Grades Prek 8 Spring 2017 page 11 Language Arts

Teacher Created Resources 7 #2578 Weekly Writing Lessons Hidg^Zh Sound words imitate the sound that something makes. A writer often starts a story by using sounds to capture special sounds. These sound words will grab the reader's attention. Whole Group Let's write an opening paragraph using "Beep!" as our Super Starter Sound Word . Brainstorming Time! A. As a class, make a list of things that make a "beep" sound. ! 63!!ddddddddddddddddddddddddddd ! 73!!ddddddddddddddddddddddddddd ! 83!!dddddddddddddddddddddddddddddd ! 93!!dddddddddddddddddddddddddddddd B. Next, help think of an opening sentence for each of the topics in the above list. 1. Beep! _____________________________________________________ 2. Beep! _____________________________________________________ 3. Beep! _____________________________________________________ 4. Beep! _____________________________________________________ Independently Decide which sentence to use as the topic for a paragraph. Which one do you think would make the best story? Why? __________________________________________________________________________ Whole Group Vote for your favorite opening sentence. The winning opening sentence is number ___________ ! Now that we have the opening sentence, continue working together to complete the paragraph. Beep! ______________________________________________________________________ ____________________________________________________________________________ Check Your Work Does the sound word make sense with the topic? Will the sound word catch the attention of the reader? Begin a Story with a Sound Word Whole Group/Independently Day 2 Super Starters Weekly Writing Lessons ter Sound Word . ddddddddddd above list. __________ Which one do you ____________ complete the _____________ Teacher Cr A. A ! 6 ! 7 B. N 1 2 3 4 Independe thin ___ Whole Gr The Now para Bee ____ Weekly Writing Lessons In 20 lessons, this comprehensive resource covers story starters, transitions, closings, elaborations, and the use of figurative language. Each of the 20 lessons is presented over a period of five days, with one page of activities introduced each day. This methodical approach helps students build confidence along with a mastery of strategies and a wealth of creative ideas. It allows teachers opportunities for formative assessments and corresponding adjustments in instruction. By the end of the lessons, students will be ready not only to write stories, but also to communicate ideas in any writing format. That proficiency will be useful not only on standardized tests, but also throughout their lives. Correlated to the Common Core State Standards. 112 pages. $14.99 each TCU 2578 Grades 3-4 TCU 2635 Grades 5-6 #2789 Project-Based Writing 22 Teacher Created Resources Name: ______________________________________________ Resources: Activities Comparing Skills: Quoting vs. Paraphrasing Project-Based Writing Connection: Paraphrasing and quoting are similar, yet different, tools that can be used to persuade a reader, analyze an argument, or move a story along. Quoting and paraphrasing bsf!uxp!ejggfsfou!tljmmt-!fbdi!xjui!jut!pxo!qvsqptf/!! Uijol!pg!uifn!uijt!xbz; Tp-!fbdi!tljmm!sfrvjsft!uibu!ejggfsfou!dsjufsjb!bsf!nfu/ When quoting, you must copy the source's words exactly. To show that you have done this, you put quotation marks at the beginning and ending of the quote. You may also be required to supply the source from which you have taken the quote. When paraphrasing, you put the text in your own words. You take each part of the text and translate it in a way that you think will make it more understandable to the reader. Directions: Read the following story. Use it to complete the activity on the following page. Quoting giving an exact, word-for-word piece of text that has been copied from another source Paraphrasing using your own words to translate a piece of writing for the reader In 1587, the Roanoke Colony was founded on Roanoke Island in what is now present- day North Carolina. It was created to establish a permanent English settlement in the Virginia Colony. Funded by Sir Walter Raleigh, the Roanoke Colony was begun with the help of 110 men, women, and children. It was at the Roanoke Colony that the stu!Fohmjti.tqfbljoh!dijme-!Wjshjojb!Ebsf-!xbt!cpso!jo!uif!Ofx!Xpsme/! Soon after the settler's arrival, however, Captain John White was forced to return to England to get food supplies. Usbwfm!xbt!ejgdvmu-!boe!ju!uppl!ijn!ofbsmz!uisff!zfbst!up!sfuvso!up! Roanoke. By the time he returned, the entire colony was deserted. To this day, what became of the settlers remains a mystery. Teacher Created Resources 55 #8013 The Write Stuff Informative/Explanatory Writing Module 3: Day 1 All About Informative/Explanatory Writing Y Objective Students will identify characteristics of an informative paragraph as seen in strong examples and apply their learning to change weak examples to make them more effective. Y Introduction Today you will participate in class and partner discussions to identify characteristics of effective informative paragraphs. Our topic for