PROCEDURAL WRITING PURPOSE •Gives instructions or tells how to do something CHARACTERISTICS •Progresses sequentionally; organizes information in logical, step-by-step order •Has mainly factual content presented in an objective manner •Uses words that relate to time: first, then, later, before etc. EXAMPLES •Recipes •Rule books •Directions/Maps •Instruction manuals •How to books and posters •Experiments Procedural Writing – Sample Lesson Plan Day #1 – Activating Prior Knowledge • a) Give kids samples of procedural writing (ie: maps, recipes, how-to books). The children are to examine the examples and brainstorm characteristics of procedural writing as evident from the examples. • b) Create an anchor chart together outlining the characteristics of procedural writing and discuss. Day #2 – Modelled Writing • a) Review anchor chart with characteristics of procedural writing. • b) Look at a variety of recipes and discuss their characteristics and how this relates to procedural writing. • c) Model how to write a recipe for the class with chart paper. Discuss characteristics and parts of a recipe. • d) Work through the recipe and prepare food for class. Discuss the procedural instructions as you prepare the food. • e) Eat and enjoy! Procedural Writing – Sample Lesson Plan Cont….. Day #3 – Guided Writing • a) To determine skill level of students, have students complete the cooking survey individually. Correct together. • b) Based on results of the cooking survey, place students in groups based on their cooking knowledge. • c) In these groups, have students create a recipe card using the “Recipe Challenge” activity. • d) Peer edit the recipes within the groups. Day #4 – Consolidate the Learning • a) Groups prepare final copy of their recipe and present to the class. • b) Class discusses if recipes meet all the criteria and characteristics of procedural writing. PERSUASIVE PURPOSE • To convince your opinion or thoughts CHARATERISITCS • Begins with a position statement or thesis • Includes main idea and supporting details • Uses a logical approach to persuade • May include comparison-contrast and/or information from research EXAMPLES • Letters • Advertisements • Editorials/articles • Brochure/Pamphlet • Websites • Posters Sample Lesson Plan Ideas Persuasive Day 1 Activate Prior Knowledge • a) Read aloud that demonstrates persuasive writing • b) Create an anchor chart together outlining the characteristics of persuasive writing and discuss Day 2 Write Traits – Ideas/Organization • a)Teacher gives the topic- Best Restaurant in Pembroke/Petawawa (Choice – Kelsey’s, Saffron, East Side Mario’s) • b) Purpose: An Ottawa Senators player is coming to Pembroke. He is going to eat lunch at a restaurant and he is counting on our letters to help him make a choice. • d) Using a graphic organizer, brainstorm reasons why these are good restaurants or not. (Ideas/Organization) • e) Choose a restaurant. Sample Lesson Plan Ideas Persuasive Cont… Day 3 Shared Writing • a) Review the characteristics of a letter • b) Share write a persuasive letter to a Sens player (Voice/Word Choice/Sentence Fluency) Day 4 Consolidate Learning • a)Independent Writing (Following the steps of the writing process) Students independently write a persuasive letter. Teacher offers choices or allow student to make choice. • b)Persuasive letter to the school board – Should we have a calendar year similar to an England style calendar year? Make a stance and support it. Day 5 • c)Independent Writing continues – Students continue the writing process, including peer editing. Narrative PURPOSE • Entertains, engages, provides an escape to a different world/time/setting. CHARACTERISTICS • Progresses sequentially • Has defined characters • May contain dialogue • May use descriptive language • Usually has a defined setting • Describe a storyline, plot, or problem that is usually resolved by the end of the story EXAMPLES • Short stories • Storyboards Sample Lesson Plan - Narrative Day 1 Activate Prior Knowledge • a) Graffiti the purpose of a Narrative and other forms of writing • b) Create an anchor chart together outlining the characteristics of narrative writing and discuss Day 2 Modelled and Shared Writing • a) Review the characteristics of a storyboard. Model an example. • b) Give students their purpose. They will create a four piece storyboard music video for the song Hakuna Matata. • c) Watch the Hakuna Matata clip from the Lion King • d) Share Write the main idea/message of the song? • e) In groups, organize/brainstorm what images/text you might use to portray the main the message. Remember, you can use new characters, setting etc…to get the message across. It does not have to be from the Lion King. • f) Using an observation checklist, teacher determines needs of students. . Sample Story Board Sample Lesson Plan – Narrative cont… Day 3 Guided Writing • a) After reviewing the checklist, the teachers creates a small group with similar needs to assist them in creating their stroryboard. • b) Using a storyboard, illustrate your four images. Some groups may choose to write the narrative first and then illustrate. • c)Brainstorm a narrative that would relate to the images. Who are the characters? The setting? What are the characters saying to each other if anything? Etc.. Day 4 Consolidate learning • a) Writing process continues (Independent). Students should be reminded that the storyboard should have a strong beginning, middle and end. Words to be added below the images. Day 5 and 6 (if needed) • a) Students will present their narrative/storyboard to the class. REPORT PURPOSE • Provides an organized, factual record of information. CHARACTERISTICS • Uses precise, subject-specific language • Uses an impersonal, objective tone • Usually includes a definition, classification, description, or summary of the topic • Follows a specific organizational pattern EXAMPLE • Magazines • Newspaper Report Writing – Sample Lesson Plan • Day #1 – Activate Prior Knowledge • a) In groups, students are given a celebrity name. Each group