understanding by design - … 04, 2009 · the graphic organizer below depicts the similarities and...

A Unit on Expressive Modes of Writing

Incorporating Mechanics and Research on Inventions

Understanding by Design

Submitted by Andrea Hanson

Descriptive

Paper

Informative

Paper

Friendly

Letter

Focus on adjectives

Write like a

salesperson/inventor

Conversational tone

Write like a

fan club member

Focus on facts

Write like a reporter/

tour guide/scientist

Expression

Mechanics

Focus on

uses of

invention

Explain invention Focus on pros

of invention

Graphic Organizer

The graphic organizer below depicts the similarities and differences among the three modes of

writing that are discussed throughout the unit. It also shows the ways in which all three relate, in

that they are require expression and proper mechanics. This graphic organizer is completed in

class with the students as well. Another graphic organizer is included in the form of a calendar of

each day’s activities throughout the unit.

Table of Contents

Title Page………………………………………………………………………………………….1

Cover Page Graphic Organizer……………………………………………………………………2

Table of Contents……………………………………………………………………………….3-4

Templates………………………………………………………………………………………….5

Stage One Template……………………………………………………………………..6-7

Stage Two Template………………………………………………………………………8

WHERE TO……………………………………………………………………………9-10

Calendars and Performance Task………………………………………………………………...11

Calendar………………………………………………………………………………….12

Thirty Day Plan………………………………………………………………………13-15

Performance Task………………………………………………………………………..16

Rubrics…………………………………………………………………………………………...17

Portfolio………………………………………………………………………………….18

Presentation……………………………………………………………………………....19

Informative Paper………………………………………………………………………...20

Descriptive Paper………………………………………………………………………...21

Friendly Letter…………………………………………………………………………...22

Mechanics………………………………………………………………………………..23

Teacher Made Tests……………………………………………………………………………...24

Test…………………………………………………………………………………...25-27

Answer Key…………………………………………………………………………..28-30

Additional Forms of Assessment………………………………………………………………...31

Reflections……………………………………………………………………………….32

Self-Evaluation on Practice………………………………………………………………33

Writing Evaluation: Peer and Student……………………………………………………34

Pretest………………………………………………………………………………...35-36

Posttest…………………………………………………………………………………...37

Lessons…………………………………………………………………………………………...38

Day Two……………………………………………………………………………...39-43

Example of three paper modes……………………………………………….44-46

Venn diagrams………………………………………………………………..47-48

Day Six……………………………………………………………………………….49-52

Day Twelve…………………………………………………………………………...53-57

Supply list………………………………………………………………………..58

Day Sixteen…………………………………………………………………………...59-63

Letter from “new student”……………………………………………………….64

Letter scramble worksheet and answer key…………………………………..65-66

Day Eighteen…………………………………………………………………………67-71

Diversity and Technology………………………………………………………………………..72

Exceptionalities and Cultural Diversity………………………………………………….73

Technology…………………………………………………………………………...74-77

Resource and Reference Lists……………………………………………………………………78

Resource List…………………………………………………………………………….79

Reference List……………………………………………………………………………80

Extras…………………………………………………………………………………………….81

Bulletin Board………………………………………………………………………...82-83

Substitute Folder…………………………………………………………………………84

TTeemmppllaatteess

Stage 1 Template

Title: Inventive and Expressive

Subject: Language Arts

Topic: Inventions

Grade: Third Grade

Designer: Andrea Hanson

Standards Addressed:

GRADE

3

II. WRITING A. Types of

Writing

The student

will compose

various pieces

of writing.

Write in a variety of modes to express meaning, including:

a. descriptive

b. narrative

c. informative

d. friendly letter

e. poetic

GRADE

3

II. WRITING C. Spelling,

Grammar,

and Usage

The student

will apply

standard

English

conventions

when writing.

1. Compose complete sentences when writing.

2. Recognize and correct spelling errors when writing.

3. Spell correctly one-syllable and two-syllable words that have

blends, contractions and compounds.

4. Spell common homophones correctly.

5. Apply grammar conventions correctly in writing, including:

a. nouns

b. verbs

c. adjectives

d. pronouns.

6. Apply punctuation conventions correctly in writing, including:

a. periods, question marks, exclamation points

b. capitalization of proper nouns

c. abbreviations

d. sentence beginnings

e. commas in a series.

Understandings: There are different types of writing used to describe different items.

There are different types of writing used to express different ideas.

There are conventions that dictate writing to aid in clarity.

Essential Questions:

Why write?

Why write expressively?

What makes writing informative?

What makes writing descriptive?

What makes a friendly letter?

Why use proper grammar?

Why punctuate?

Why write complete sentences?

Why spell correctly?

Students Will Know:

Writing styles (descriptive, informative, friendly letter)

Functions of different modes of writing

Grammar (nouns, verbs, adjectives, pronouns)

Punctuation (periods, question marks, exclamation points, sentence beginnings)

Sentence structure (complete sentences)

Spelling (homophones)

Students Will Be Able To:

Write in a variety of modes

Identify modes of writing

Use writing as a form of expression

Use appropriate grammar conventions

Use appropriate punctuation conventions

Compose sentences, using appropriate structure

Spell common homophones correctly

Stage 2 Template

Performance Task: A new student has moved to our country and does not know anything about your invention! It is

your task to help your new classmate. By becoming a newscaster, a scientist, an inventor, a

salesperson, a fan club member, a friend, or any other fitting role you get approved by me, you

will help our new friend learn about the invention. You will assemble a portfolio which includes

all three modes (using appropriate expression of course!) and your reflections. You will then

choose your favorite piece and present it to your classmates and parents. We all want to learn

from you. Remember to focus on expression and mechanics so that your new classmate will be

able to understand you!

