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Grade Level: 5th Grade Overall Theme of Unit: Writer’s Voice CCSS:
• W.5.3 -‐ Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
o b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
Continuum of Literacy Learning, Grades 3-‐8 by Gay Su Pinnell (found on page 115):
• Write in a way that speaks directly to the reader. • Use punctuation to support voice or tell the reader how to read the text
(commas, ellipses, dashes, colons) • Use dialogue (internal or external) to add voice to writing. • Write with unique perspective. • Produce narratives that are engaging, honest, and reveal the person behind
the writing. Objectives:
• Students will be able to understand what voice is in text and why voice in text is important to the reader. Students will be able to, with support from mentor texts, write a narrative that speaks to the reader/is engaging, uses punctuation correctly to have their written voice perceived as intended, and that utilizes either internal or external dialogue to add a unique perspective to their writing.
Mentor Texts:
1. Nothing Ever Happens on 90th Street by Roni Schotter (Scholastic, 1991.) 2. Holes by Louis Sachar (Dell Yearling, 2000.) 3. Eats, Shoots Leaves by Lynne Truss (G.P. Putnam's Sons Books for Young
Readers, 2006.) 4. Diary of a Worm by Doreen Cronin (HarperCollins, 2003.)
Day One: Topic: What is Voice in Writing? Resources:
• Nothing Ever Happens on 90th Street by Roni Schotter • ELMO • Whiteboard • Paper for anchor chart • Classroom library and/or access to the school library
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• Writing Utensils • Analyzing Voice in Writing graphic organizer • Writer’s Notebooks
Teacher Actions:
• Introduces topic by using open-‐ended questioning to gauge for background knowledge – example: What do you think voice means in a story? How do authors have voice in their writing?
o Record student response on the board throughout discussion to reference later
§ Transfer whiteboard writing to chart paper to create “Voice” anchor chart to display during the unit.
• Reads aloud from the mentor text (pages 1-‐6 in the e-‐book format – from the beginning of the story until Mrs. Friedman and Baby Joshua enter the story)
o If time allows, consider reading the entire book aloud. It tells the story of a student who is assigned to write a narrative, but who is struggling to find anything to write about. Her neighbors offer her advice to help her along in the writing process. Students would be able to relate to the main character while also being exposed to a wonderful author’s voice.
• Helps students to define voice appropriately, as they have experienced it in the mentor text
o Example -‐ Writer’s Voice: the unique style of writing that conveys an author’s attitudes and personality (referenced from the article found on http://fictionwriting.about.com/od/glossary/g/voice.htm)
o Compare the definition with the ideas recorded on the board previously
• Models how to find and analyze voice by filling out the graphic organizer (Word Choice, Detail, Imagery, Sentence Structure) using mentor text (allow students to help you fill out the organizer by offering input after you have shown them how to do so once or twice àfollow GRR model during instruction). This will highlight how writing style may be consistent though it varies from author to author – teacher should remind students that writing is expressive and should reflect the individual/writing in narratives does not have to be “cookie cutter”)
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• Clearly gives direction and expectations for student independent work
o Students will be selecting a favorite book to choose 1-‐2 pages from to use to fill out their own Analyzing Voice organizer
o If applicable, students may then choose a piece of their own writing to analyze in their Writer’s Notebooks using another Analyzing Voice organizer if desired. Students should write a short reflections on what they found in the analysis of their own writing in their notebooks
§ If not applicable, students should reflect on their analysis of their favored text – What was surprising? What wasn’t surprising? How did this analysis compare to the in-‐class analysis of the mentor text?
o Students should staple their completed organizers into their Writer’s Notebooks to be collected
• Assesses for student understanding by collecting Writer’s Notebooks and reviewing organizers for completeness and reflections for thoughtfulness – you may wish to use the following checklist to assess:
o Analyzing Voice Checklist: ü Students chose a text other than the mentor text to complete their
independently completed Analyzing Voice graphic organizer ü Analyzing Voice graphic organizer is completely filled out with
applicable information in each category ü Analyzing Voice graphic organizer is attached to the Writer’s
Notebook ü A brief reflection about the analysis is in the Writer’s Notebook ü The reflection is thoughtful, and may include: surprises, questions,
comparisons, correctly made predictions, etc. Student Actions:
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• Listens attentively to the mentor text • Participates in discussion • Actively engages in independent work
o Analyzing Voice graphic organizer is completed for a text the student has chosen
• Self-‐assesses understanding through thoughtful written reflection of Analyzing Voice findings (see Teacher Actions for checklist for this reflection)
• Turns in Writer’s Notebook for teacher review Differentiation:
• Extension -‐ Have students analyze a selection of their own writing to see if they can find key characteristics (those highlighted in the Analyzing Voice organizer) of their own writing style.
