August 27

WEEK Two: Day Four

Unit Theme:

Transition from grammar and mechanics to syntax to paragraphs

Unit Essential Question:

What roles do grammar and mechanics play in crafting a solid piece of writing?

Essential Skills or Concepts:

Using specific parts of speech to write more clearly, powerfully, and creatively (common nouns, proper nouns, action verbs, adjectives, adverbs)

Deciding one's purpose for writing: narration, exposition, description, persuasion

Identifying sentence type, purpose, and pattern to create variety and interest

Using sensory detail

Pre-writing with story details, descriptions, conflict, characters, setting in mind

Mini-Lesson Outline:

A. The teacher will review the homework study with students and have them demonstrate individual understanding through the following:
  • The student will choose a familiar fairytale from the list given.
  • The student will list five common nouns that fit the story.
  • The student will list at least three proper nouns that fit the story.
  • The student will list at least twelve vivid action verbs to fit the story.
  • The student will list ten sensory and vivid adjectives to fit the story.
  • The student will list six vibrant adverbs that fit the story.
  • The student will write and label the following sentence patterns to fit the story: subject-verb; subject-verb-direct object; subject-verb-direct object-object complement; subject-verb-indirect object-direct object.
  • The student will write a descriptive sentence or sentence in dialogue for each of the following: declarative sentence, interrogative sentence, imperative sentence, and exclamatory sentence.

B. For students that complete this exercise correctly, they may proceed with the following:

  • Decide the means of discourse: exposition, narration, persuasion, description.
  • Develop plot, conflict, and resolution for creative versions of the fairytales.
  • Experiment with 1st and 3rd person, and then decide the best one for the story.
  • Establish setting and characters.
  • Use sensory detail.
  • Use effective time/order transitions.
  • Write with a variety of tones, moods, voices.
  • Parameters:
  1. Do not skip any steps of the pre-writing process.
  2. Be original. Add a twist. Create interest.
  3. Use dialogue if the student likes. Check pages 755 and 756 in the grammar text.
  4. Use only characters that suit the setting and action.
  5. Do not use names or situations that are derogatory or demeaning to others.
  6. Employ formal or informal style.

C. For homework complete any step in Part A that was not done in class.