Key Criteria: Other Evidence:

Portfolio Teacher Made Test

Descriptive Student Reflections (included in portfolio)

Expression Student Self-Assessments (of portfolio)

Descriptors/Adjectives Graphic Organizer

Factual (web included in pretest and protest)

Structure Conferences (over rough drafts)

Informative Self and Peer Evaluations (of rough drafts)

Expression Observations (in class during two lessons)

Facts

Factual

Structure

Friendly Letter

Expression

Format

Factual

Structure

Mechanics

Grammar

Punctuation

Sentence Structure

Spelling

Reflections

Timeliness/Neatness

Presentation

Paper Edited/Approved

Expression

Timely and Prepared

W Where is the unit going?

(from student perspective)

H Hook and hold the

student.

E Equip the student.

Explore the subject.

R Rethink and revise

opportunities.

E Evaluate performance and

progress.

Introduce the performance task

Make expectations clear by providing rubrics for all papers

early in their presentation

Discuss why learnings are important and useful

Expression as “jobs”

Journal questions and personal goals

Pretest (word association)

Bulletin board

Search school and home for inventions

Students choose their own topic

Students teach classmates and parents in presentations

Students watch video presentations of teacher

Associating “jobs” with modes by expression

Associating mechanics with clarity and expression

Provide research and work time

Provide access to computers before, during, and after school

Work mainly completed in class, except optional costume for

presentations

Reflections in morning journals

Self-assess writing and practice

Conferences with teacher and peers

Individual conference before final presentation and portfolio

Rehearsal before final presentation

Teacher available during work time

Review days

Pretest and posttest influences sequencing of lessons

Reflections in morning journals, opportunities to write

concerns and questions

Self evaluate the practice for their presentations

Self-evaluate writing

T Tailor unit to address

individual student needs.

O Organize unit in a logical

sequence.

Pretest and posttest influences sequencing of lessons

(word association activity)

Teacher-made test requires explanations for many areas so that

students may have different ideas, as long as they can explain

them

Vary resource materials (books and internet sources)

Students choose their own topics

Students present work using presentation and portfolio

Verbal/Linguistic: writing papers

Logical/Mathematical: Venn diagram of three modes

Visual/Spatial: videos and giant letter

Bodily/Kinesthetic: acting out mail scene and walking “I Spy”

Interpersonal: peer conferences

Intrapersonal: journaling

Naturalist: “I Spy” nature walk

Daily activities are arranged in a calendar to be posted on the

bulletin board

Daily activities are further explained in a thirty day plan

CCaalleennddaarrss

&&

PPeerrffoorrmmaannccee

TTaasskk

NOUNS

VERBS

3

Introduce

Inventions

Invent to

Present

Library

Research

Library

Research

Writing as

Expression

Introduce

Informative

Complete

Sentences

Complete

Sentences

Writing

Day

Writing/

Evaluation Day

Introduce

Descriptive

Adjectives

Writing

Day

Writing

Day

Writing/

Evaluation Day

Introduce

Friendly Letter

Pronouns

Spelling

Writing

Day

Writing/

Evaluation Day

Review

Modes

Mechanics Review/

TMT

TMT correction/

Review rubrics

Mode

Selection

Writing

Day

Work

Day

Work

Day

Presentations

Portfolio

Assembly

Subject

Make-up

Thirty Day Plan

Day One: Introduction to Inventions

Students take a pretest using a modified form of word association and web. Introduce the

performance task. Students tour the school as a whole-class and then split into smaller

groups. They observe items in the school which are inventions and gain inspiration for their

project. For homework, the students tour their homes or other locations for additional ideas.

Day Two: Invent to Present

I present my video examples of the three modes, emphasizing expression. Within groups,

students practice writing their own paragraphs in a certain mode, presenting them to

classmates and identifying others works as representations of a certain mode.

Day Three: Library Research

Students use the library to research their chosen topic. They use the internet and books.

Students are required to use at least three internet sources and two book sources.

Day Four: Library Research

Students use the library to research their chosen topic. They use the internet and books.

Students are required to use at least three internet sources and two book sources.

Day Five: Writing as Expression/Reflection

Return to my examples and discuss the roles that I portrayed. Students share ideas of how

their newly-research topics could be portrayed in each of the modes. Discuss affects that

mechanics can have on expression in writing. Discuss essential questions and big ideas, write

these on tagboard and add to the bulletin board. Students reflect on their plans for their

project and how they will write expressively; with all reflections they also have the

opportunity to note any concerns that they have so that we can address questions.

Day Six: Introduce Informative

Students learn about the function of informative writing. Focus on expression of facts.

Discuss roles which would be ideal for this mode (newscaster, scientist, inventor). Hand

out/discuss informative paper rubrics. Students begin drafting their informative papers.

Day Seven: Complete Sentences (part 1 of 2)

Hand out mechanics rubrics and discuss importance of mechanics in facilitating expression.

Students review sentence beginnings/endings and learn about nouns. Students create their

own Mad Libs which must have proper capitalization and punctuation, while leaving a space

for multiple nouns. Students exchange papers and fill in funny nouns in one another’s papers.

Day Eight: Complete Sentences (part 2 of 2)

Students learn about verbs as action words. Students play a modified version of charades to

get a sense of verbs as the actions that they perform. Students identify verbs in writing.

Students practice writing complete sentences, incorporating skills from yesterday and today.

Day Nine: Writing Day

Students are given time to write their informative papers. With all modes, the students may

begin by either writing or typing (whichever they are most comfortable with); however, they

must have all papers typed for their portfolios.

Day Ten: Writing/Evaluation Day

Students have additional work time. They may also conference with peers and/or teacher.

Prior to the start of the unit, students were taught to peer conference constructively. Morning

journal is a reflection on where they have seen informative expression in their daily lives.

Day Eleven: Introduce Descriptive

Students learn about the function of descriptive writing. Focus is on expression using

descriptors/adjectives. Discuss roles which would be ideal for this mode (salesperson,

inventor). Hand out/discuss descriptive paper rubrics.