• Support – Have students focus only on completing the Analyzing Voice organizer and save the reflection for another time. If needed, print out the pages of the student’s chosen text and have them highlight each key feature in a different color instead of writing their findings out in the organizer
Day Two: Topic: Dialogue in Narrative Text Resources:
• Holes by Louis Sachar • ELMO • Whiteboard • Chart paper for anchor charts • Classroom library and/or access to the school library • Writing Utensils • Writer’s Notebooks • Writing Prompt • Dialogue Planner/Comic Strip Template
o Have teacher example of completed writing prompt and template prior to delivering today’s lesson
Teacher Actions:
• Introduce the mentor text and the day’s focus – example: “The book I am holding is one you may be familiar with. Similar to Nothing Ever Happens on 90th Street, this book shows us an excellent example of voice in text. In addition to being another great example of voice, Holes is also a great example of how to use dialogue to more fully tell a story.”
o Students may make connections back to the dialogue in Nothing Ever Happens on 90th Street, at this point in time, as well.
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§ Page 10 of 90th Street in the e-‐book format (the page after Sondra makes her appearance) has wonderful dialogue and should be shown on the ELMO
• Using open-‐ended questions, assess for student understanding of “Dialogue” as it pertains to writing – example: What is dialogue? How do you think dialogue might add to a story? How is dialogue an extension of the author’s voice?
o Record student responses on the board as the discussion builds § Transfer whiteboard notes to chart paper to create “Dialogue”
anchor chart to display • Lead the group to come to the conclusion that dialogue adds to the story by
adding information and making the story more compelling than having a narrator tell the entire thing by using the aforementioned open-‐ended questioning
• Read aloud from the mentor text while showing the text on the ELMO. o Students should be exposed to the way dialogue is punctuated and
formatted in print. o Read Chapter 12 in Holes (pages 55-‐58).
• Ask students what they were able to gain from the dialogue. What did it tell them about the characters in the story? How did it help move the story along? How did it help them make predictions or think about the text as it was being read?
• Introduce the day’s activity o Tell students that today they are going to be working on expanding
their author’s voice by adding dialogue to their writing. • Display the writing prompt: example -‐ “Write about a time you and a friend
found something to be really funny.” o Display and read aloud completed teacher example of this prompt o Tell students that this is the prompt that they will be writing about in
their notebooks today. Also let them know that you are going to practice writing dialogue that goes with this prompt together, first.
o Display the Dialogue Planner template § Tell students that sometimes it is hard to plan out dialogue and
that this will help organize their thoughts § Work with the class to fill out a dialogue planner about
something funny that happened in the classroom or a good classroom memory
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• Give directions and expectations for independent work
o Tell students that now they are going to work on their own memory using the writing prompt
o Let them know that they need to begin by using the Dialogue Planner to sort out the conversation they are going to adding to their writing in this prompt
o Remind students that both the completed Dialogue Planner and writing prompt need to be in their Writer’s Notebooks and submitted for teacher review
• Assess for understanding by reviewing Writer’s Notebooks. o Checklist for Assessing Dialogue Activity
ü Dialogue Planner and original writing are included in the day’s Writer’s Notebook entry
ü Dialogue Planner is completed and coherently follows a conversation that pertains to the given prompt
ü Original writing is based on the given prompt and includes the dialogue planned in the Dialogue Planner
Student Actions:
• Listens attentively to the mentor text • Participates in discussion • Actively engages in independent work
o Dialogue Planner and original writing based on the given prompt are completed and included in the student’s Writer’s Notebook (see checklist above for details)
• Self-‐assesses understanding through asking questions and/or requesting teacher feedback during independent work time
• Turns in Writer’s Notebook for teacher review
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Differentiation: • Extension – Have students include dialogue with more than two characters
present in their writing • Support – Have students draw out their prompt response using a comic strip
template. This way the dialogue is still planned, written, and included, but the rest of the story writing is offset by illustration and less overwhelming.
o Example Template:
Day Three: Topic: How does Punctuation affect a Writer’s Voice?
