipe graphic organizer.
-have students explain in words how to write a narrative listing the steps in order on the Power Point and have them copy it to their recipe graphic organizer.
3. Narrative Relay Activity:
1.) Group students in groups of four and hand out four pieces of notebook papers with two pieces of paper stapled to it per group.
2.) Explain that each group will create 4 complete stories which will have a hook (will be completed last but placed at the beginning, so have students leave the first half of the first page blank) a beginning, middle, end, and conclusion.
3.) Explain that each student will create a title for their story, skip half the page for the hook to be put in last, and create a beginning to their stories which includes a setting and characters for a timed 2 minutes. When the timer goes off, groups of four will rotate their stories clockwise and the next person must read what’s been written, and add to the story keeping in mind there must be a beginning, middle, end, and introduction and hook – (to be added to the top of the first page when all is done) for the same amount of time. When the timer goes off again at 3 minutes, groups must rotate papers, read what’s been written, and add to the story, and so on and so forth each time (which increases one minute with each rotation) until the entire story is written.
Post-instruction
·  Have the groups read all four or their groups’ stories and choose the best to share with the class.
·  Have groups pick the most expressive reader in their groups to read their story to the class. After each group reads, have groups huddle to reflect on the elements of that story and provide feedback on the inclusion or omission of needed story elements and share whole class.
***Discuss focus, content, style, and effectiveness***
Review (Wrap-up and closure)
-Have the class vote on one story out of all the groups’ stories which should be word processed and added to School Wires and Eagle’s Nest.
-Review the necessary elements from the recipe card (turn and tell)
(Have pairs quickly from memory list the components/ingredients to a narrative piece)
Extending and Refining
Challenge: Review of Narratives: Students will be given a historical fiction narrative or other narrative prompt and will write a narrative story.

RECIPE: Persuasive

Day 2 Time Expectancy: 1:10-2:20

LEQ:
1. What are the essential components of a persuasive writing piece?
2. How do the essential components of persuasion impact the message of a written piece?
3. How do effective writers use organizational structures to better persuade
4. How does an effective persuader influence his/her readers?
5. How do writers select techniques to persuade an audience?
Anticipatory Set (Expectancy, Motivation, Interest, Attention)
-Read a student example of a persuasive piece and have pairs of students analyze the piece for inclusion of:
1.) An introductory paragraph with a hook and thesis (with three points of argument)
2.) Three points or arguments, topic and supporting sentences for each of these three points
3.) A conclusion paragraph which restates the thesis.
***Discuss whole class***
Specific Learning Activities and Instruction
Use the Smart Board Slideshow to display the Key Learning and Unit Essential Question:
1.) Identify the Genre, Components and How to write a (persuasive) piece Activity:
Have students take out their “recipe” booklet and open up to the persuasive recipe
-Review the components/ingredients of a persuasive whole class on the Smart Board
-have students verbally share as well as list the components/ingredients of a persuasive on the recipe graphic organizer on the Power Point and have them copy it to their recipe graphic organizer.
-have students list the steps in order on the Power Point and have them copy it to their recipe graphic organizer.
2.) Begin scenario activity:
-Students will be broken up into groups of 4 or 5
-Each group will receive one of the following scenarios:
1.) Your school is too hot, there is no air conditioning. You are trying to convince your school to invest in air conditioning.
2.) The toy store’s prices are very high. You cannot afford to buy your favorite games. You are trying to convince the store to lower its prices.
3.) You want to have an allowance. Your parents are not fond of the idea. You are trying to convince them that giving you an allowance would be a good idea.
4.) You want to own a cell phone. You think it would be helpful and beneficial; however, your parents/guardians do not want to buy you one. You are trying to convince them that it would be a good investment.
5.) You want to go out for a sports team, but your friends and family aren’t fond of the idea. You are trying to convince them that it is a good idea and that it would benefit you to go out for the team.
6.) You want to set up a lemonade stand to raise money for a charity. Your neighborhood is very strict about setting up stands and selling things along the street. You are trying to convince the neighborhood that your stand would be a good idea.
-Each group will need to create three points of argument for the scenario provided
CHALLENGE: if time, students should provide a thesis, hook, intro, and conclusion
-Each station will take 3 minutes, and students will rotate to each station once
-At the very last station rotation, students will create a thesis for their given scenario
Post-instruction
·  After students have finished their station rotations, we will review each scenario, having each group share points of argument they came up with ( students who wrote the thesis for the scenario will share this as well)
·  Discuss valid arguments and target audience
Review (Wrap-up and closure)
-Review the necessary elements from the recipe card (turn and tell)
(Have pairs quickly from memory list the components/ingredients to a persuasive piece)
Extending and Refining
-CHALLENGE: choose your favorite scenario and write a short persuasive piece using any three points of argument