Day Twelve: Adjectives

Students learn about adjectives as words to describe nouns. Students take a walk and play “I

Spy” to describe nature. Students describe mystery items using three adjectives. Students

compose progressive poems using at least five adjectives.

Day Thirteen: Writing Day

Students are given time to write their descriptive papers. There can also be additional class

time spent on adjectives if the concept is not yet clear to all.

Day Fourteen: Writing Day

Students are given time to write their descriptive papers.

Day Fifteen: Writing/Evaluation Day


Morning journal is a reflection on at least four of their favorite adjectives or descriptors and

why.

Day Sixteen: Introduce Friendly Letter

Students learn about the function of friendly letters. Focus is on expression using familiarity

and the letter format. Students read and learn from letter from new student. Students write

letter to new student. Review roles which would be ideal for this mode (fan club member,

friend). Hand out/discuss friendly letter rubrics. Students begin drafting the friendly letter for

their portfolios.

Day Seventeen: Pronouns

Students learn about pronouns as replacements of proper nouns. Students work in groups to

make short presentations in which they introduce themselves to the new student using at least

five pronouns. An example would be something such as: I like to swim. He likes to ride bike.

She mountain climbs. They play soccer. Together, we all like to play sports. All students

must contribute to the writing and presentation of the skit, to do this they may need to

perform more than one scenario.

Day Eighteen: Spelling

Students learn spelling of commonly used homophones. Students see a couple examples

acted out by the teacher. Students brainstorm common homophones they know of. Teacher

presents important homophones overlooked by students. Students write their own sentences

using homophones correctly. Students revise the rough drafts of their three papers.

Day Nineteen: Writing Day

Students are given time to write their friendly letters. Remind students that the school’s

address is featured on the bulletin board in the letter that we wrote as a class. Students should

use the school’s address in their letters to the “new student” not a home address (due to

potential safety and confidentiality issues.)

Day Twenty: Writing/Evaluation Day


Morning journal has students write a letter to one of their friends, family members, teachers,

etc (this one will not be graded or included in the portfolio, but mailed/delivered to the

person.)

Day Twenty-One: Review 3 modes

Students lead discussion on the three modes of writing. Expression in terms of type and roles

are central. Students reflect on which modes they feel most and least comfortable with and

why.

Day Twenty-Two: Review mechanics and short teacher-made test

Students work in groups to answer each others questions on mechanics which have arisen

during writing, with teacher circulating to clarify. Teacher initiates group discussion on

issues which are troubling multiple students. Students complete a short teacher-made test to

evaluate their understanding of the three modes and the mechanics which dictate writing.

Day Twenty-Three: Test correction and Introduce presentation/portfolio requirements

Review commonly missed questions from the test to clarify misconceptions. Go over whole

test and take questions. Introduce the requirements for the portfolio that all three pieces will

need to be typed and included, along with reflections that have been done throughout the unit

(do not have to be typed.) Students have already been told the requirements of each

individual piece in its introduction. Hand out/discuss presentation rubrics.

Day Twenty-Four: Mode selection

Students brainstorm in small groups how to present their favorite piece. Students turn in a

rough plan for approval before class ends.

Day Twenty-Five: Writing Day

Work day to modify paper for presentation. All students conference individually or in small

groups (two to four students) with teacher between today and day twenty-six.

Day Twenty-Six: Work Day

Students work on polishing their pieces to be placed in their portfolio. Students work on their

presentations. Complete any remaining student/teacher conferences.

Day Twenty-Seven: Work Day

Students work on polishing their pieces to be placed in their portfolio. Students work on their

presentations.

Day Twenty-Eight: Presentations

The students present their works to their parents and the other third grade classes. (Class is

longer as the work for math and social studies classes is moved to the last day of the unit.)

Day Twenty Nine: Portfolio assembly/Final reflection

Students complete the posttest, which is the same word association and web as the pretest.

Students have the remainder of the class period to finalize their portfolios and complete the

final reflection. The final reflection should be written as a letter to me, employing all of the

modes, telling me what they thought of the unit as a whole. All portfolios are due at the end

of day thirty.

Day Thirty: Make-up Math/Social Studies

Get ready to be Inventive and Expressive!!!

A new student has moved to our country and does not know anything

about your invention! It is your task to help your new classmate.

By becoming a newscaster, a scientist, an inventor, a salesperson, a fan

club member, a friend, or any other fitting role you get approved by me,

you will help our new friend learn about the invention.

You will assemble a portfolio which includes all three styles of writing

(using appropriate expression of course!) and your reflections.

You will then choose your favorite piece and present it to your

classmates and parents. We all want to learn from you. Remember to

focus on expression and mechanics so that your new classmate will be


Hold onto this paper to help you keep track of your work and

brainstorming as we work together to learn.

Topic _____________________________________________________

Informative ________________________________________________

Descriptive ________________________________________________

Friendly Letter _____________________________________________

As you learn about each mode of writing, you will get more specifics on

the requirements of the projects.