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Resources: • Eats, Shoots Leaves by Lynne Truss • ELMO • Whiteboard • Chart paper for anchor chart • Classroom library and/or access to the school library • Writing Utensils • Writer’s Notebooks • Writing Prompts featuring Punctuation Challenges
Teacher Actions: • Introduce the mentor text and the day’s focus
o Example: “Last time we discussed how dialogue enhances a writer’s voice in a story. You all noticed that dialogue had different punctuation that made it stand out on the page. Today, we are going to take that one step further and discuss how punctuation affects a writer’s voice not just in dialogue, but also throughout their whole story. The book, Eats, Shoots and Leaves I think you’ll enjoy. It will help us to understand just how important punctuation is in your writing.”
• Read aloud from the mentor text o This time you are going to read the entire book, as it is very short. o Take time to hear student remarks and/or questions
• Refer back to Nothing Ever Happens on 90th Street, page 9 in the e-‐book format where Sondra makes her first appearance. This page in particular has a lot of interesting punctuation that directly impacts how the story is read and understood by the reader.
• Begin large group discussion of how punctuation changed the way the stories were read and how they were understood.
o Record discussion points on chart paper to create “Punctuation” anchor chart to display
• Introduce the day’s activity and work through an example as a class o “Today we are each going to get a slip of paper with a task on it. Mine
says ‘Use punctuation to show that you are confused in your writing.’ What could I write to show confusion? What punctuation should I use?”
§ As a class, work on completing this task together. • Give directions and expectations for independent work
o Tell students that in their Writer’s Notebooks, they will be completing their own Punctuation Challenges, like the one they just worked on as a class.
o Give each student a slip with a punctuation challenge on it – examples: Use punctuation to show that you are happy, mad, sad, confused, excited, frustrated, with several people, etc.
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o Let students know that once they have completed their challenge, they should trade challenges with tablemates until class time is up
§ Students should be encouraged to check their challenge responses with a partner for correctness
o Remind students to turn their notebooks in for review § Checklist for Punctuation Challenge:
ü Sentence punctuation matches content ü Students traded challenges with at least one other
person Student Actions:
• Listens attentively to the mentor text(s) • Participates in discussion • Participates in trading Challenges with classmates • Participates in peer review • Actively engages in independent work
o Punctuation Challenges are completed and included in the student’s Writer’s Notebook (see checklist above for details)
• Self-‐assesses understanding through receiving feedback from peer review and seeking teacher feedback during work time
• Turns in Writer’s Notebook for teacher review Differentiation:
• Extension – Have students use a word processor to complete their challenges. Have students use tools such as italics, bolding, underlining, spacing, etc. to convey meaning
• Support – Have students focus on only one challenge instead of many or have students work in partners to co-‐write and complete 2-‐4 challenges
Day Four: Topic: Perspective, Voice, and Narrative Text Resources:
• Diary of a Worm by Doreen Cronin • ELMO • Whiteboard • Chart paper for anchor charts • Classroom library and/or access to the school library • Writing Utensils • Writer’s Notebooks • Diary Template
Teacher Actions:
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• Introduce the day’s topic – example: We have been talking about how a writer’s style or their voice is impacted by how they write. The dialogue they include and the punctuation they use all affect how the reader understands their work. Today, we are going to talk about how perspective or the point of view from which the author writes also affects writer’s voice.
• Read aloud from the mentor text, Diary of a Worm, from March 20 – April 20 o If time allows, the entire text may be read
• Refer back to all previous mentor texts when dialogue bubbles and unique punctuation (ex: “They all SCREAMED!!!”) are encountered
• Facilitate large group discussion about how reading a book that is written like a diary changes the writer’s voice. How is this book different from the other mentor texts? How do readers interact with it differently?
o Record discussion points on chart paper to create “Perspective” anchor chart to be displayed
• Introduce the day’s activity and give directions and expectations for independent work
o Tell students that today, they are to write their own diary entry “Diary of a 5th Grader”
§ Remind students that like in the mentor text, they will need to date their entry
o Let them know that they are to write about something that has happened this week at school
o Tell students to self-‐assess as they are writing by looking around the room at all of the anchor charts – their entry should have components of each in it (overall engaging voice, dialogue, punctuation, and perspective)
o Remind students to put their diary entries into their Writer’s Notebooks and to submit their notebooks in for teacher review
§ Let students know that you will be checking for the qualities talked about on the anchor chart and not on the content of their diary entry.