has 5 minutes to come up with 8 questions they would ask this person if they were interviewing him/her for a news report. • b) Create an anchor chart together to discuss the kinds of questions that are important when conducting an interview / report (Who, What, Where, When, Why, How). • Day #2 – Shared Writing • a) Review types of interview / report questions from anchor chart. • b) Watch a clip of “Entertainment Tonight” looking for types of questions and information presented in a news report. • c) Using the key questions (Who, What, Where, When, Why, How), write a short news report TOGETHER on chart paper based on the headline: “Mayor Ed Jacyno addresses street conditions in Pembroke.” Report Writing – Sample Lesson Plan Cont… Day #5 – Peer Editing • a) Exchange your report with another group and peer edit, specifically looking for improving word choice. Day #6 – Consolidate the Learning • a) Make a final copy of your news report and present it to the class. Report Writing – Sample Lesson Plan Cont… Day #3 – Write Traits • a) Using write traits book, do short activity on word choice, or review word choice through discussion. • b) Re-watch the “Entertainment Tonight” clip, listening this time for examples of good word choice. • c) Discuss the importance of using good word choice in a news report. • d) Review our news report from Day #2 and see if we can change / improve the word choice. Day #4 – Independent Writing • a) As a group (or independently in your class), create the beginning of a news report by writing the Who, What, Where, When, Why and How information on the sheets provided. • b) Exchange your sheets with another group. • c) As a group (or independently), create a short news report using the information given to you. EXPOSITORY PURPOSE • Explains an experience, occurrence or facts CHARACTERISTICS • Explains a cause-and-effect relationship • Progresses sequentially • Explains characters’ motivation, actions or thoughts EXAMPLE • Essays • Paragraphs Expository Writing – Sample Lesson Plan Day #1 – Activate Prior Knowledge • a) On chart paper, write the words: paragraph, essay, articles, and advertisements. Ask groups to discuss and record things these writing forms have in common; (explains, gives facts, provides information). • b) After discussion, explain that these are all examples of expository writing, and develop a definition together. Day #2 – Modelled Writing • a) Tell class that we will be focusing on advertisements as our type of expository writing. Using chart paper, explain the following media terms: target audience, implicit message, explicit message. (*Note: target audience is an excellent vehicle for discussing voice). • b) Provide groups with a variety of magazine advertisements. Using the sheets provided, determine the target audience, implicit and explicit messages in the ads. • c) Discuss as a class the characteristics of advertisements based on findings. Record these on an anchor chart. Discuss how advertisements can be expository and persuasive at the same time. Expository Writing – Sample Lesson Plan Cont… Day #3 – Independent (Group) Writing • a) Review media terms from Day #2. • b) Groups are each given a product. Using our knowledge of advertisements and expository writing, groups are to create a magazine ad for their product. Day #4 – Consolidate the Learning • a) Groups present their advertisements to the class. Other groups guess who their target audience is, and what the implicit and explicit messages are. DESCRIPTIVE/IMAGINATIVE PURPOSE • To creatively describe a person, place, event or story CHARACTERISTICS • Usually involves creative word choice EXAMPLE • Short Story • Poem • Journal • Myth • Legend • Fairy Tale Descriptive/Imaginative Day 1 Activate Prior Knowledge • a) Using the examples from the other forms of writing, play Jeopordy to determine which example goes with which form of writing. Ie: Poetry is an example of this type of writing. Essays are examples of this type of writing. • a) Create an anchor chart together outlining the characteristics of descriptive/imaginative writing and discuss. • b) Top 10 Personal Favourites Activity (Word Choice – 6 + 1 Traits of Writing, p.168) Write Traits Day 2 Write Trait – Word Choice • a)Oral Activity • Using the materials provided, partner A, in hiding creates an object. Once the object is completed, partner A, describes in detail to partner B what he/she has created. • b) Partner B, uses materials provided to re-create partner A’s object based on the description given. No peeking!! • c) Review the importance of descriptive language and word choice. Day 3 Shared Writing • a) Descriptive Writing using 5 senses – Hershey Kiss Activity • b) Each student receives a piece of paper and tell them we are going to write about a Hershey Kiss (or any object). They have to pretend they are aliens and want to send information back to their home planet this Hershey Kiss. • c) 1) We write about what it looks like first (no touching); 2) then how it feels 3) then we write about the sound (of the foil wrapper); 4) next the smell of the Hershey Kiss 5) Finally the taste!!) Finally you are not allowed to use the words CHOCOLATE or KISS. Descriptive/Imaginative Cont…. Day 4 Modelled Writing • a) Review the anchor chart to determine the characteristics of descriptive writing • b)With a graphic organizer, model write how I would Organization/Ideas my thoughts of a person or family member who means a lot to me. • c)In a journal format, model some paragraphs using my the information in my graphic organizer. • d)Purpose: In a journal format, I am reflecting upon a person who has helped shaped who I am. Due to the descriptive language I am using, I am hoping that my audience with get a really strong sense of who this person was. Day 5, Day 6, Day 7 Consolidate Learning • a)Using the writing process students will: in a journal format, independently choose a person that means a lot to you. Teacher is looking for descriptive language.
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