RRuubbrriiccss

Portfolio Rubric (116 points)

Notes:

Traits

Scale

Descriptive

(24 points)

Informative

(24 points)

Friendly

Letter

(24 points)

Mechanics

(24 points)

Reflections

(4 points)

Timeliness/Neatness

(4 points)

4

All reflections are complete

Show evidence of thought

Turned in on time

Typed

3

All reflections

are complete

One day late

Typed

2

One reflection missing

Two days late

Typed

1

Two reflections missing

Three days late

Typed

Score

Weights

*1

*1

*1

*2

*3

*2

Weighted

Score

Presentation Rubric (28 points)

Traits

Scale

Paper Edited and Approved

Expression

Timely and Prepared

4

Paper evaluated by self, peer, and

teacher

Appropriate expression

for mode

Paper

Materials

Practice (self-eval)

On time

3

Paper evaluated by self and teacher

Expression representative of

a different mode

Missing one element

2

Paper evaluated by peer and teacher

Little expression

Missing two elements

1

Paper not evaluated/approved by teacher

--- and/or ---

Rough draft presented

Monotone

Missing three elements

Score

Weights

*2

*3

*2

Weighted Score

Notes:

Informative Paper (24 points)

Traits

Scale

Expression

Facts

Factual

Structure

4

Expressive, fits mode,

integrates another mode

5 facts

0 factual errors

5 paragraphs

3

Expression that

fits mode

4 facts

1 factual error

4 paragraphs

2

Expression

does not fit mode

3 facts

2 factual errors

3 paragraphs

1

Little expression

2 facts

3 factual errors

2 paragraphs

Score

Weights

*2

*2

*1

*1

Weighted Score

Notes:

Descriptive Paper (24 points)

Traits

Scale

Expression

Descriptors/Adjectives

Factual

Structure

4



7 descriptors/adjectives

0 factual errors

5 paragraphs

3

Expression that

fits mode

6-5 descriptors/adjectives

1 factual error

4 paragraphs

2

Expression

does not fit mode

4-3 descriptors/adjectives

2 factual errors

3 paragraphs

1

Little expression

2 descriptors/adjectives

3 factual errors

2 paragraphs

Score

Weights

*2

*2

*1

*1

Weighted Score

Notes:

Friendly Letter (24 points)

Traits

Scale

Expression

Format

Factual

Structure

4



All components of a letter

are present

0 factual errors

5 paragraphs

3

Expression that

fits mode

Missing 1-2 components

1 factual error

4 paragraphs

2

Expression

does not fit mode

Missing 3-4 components

2 factual errors

3 paragraphs

1

Little expression

Lacking letter format

3 factual errors

2 paragraphs

Score

Weights

*2

*2

*1

*1

Weighted Score

Notes:

Mechanics (24 points)

Traits

Scale

Grammar

Punctuation

Sentence Structure

Spelling

4

1 or fewer

grammatical errors

1 or fewer

punctuation errors

1 or fewer

fragments

1 or fewer

spelling errors

3

2-3 grammatical errors

2-3 punctuation errors

2-3 fragments

2-3 spelling errors

2



4-5 fragments

4-5 spelling errors

1



6-7 fragments

6-7 spelling errors

Score

Weights

*2

*2

*1

*1

Weighted Score

Notes:

TTeeaacchheerr

MMaaddee

TTeesstt

NAME ______________________

TEST YOUR INVENTIVENESS (40 points)

Matching (9 points)

Match one item from column a-c with the mode that it best fits. Write your answer in the space

to the left of the number.

____ 1. descriptive a. facts

____ 2. informative b. format

____ 3. friendly letter c. adjectives

Match one item from column a-c and one from column d-f with the punctuation mark that they

best fit. Write your answer in the space to the left of the number.

____; ____ 4. . a. period d. excited

____; ____ 5. ! b. question mark e. statement

____; ____ 6. ? c. exclamation mark f. asking

Completion (8 points)

Fill in the blank and explain your reasoning.

7. _______________ is important for interesting, meaningful writing.

________________________________________________________________________

________________________________________________________________________

8. If I were a(n) ________________________, I could express myself using the descriptive

mode.

________________________________________________________________________

________________________________________________________________________

9. If I were a(n) ________________________, I could express myself using the informative

mode.

________________________________________________________________________

________________________________________________________________________

10. If I were a(n) ________________________, I could express myself using the friendly letter

mode.

________________________________________________________________________

________________________________________________________________________

Multiple Choice (5 points)

Write the correct response of a, b, or c in the space to the left of the number.

____ 13. I ______________ the story with my family.

a. red

b. read

c. reed

____ 14. ______________ asking for a treat.

a. Their

b. There

c. They’re

____ 15. I like the bright, orange towel that you used when it was blistering hot on the white

sand beach.

a. descriptive

b. informative

c. friendly letter

____ 16. The boomerang uses Bernoulli’s principle to help it fly.

a. descriptive

b. informative

c. friendly letter

____ 17. Dear Abby,

Thank you for the flowers.

Sincerely,

Martha

a. descriptive

b. informative

c. friendly letter

+/O (4 points)

If the sentence is structured correctly, write + and explain your reasoning.

If the sentence is structured incorrectly, write O and explain your reasoning.

____ 11. i ran to the park.

________________________________________________________________________

________________________________________________________________________

____ 12. We are going to Valleyfair!

________________________________________________________________________

________________________________________________________________________

Essay (14 points)

Your essay should include at least one paragraph and complete sentences. You should also use

proper grammar, punctuation, and spelling.

Your essay should include at least four nouns, two pronouns, three adjectives, and four verbs.

They must be labeled as follows in order to receive credit. Place a box around nouns (4),

triangle around pronouns (2), oval around adjectives (3), and underline verbs (4).

Write an essay using one of the following prompts or create your own.

Jill and Anna ran a marathon…

Jennifer read a book…

Adam asked a question about…

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

NAME ____Answer Key_______

TEST YOUR INVENTIVENESS (40 points)

Matching (9 points)

Match one item from column a-c with the mode that it best fits. Write your answer in the space

to the left of the number.

__c__ 1. descriptive a. facts

__a__ 2. informative b. format

__b__ 3. friendly letter c. adjectives

Match one item from column a-c and one from column d-f with the punctuation mark that they

best fit. Write your answer in the space to the left of the number.

__a__; __e__ 4. . a. period d. excited

__c__; __d__ 5. ! b. question mark e. statement

__b__; __f__ 6. ? c. exclamation mark f. asking

Completion (8 points)

Fill in the blank and explain your reasoning.

7. ____Expression______ is important for interesting, meaningful writing.