§ Checklist for Diary of a 5th Grader Entry: ü Entry is dated ü Entry is school-‐related ü Entry has elements of each of the anchor charts:
engaging voice, dialogue, punctuation, and perspective Student Actions:
• Listens attentively to the mentor text • Participates in discussion • Actively engages in independent work • Self-‐assesses understanding through checking anchor charts around the
room and accounting for characteristics of each in their entry (see checklist above)
• Turns in Writer’s Notebook for teacher review
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Differentiation: • Extension -‐ Have students complete a diary entry with elements of each of
the anchor charts as if they were a well-‐known historical figure • Support – Have students use a template to organize their writing. The
template may have space for students to expand on their writing with illustration.
Day Five: Topic: Pre-‐Writing Narrative Text Resources:
• Mentor Texts • ELMO • Classroom library and/or access to the school library • Writing Utensils • Writer’s Notebooks • Personal Narrative Writing Prompt • Narrative Features Checklist/Anchor Charts (1. Clear, unique, expressive,
honest, engaging voice that obviously belongs to the writer 2. Dialogue that adds to the story and expands the writer’s voice 3. Punctuation that clarifies writer’s intended meaning 4. Clear perspective)
• Personal Narrative Graphic Organizer
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o Completed teacher model Teacher Actions:
• Introduce final portion of the unit – original personal narrative • Review all mentor texts and highlighted features • Remind students of the anchor charts and how helpful they will be • Give students their final writing prompt
o Write about a time you felt that you had really helped someone else • Show students Personal Narrative Graphic Organizer and the teacher model
of said organizer • Discuss each section of the organizer with the class • Connect each section to the anchor charts and remind students that their
writing needs to include elements of every narrative feature the class has discussed (see checklist in “Resources” for today)
• Give directions and expectations for independent work o Tell students that today they are to think about the writing prompt
and what instance they want to write about (may need to brain storm in their Writer’s Notebooks)
o Once they have decided, students are to complete the Personal Narrative Graphic Organizer and write a rough draft of their narrative – both in their Writer’s Notebooks
o Once their rough drafts have been completed, students need to have a peer look over their draft and check for all of the narrative elements, correct spelling, and punctuation
• Assess informally through observation and conversation Student Actions:
• Students are attentive during large group instruction and discussion • Students use mentor texts and anchor charts to help them in the completion
of their assignment • Students complete Personal Narrative graphic organizer with appropriate
information (based on the writing prompt, following the format of a narrative, and including all of the discussed narrative features)
• Students write a rough draft of their personal narrative • Students participate in peer review of rough drafts
Differentiation:
• Extension – Have students focus more on expressive writing instead of the personal narrative format. Encourage students to add lots of detail, description, and dialogue or challenge them to write about a time the felt helpful and then consider that instance from the perspective of the party the helped and write a piece from that point of view.
• Support – Have students focus on finding a topic and completing the graphic organizer. Allow students to begin their rough drafts at a subsequent time.
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Day Six: Topic: Final Drafting of Narrative Text Resources:
• Mentor Texts • ELMO • Writing Utensils • Writer’s Notebooks • Personal Narrative Writing Prompt • Narrative Features Checklist/Anchor Charts (1. Clear, unique, expressive,
honest, engaging voice that obviously belongs to the writer 2. Dialogue that adds to the story and expands the writer’s voice 3. Punctuation that clarifies writer’s intended meaning 4. Clear perspective)
• Personal Narrative Graphic Organizer • Computer lab with printers
Teacher Actions:
• Again, review all mentor texts and highlighted features and remind students of the anchor charts and how helpful they will be
• Allow students time to finish their rough drafts and/or peer reviews if they have not done so
• Discuss class progress • Once students have finished drafting, explain that they will be working on a
final draft today that will be turned in for a grade (see below in “Assessments” for rubric)
• Show class the rubric and leave it up for reference on the ELMO • Explain that final drafts are to be typed and printed. • Let students know that they are to use word processing features such as caps
lock, bolding, underlining, italicizing, font size, font style, spacing, etc. to add to their narrative and compliment their own unique writer’s voice.