this module will be alternate energy sources. Y Instruction Informative writing examines a topic to convey ideas and information. Explanatory writing explains how something works or tells readers how to do something. A topic sentence clearly introduces what the paragraph will be about. It explains information clearly so readers can understand the topic. Information is grouped in a way that makes tfotf/!Gbdut-!efojujpot-!efubjmt-!boe!fybnqmft!fyqmbjo!uif!upqjd!gps!sfbefst/!B!dpodmvejoh!tfoufodf!sfmbuft!up!uif! topic and restates the main idea. Y Guided Practice Display "Energy from the Sun" (page 56), covering up the Teacher Notes. Discuss key aspects of the informational paragraph: topic sentence, facts and details, and concluding sentence. What is this paragraph about? How do you know? Which information helps you better understand the topic? Which sentence restates the main idea? Display "Solar Power" (page 57), covering up the Teacher Notes. How is this paragraph different from uif!stu!qbsbhsbqi!xf!sfbe@!Xibu!jt!njttjoh@!Xibu!xpvme!zpv!bee!up!uijt!qbsbhsbqi!up!jnqspwf!ju@ Distribute "Informative Paragraphs" (page 58). Work with a small group to complete the chart to compare the two paragraphs. Then answer the questions with your group. Y Independent Practice Distribute "Wave Energy" (page 59). Read the paragraph and write what you notice about the paragraph. Take turns sharing one thing from your notes with a classmate. After a minute or so, prompt students to switch partners. Find another classmate and share something else from your notes. Distribute "Ocean Power" (page 60). Read this paragraph and write what you notice about it. How well does it match the characteristics of an informative paragraph? What would you change? Rewrite the paragraph. Share your ideas with a partner. Y Review Review student responses to discuss the second set of paragraph examples (strong and weak). Y Closing Today we have discussed the characteristics of an informative paragraph, and you have discussed examples. Stuff Y Closing aracteristics of an informative paragraph, and you have discussed examples. #8013 The Write Stuff 106 Teacher Created Resources Narrative Writing Module 5: Day 1 Name(s): Characteristics of a Narrative Paragraph Work together with classmates to complete the sentences in the chart and identify characteristics of the first narrative sample. Check the boxes that apply to the sample. Then complete the activity by following the instructions below. Narrative Characteristics Birthday Drone Flight of the Drones Race Day at the Park Flying Down the Aisle Narrative writing develops a or imagined experience or . The topic sentence establishes a and introduces a narrator and/or . The author uses words to enhance the . The author uses details to convey an or event. words and phrases are used to guide readers through the related within an event. The narrative has a sentence that flows naturally from the narrated experience or event. 1. Read through the second narrative example. Check the boxes for each characteristic the narrative demonstrates. 2. Continue with the remaining narrative examples. 3. Explain to a partner your reasoning for each trait you checked, as well as for boxes you did not check. Project-Based Writing Discover why project-based writing is so effective in engaging students and enriching their writing. Follow a practical approach to choosing topics, conducting online research, organizing and presenting ideas, and assessing results. The wealth of ideas and guides makes it easy to implement differentiated instruction and meet Common Core Standards. 96 pages. $14.99 each The Write Stuff Develop students' writing skills and prepare them for the types of writing they will need for college and career readiness: opinion/argumentative, informative/explanatory, and narrative writing. The in-depth units in this series provide step-by-step lessons that focus on these specific types of writing styles and provide examples and strategies to work through the writing process from opening sentence to conclusion. 160 pages. $17.99 each ALL NEW TCU 2781 Grade 3 TCU 2782 Grade 4 TCU 2783 Grade 5 TCU 2789 Grades 6-8 TCU 8011 Grade 2 TCU 8012 Grade 3 TCU 8013 Grade 4 TCU 8014 Grade 5 TCU 8015 Grades 6 & Up #2789 Project-Base Quoting and Uijol!pg!uif Tp-!fbdi!tljmm When q put quo the sour When p translate Directions: R giving an that has b In 15 day N the Vi with t stu!F the se get foo Roano becam Na Nar arr rra ra a ame am a Na N Na Work to o Wo of the fi of t of th fi by follow by N Narrativ a Na experien x ex The topic Th narrator an na The author h Th to enhance to The author u Th to convey an to and phrases a n an through the re h th within an even i wi The narrative h Th sentence that fl se narrated experie na TCU 6599 The Write Stuff Set (5 books) $89.95 TCU 9937 Project-Based Writing Set (4 books) $59.96 ALL NEW Grades PreK-8 Subject Titles 11 G d P Grades PreK 8 K-8 s es ject Tit ject Title bj Subj es Subject Title Sub u S s es les e e Subject Ti Subject Titles es Grades 2-8 Language Arts - Writing

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