__Answers will vary_______________________________________________________

________________________________________________________________________

8. If I were a(n) _____salesperson______, I could express myself using the descriptive

mode.

__They use a lot of adjectives to make items sound good so that people want to buy them.

________________________________________________________________________

9. If I were a(n) __newscaster/tour guide__, I could express myself using the informative

mode.

__They give the facts.

________________________________________________________________________

10. If I were a(n) __friend/fan club member__, I could express myself using the friendly letter

mode.

__The letter must be addressing someone so they can read it.

________________________________________________________________________

Answers will vary and they will be

accepted as long as the explanations fit.

Sample answers are given.

Multiple Choice (5 points)

Write the correct response of a, b, or c in the space to the left of the number.

__b__ 13. I ______________ the story with my family.

a. red

b. read

c. reed

__c__ 14. ______________ asking for a treat.

a. Their

b. There

c. They’re

__a__ 15. I like the bright, orange towel that you used when it was blistering hot on the white

sand beach.

a. descriptive

b. informative

c. friendly letter

__b__ 16. The boomerang uses Bernoulli’s principle to help it fly.

a. descriptive

b. informative

c. friendly letter

__c__ 17. Dear Abby,

Thank you for the flowers.

Sincerely,

Martha

a. descriptive

b. informative

c. friendly letter

+/O (4 points)

If the sentence is structured correctly, write + and explain your reasoning.

If the sentence is structured incorrectly, write O and explain your reasoning.

__O__ 11. i ran to the park.

__I ran to the park.____

__Sentence beginnings must be capitalized.

__+__ 12. We are going to Valleyfair!

__Sentence beginnings and endings are done correctly.___

Essay (14 points)

Your essay should include at least one paragraph and complete sentences. You should also use

proper grammar, punctuation, and spelling.

Your essay should include at least four nouns, two pronouns, three adjectives, and four verbs.

They must be labeled as follows in order to receive credit. Place a box around nouns (4),

triangle around pronouns (2), oval around adjectives (3), and underline verbs (4).

Write an essay using one of the following prompts or create your own.

Jill and Anna ran a marathon…

Jennifer read a book…

Adam asked a question about…

__Answers will vary. Any school appropriate essay will be accepted. Points will be awarded

based on proper use of grammar, punctuation, and spelling. Points will also be awarded for use

of complete sentences within at least one full paragraph.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

AAddddiittiioonnaall

FFoorrmmss ooff

AAsssseessssmmeenntt

DAY 5 DAY 10 DAY 15

In Class Morning Journal Morning Journal

What are your plans for

your project? How will

you write expressively?

Where have you seen

informative expression in

your daily life? Write

about at least three

sightings and explain why

they are informative.

Write about four of your

favorite adjectives or

descriptors. Why are they

your favorites?

DAY 20 DAY 21 DAY 29

Morning Journal In Class In Class

Write a letter to one of

your friends or family

members. Use the

correct form because it

will be mailed out.

Which mode are you most

comfortable, why? Which

mode are you least

comfortable with, why? Is

there anything that you

need help with on your

presentation/portfolio?

Write a letter to me, tying in

all of the modes, telling me

what you think of the unit we

just completed.

Name _________________

Self-Evaluation on Practice

I feel prepared for my presentation.

I practiced my speech in front of a mirror or video camera.

I practiced my speech for another person (adult or peer).

Notes:

Writing Evaluation: Descriptive

Student Peer Comments

Displays a positive

attitude

Make good use of

classroom time

Appropriate topic choice

Factual information

Draft focuses on one

idea

Writes complete

sentences

At least 5 paragraphs

Proper mechanics

Adjectives/Descriptors

Expressive (correct

mode)

Key: 3 = Yes 2 = Sometimes 1 = Not Yet

Writing Evaluation: Informative


Displays a positive

attitude

Make good use of

classroom time


Factual information


idea

Writes complete

sentences


Proper mechanics

Facts

Expressive (correct

mode)


Writing Evaluation: Friendly Letter


Displays a positive

attitude

Make good use of

classroom time


Factual information


idea

Writes complete

sentences


Proper mechanics

Format

Expressive (correct

mode)


Writing Evaluation:


Displays a positive

attitude

Make good use of

classroom time


Factual information


idea

Writes complete

sentences


Proper mechanics

Adjectives/Facts/Format

Expressive (correct

mode)


Name ________________________

Inventive and Expressive: First Look

Fill out these pages as best you can. Do not worry if there are blank spaces. You are not expected

to know everything, because this is what we will be learning about in the coming weeks. I just

want to have an idea of what you already know.

On the short line to the left of each word, draw a symbol to note your knowledge of the term.

O = I have never heard of this term before

√ = I have heard of this term, but I do not know a lot about it

* = I know a lot about this term

For any of the words that you put a √ or * next to, write what you know about it on the long line

to the right.

_____ Invention ________________________________________________________________

_____ Expressive _______________________________________________________________

_____ Brainstorm _______________________________________________________________

_____ Research ________________________________________________________________

_____ Internet _________________________________________________________________

_____ Sources _________________________________________________________________

_____ Roles ___________________________________________________________________

_____ Jobs ____________________________________________________________________

_____ Informative writing ________________________________________________________

_____ Descriptive writing ________________________________________________________

_____ Friendly letter ____________________________________________________________

_____ Mode ___________________________________________________________________

_____ Evaluation _______________________________________________________________

_____ Portfolio ________________________________________________________________

_____ Presentation ______________________________________________________________

_____ Journal __________________________________________________________________

_____ Reflection _______________________________________________________________

_____ Mechanics _______________________________________________________________

On the next page is a web which covers mechanic. The bubbles which stem off of Mechanics to

form a web are Why?, Complete Sentences, Grammar, and Punctuation. In the bubbles

connected to each term, write everything you know about that word (one item per bubble.) Feel

free to draw in more bubbles if you know more than two facts about a term.