• Ask students to print their final drafts and submit them for review
Student Actions:
• Students are attentive during large group instruction • Students complete rough draft and peer review if they have not done so • Students use word processors to type up and add features to their writing
that are cohesive with their story and writing style o Students self-‐assess this with anchor charts and rubric
• Students print their final drafts and submit to the teacher for review Differentiation:
• Extension – Have students use publishing software to create a book page instead of a word processing page. Encourage students to add illustrations to their narrative in the publishing software.
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• Support – Have students meet with the teacher one on one after they have completed their rough draft and peer review to go over which word processing features to use where in their narrative. If time allows, students may begin to type up their final drafts after they have conferenced with the teacher.
Teacher Model: It seemed just like any other day. I followed my same routines. The alarm on my phone buzzed exactly one hour before I was due at work, a reminder that the interstate and its traffic were waiting for me. I got to work 30 minutes before the last bell was to ring, a reminder that 40 children would soon be rushing into my room to begin after school activities. From all accounts, it was going to be another average day. The little girl with glassy eyes and pink barrettes changed that when she asked me, “Will you read with me?” “Of course!” I responded. My average day was unusually uneventful and we had all the time in the world to read. We sat next to the small reading corner, backs against the rickety hand me down bookshelf. She glanced at the books thoughtfully, “Hmmm…” she sighed before delicately sliding out a book about butterflies. I read her the story about butterflies, pausing to ask her questions and to hear what she was thinking, but before too long we had reached the end. “ Now, I want to try to read all by myself. Can I try?” she asked. “Okay!” “I think that’s a great idea!” I replied. A crease of worry began to form between her eyebrows. “Don’t worry,” I smiled, “I’ll be here to help you sound out the words, if you need me to.” She grinned and began to choose the book she wanted to read from the shelf, a book about bicycles. She started reading hesitantly at first, gaining more confidence with each page turned. Before long, her small fingers had grazed the final page. “I DID IT!!!” she cheered. “I READ IT ALL BY MYSELF! FOR THE FIRST TIME EVER!!!” “YAAAAYYYYY!” I cheered back as we both high fived. It was then that I realized that I had just witnessed a life-changing event. By agreeing to read with her, she felt safe enough to try reading on her own and for the first time in her entire life, she finished a book by herself. Something that is seemingly so insignificant is actually so impactful – from that moment on, she had an entire world of books available to her, all because we decided to sit down and read! Reflection of Teacher Model: Getting started on the writing prompt was more challenging than anticipated. I actually really liked using the Personal Narrative graphic organizer to help me get what I wanted to say out. The graphic organizer made writing my narrative much easier. I found that I could focus less on the structure of the narrative, because I knew I had each part accounted for on the organizer, and more on adding detail and dialogue. Brainstorming took longer than I had expected, but once I decided on the instance to write about and got my thoughts organized, the writing was very enjoyable to complete. I would be sure to give students plenty of time to think about what they want to write and plot it out and perhaps stretch the unit out for 7 days so that they may have a day to brain storm, a day to draft and review, and a day to create their final product.
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Assessments: Formative:
• Informal – teacher observation, class discussion, one-‐on-‐one discussion with students
Student Self-‐Assessment: • See under “Student Actions” each day
Summative: • Rubric for the Final Draft of the Personal Narrative:
Other Resources:
• Analyzing Voice Graphic Organizer: https://s-‐media-‐cache-‐
ak0.pinimg.com/736x/67/62/fe/6762fe6ce8a5bba479503f5905ef7ea8.jpg
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• Dialogue Planner: https://mcdn1.teacherspayteachers.com/thumbitem/Dialogue-‐Planner-‐Graphic-‐Organizer/original-‐600306-‐1.jpg
• Comic Strip Template: https://www.flickr.com/photos/thedcdl/10964829936/
• Diary Template: http://www.readwritethink.org/files/resources/30629_template.pdf
• Personal Narrative Graphic Organizer: http://www.scholastic.com/teachers/top-‐teaching/2014/03/graphic-‐organizers-‐personal-‐narratives