Name ________________________

Inventive and Expressive: Second Look

This looks like the worksheet that I passed out a few weeks ago. Now we are at the end of the

unit. It is time to check and see how much everyone has learned. Fill everything out as best you

can. Make sure to fill in the lines to the right with explanations of what you have learned.

On the short line to the left of each word, draw a symbol to note your knowledge of the term.

O = I have never heard of this term before

√ = I have heard of this term, but I do not know a lot about it

* = I know a lot about this term

For any of the words that you put a √ or * next to, write what you know about it on the long line

to the right.

_____ Invention ________________________________________________________________

_____ Expressive _______________________________________________________________

_____ Brainstorm _______________________________________________________________

_____ Research ________________________________________________________________

_____ Internet _________________________________________________________________

_____ Sources _________________________________________________________________

_____ Roles ___________________________________________________________________

_____ Jobs ____________________________________________________________________

_____ Informative writing ________________________________________________________

_____ Descriptive writing ________________________________________________________

_____ Friendly letter ____________________________________________________________

_____ Mode ___________________________________________________________________

_____ Evaluation _______________________________________________________________

_____ Portfolio ________________________________________________________________

_____ Presentation ______________________________________________________________

_____ Journal __________________________________________________________________

_____ Reflection _______________________________________________________________

_____ Mechanics _______________________________________________________________

On the next page is a web which covers mechanic. The bubbles which stem off of Mechanics to

form a web are Why?, Complete Sentences, Grammar, and Punctuation. In the bubbles

connected to each term, write everything you know about that word (one item per bubble.) Feel

free to draw in more bubbles if you know more than two facts about a term.

Mechanics

Why? Complete Sentences

Grammar Punctuation

LLeessssoonnss

Invent to Present Day 2 of 30

Teacher: Andrea Hanson

Date: TBD

Time: 50 minutes

Grade Level: 3

Description of Learners: There are twenty-six students in the class. There is a fairly even mix

of lower, middle, and higher level learners. There are also some students with learning

disabilities and behavioral issues.

Description of Teaching Environment: The classroom is set up to foster work in pairs, triads,

and groups of six. There are also wide aisles that allow the teacher to move throughout the

classroom to interact with students.

Subject Area: Language Arts

Topic: Types of writing

Lesson Context: Day 2 of 30

Goals:

The learners will understand the similarities and differences among the three modes of writing

that are covered.

The learners will have a base knowledge on which to build their abilities to write in these three

modes.

Standard(s): II. Writing

A. Types of Writing: The student will compose various pieces of writing.

1. Write in a variety of modes to express meaning, including:

a. descriptive

c. informative

d. friendly letter

Objectives:

The learner will classify each of three presented videos as representative of a certain mode of

writing, after viewing the videos and discussing their qualities with the class. (Analyze)

The learner will create a venn diagram of the three modes of writing after viewing an example of

each and discussing their qualities with the class. (Synthesize)

The learner will act out an example of one mode of writing with help of group members. (Apply)

The learner will categorize short peer presentations as examples of each mode, using the class

created venn diagram for assistance. (Synthesize)

Motivation:

Level of Concern

The writing experiences will challenge students to write expressively and bring emotion into

their writing. As students write their papers which relate to their lives, I will move among them

to offer help when needed. The group writing assignment will require participation for all

students to help them begin verbalizing their thoughts.

Feeling Tone

Students are greeted in the morning as they enter the room and are further given the opportunity

to be heard in the classroom by participating in morning meeting. Student work adorns the walls,

both in the form of classwork and an artist’s wall on which students can place creations from

home.

Success

Each lesson is evaluated prior to teaching to ensure that prerequisites have been met. They will

also be evaluated to ensure that students are challenged enough to feel success when the work is

completed, but easy enough that the students do not become frustrated with work and stop trying.

To achieve this level that fosters success, lessons may need to be differentiated or some students

may need additional assistance.

Interest

Many of the writings that students complete are related to their lives. Examples that are

presented in class often contain students’ names and personal experiences in positive situations.

Novelty is added to lessons by changing inflection in the voice, moving throughout the room,

mixing lecture and questioning, involving students in group work, and using the internet to

research their topic.

Knowledge of Results

Feedback is one of the most important motivators in the classroom. Students receive feedback on

their daily work, paper drafts, and final projects (both performance task and portfolio.) Feedback

is both verbal and written. Students receive notes that specify accomplishments and deficits so

that students can improve accordingly, rather than receiving holistic grades which give no guides

for improvement.

Intrinsic and Extrinsic

Intrinsic motivation is fostered in students by providing opportunities for them to participate in

interesting activities that relate to their lives.

Materials/Resources Needed:

Teacher:

Salesperson outfit (blazer and tametag)

Scientist outfit (lab coat and goggles)

Three videos on flash drive

Written examples of three modes

Computer and projector to play videos on

Venn diagram (28 copies)

Venn diagram answer key

Whiteboard

Whiteboard markers

Tagboard with venn diagram skeleton drawn on it

Student:

Notebook

Pencil

Prerequisites:

The learner will have an understanding of paragraph structure.

The learner will have an understanding of basic essay form.

The learner will know how a venn diagram functions.

Review:

Host a group discussion to allow each student to share his/her ideas gained during the invention

tour the previous day.

Anticipatory Set:

Teacher dresses as a salesperson and then changes into a scientist outfit.

Teacher previews that students will be learning about how different expressions in writing can be

portrayed as “jobs”.

Note that in these videos I will be portraying three different jobs which they will get to help

figure out and relate to a mode of writing.

Objective:

It is our job to watch the three videos and decide what the similarities and differences are among

the presentations and label them as being a certain mode of expression.

We will then practice writing our own examples of these modes.

Input and Modeling:

Hand out a blank copy of the venn diagram.

Students watch the three videos of the teacher acting out each mode of writing. Throughout the

videos they should begin thinking about the characteristics of each mode and how they could

fit into the venn diagram.

After each movie, students break into groups to discuss and take notes the “job” that they think I

was portraying and what characteristics made them think that way.

Repeat until all three modes have been watched and discussed in small groups.

Students share their ideas with the class (write the jobs on the left side of the whiteboard.)

ex. salesperson

fan club member

scientist

Discuss the qualities of the movie that made them think of that job.

ex. salesperson -- describing everything, making things sound interesting

fan club member -- conversational

scientist -- facts

On right side of the whiteboard, write the three modes: informative, descriptive, and friendly

letter.

Discuss the qualities of the three modes and connect with lines each mode to its related job(s).

Checking for Understanding:

As teacher circulates through the room, students fill in the main circles of their venn diagrams

with at least one job and at least one quality for each mode of writing.

Review the qualities within the circles by asking students to explain their reasoning:

Q: Can you tell me what the main characteristics of a friendly letter are? (Knowledge)

Q: How do you distinguish between a descriptive and an informative paper? (Analyze)

With answers from students, fill in the main circles of a large venn diagram on tagboard.

(See the included sample answer key as a guide.)

Discuss similarities amongst the three modes:

Q: Now that we have contrasted the modes, how do they compare (are the same)?

Take suggestions from students on how to fill in the class venn diagram for

similarities between modes. (Evaluate)

Q: What do all of the modes of writing have in common?

Discuss qualities as a class until all can fill in the center of the venn diagram with

the understanding that all of the modes of writing are used to portray a type of

expression. (Evaluate)

Guided Practice:

In their table groups of six, students write and perform a brief paragraph on their assigned mode.

In their groups of six, the other students categorize the presentations as a designated mode,

giving reasons to support.

Discussion time available for when groups disagree on the mode presented.

Closure:

Review the venn diagram. (Comprehend)

Note that students will have the chance to write in all three modes throughout the coming weeks.

Independent Practice:

Students begin brainstorming how they could use each mode to represent their topic.

Further practice will come following the more detailed explanation of each mode throughout the

next three weeks.

Lesson Evaluation:

Circulate throughout the room during work time when students are creating their modes to

present. Ensure that all students are participating in the writing and presentation.

Collect the papers to gauge students’ early understandings of the material.

Observe the students as they guess the presented modes and justify their answers. This will help

to focus the amount of time that needs to be spent presenting each mode in the coming weeks.

Blooms Taxonomy:

The levels that are included in this lesson are indicated in italics behind the objectives, questions,

and/or steps to which they relate.

This lesson features activities at the following levels:

Knowledge

Comprehend

Apply

Analyze

Synthesize

Evaluate

Sponge Activities:

Students choose an object (piece of furniture in the room, favorite food, etc) to write a paragraph

of each mode about.

Students search the newspaper or magazines and identify each piece of writing as mainly

descriptive, informative, or friendly letter.

Students watch video clips and identify the main mode that they employ.

Informative Paper

Boomerangs are complex creations which have been used for hunting and sport.

The boomerangs are able to stay in flight for three reasons. They work with the air, are

strategically designed, and are thrown in a specific manner.

A boomerang works with the air to stay in flight. As it flies, the boomerang pushes

air down. The movement of the air channeling downward causes the wings to react and

holds the boomerang up. The combination of high pressure on the bottom and low

pressure on the top prompts the wing to spread slightly and speed up. This complex

reaction to air movement is facilitated by strategic design.

The design of boomerangs has evolved greatly over time; however, the main

principle remains the same. The top surface is slightly curved to allow for sustained, easy

flight. The boomerangs can be in any shape of the alphabet or tri-pointed. The most

traditional shape is the V. This shape allows boomerangs centers of spin and lift to vary,

allowing for flight and return. This unique design is supplemented with a specific method

of throwing the boomerang.

A prescribed method of boomerang release is required for optimal flight. The

boomerang should be thrown sidearm. This motion is similar to the throw of a Frisbee or

baseball from second to first bases. Prepared boomerang throwers, especially novices

who are not accustomed to the catch, should wear heavy gloves. In flight, the boomerang

builds up so much speed and energy in its journey that is can be painful to receive. In

order to achieve sustained flight which returns the boomerang to the thrower, he/she must

be prepared to properly throw and catch the boomerang.

This strategic design of boomerangs allows them to actively work with the air to

promote flight. When these two factors combine with a skilled throw, the result is a

spectacle of flight. This makes for an amazing display of flight as either sportsmanship or

hunting.

www.britannica.com/EBchecked/topic/73646/boomerang

www.encarta.msn.com/features/columns/?article=bn_boomerang

Descriptive Paper

Shapes from A to Z. Sizes from ten to fifty meters. There are three different stages

of boomerangs which are available for different learning levels. No where will you find a

piece of sporting equipment with more exciting, imaginative options or design.

The beginning level boomerang is most often either tri-bladed (such as this

elegantly crafted, orange and white beauty) or the traditional V-shaped model. These

boomerangs are designed from lightweight material that does not take a great deal of

force to throw. This model is perfect for any amateur thrower who wishes to get a start in

the sport. Just be sure not to let the boomerang get away from you on a windy day -- you

want an intermediate model for those blustery days.

Intermediate boomerangs can be designed in nearly any shape. With these models

you are lucky enough to receive heavier boomerang. This boomerang requires a slightly

higher level of skill for a positive throw; however, it is well worth the increased practice

time. This boomerang, when set in motion by an experienced thrower, is capable of

varied patterns of flight. The amazing capabilities of this boomerang are only topped by

our advanced, competition boomerangs.

As with the intermediate model, competition boomerangs can be purchased in a

variety of shapes, sizes, and colors. This beauty is an offset V-shape with vibrant blue

coloring. They are also sold in a variety of weights. Our MTA (short for maximum time

aloft) boomerangs are incredibly lightweight. These boomerangs are designed to stay in

the air for extended periods of time. We also sell heavy boomerangs which are weighed

with lead so that they will have long flight patterns before returning to their thrower.

These models are quite advanced and meant for serious throwers.

With boomerangs that come in numerous shapes, sizes, colors, weights, and levels,

we have the best fit for any thrower. Whether you are a new thrower or a professional we

are happy to serve you. We will help you find the highest quality boomerang on the

market.

www.boomerangs.org

Friendly Letter

301 17th

St SW

Austin, MN 55912

March 16, 2009

Dear Haruki Taketomi,

You are the best boomerang thrower I have ever heard of. You obviously work

very hard to do well in your sport. I have followed your career for years and I have

always been impressed.

I am writing to congratulate you on setting the international record for consecutive

catch. I am incredibly impressed by your 2251 catches. You are quite dedicated to have

thrown for almost twelve hours.

Your skill and record setting are amazing. I learned that you beat the Australian

record for consecutive catches by over 1400 catches. You have accomplished such a great

feat this year.

I am only beginning to learn to throw. I look up to you for all of the work that you

have done. I hope one day to be a skilled boomerang thrower also.

Best of luck in retaining your record. Keep up your hard work. You are an

amazing athlete.

Sincerely,

Ms. Hanson

P.S. I cannot wait to hear more in the news about your boomerang throwing!

www.boomerang.org.au/news/

Descriptive

Paper

Informative

Paper

Friendly

Letter

Name _____________________

Venn Diagram: Modes of Writing

Descriptive

Paper

Informative

Paper

Friendly

Letter

Focus on adjectives

Write like a salesperson

Conversational tone

Write like a friend/

fan club member

Focus on facts

Write like a reporter/

tour guide/scientist

Expression

Focus

on uses

Explain invention Focus on pros

Venn Diagram: Modes of Writing -- Possible Answer Key

Introduce Informative Day 6 of 30


Date: TBD

Time: 50 minutes

Grade Level: 3








Topic: Informative writing


Goals:

The learners will understand that the most distinctive quality of informative papers is the

presentation of factual information.

The learners will begin to relate their learning to their own papers on their chosen invention.

Standard(s):

II. Writing



c. informative

Objectives:

The learner will understand that informative essays should be focused on presentation of facts

after revisiting and discussing a venn diagram that depicts this fact. (Comprehend)

The learner will be able to identify careers which use mainly informative speech, after a class

discussion/debate. (Knowledge)

The learner will be able to defend his/her choice of informative speech careers while in a debate.

(Evaluate)

The learner will develop topic ideas for their informative papers, after looking over their research

and discussing facts with a partner. (Apply)

Motivation:

Level of Concern





Feeling Tone




home.

Success






Interest











for improvement.





Teacher:

Tagboard with blank venn diagram drawn on it

Video of teacher acting out informative writing

Tagboard with informative paper example written on it

Markers

Informative Rubric (28 copies)

Class roster

Pencil

Student:

Notebook

Pencil

Research on individual invention (compiled during work time last week)

Prerequisites:

Students will have collected facts about their inventions.

Review:

Refer to venn diagram on tagboard posted to the bulletin board.

Review what we have already learned about informative papers. (Comprehend)

ex. Facts

Presented like a scientist

Anticipatory Set:

Review the video of the teacher presenting as a scientist teaching about boomerangs.

Objective:

We are going to learn how to present information in a paper that is factual.

Input and Modeling:

Take out and read aloud the example informative paper from the video which is written on

tagboard.

As a class, discuss why this paper is informative.

ex. it teaches us about the invention

there are a lot of facts covered

As a class, underline the facts that are present in the example. Post the completed example on the

bulletin board.


Discuss types of jobs that use informative speech.

Students brainstorm ideas and raise their hands.

Call on one student, he/she names a job.

Ask all students to raise their hand and hold up five fingers if they agree and a fist if they

disagree.

Call on at least one person who raised five fingers and at least one who made a fist.

Ask both/all students to argue their side and tell the class why the job described is or is not

representative of informative speech. (Evaluate)

Give the student who noted the job an opportunity to defend his/her selection as well.

Continue noting jobs until all students have had a chance to either note a possible job or

comment on another person’s idea.

Guided Practice:

Individually, have students brainstorm what aspect of their invention they could write an

informative paper on and what would make it informative.

Students write their ideas. Teacher circulates to check that all students have strong subtopics and

rationale.

Students who wish to share with the class can do so to give classmates more ideas to run with.

Students peruse their research to find at least four facts about their invention.

Students share their facts with a partner.

The partners evaluate each others facts to ensure that they are facts rather than opinions. The

teacher is available to help when questions arise.

The teacher is circulating throughout the classroom to ensure that all students are reading facts.

Closure:

Review that informative papers focus on facts. (Comprehend)

Hand out and discuss the rubric for the informative paper that will be placed in their portfolio, so

that they know the expectations.


Students begin writing the first drafts of their informative papers, using the research that they

completed last week and worked with today in class.

Lesson Evaluation:

During “Check for Understanding”, on a class roster note how many times each child

participates and the types of comments made (cursory or detailed.)

Collect the sheets of facts each student writes on his/her chosen invention. If there are students

who have written opinions conference with them to clear up misconceptions. Return all papers

promptly so that students can use them to write their drafts.

Blooms Taxonomy:




Knowledge

Comprehend

Apply

Evaluate

Sponge activities:

Students find examples of informative writing in newspapers or magazines and highlight the

facts or other characteristics that signal to them that the writing is informative.

Students research a job that uses informative writing and write an informative paragraph on their

learning.

Students listen to a newscast.

Adjectives Day 12 of 30


Date: TBD

Time: 50 minutes

Grade Level: 3




Description of Teaching Environment: This lesson will begin outside as students interact with

nature to begin formulating descriptive ideas. The lesson will then move to the classroom. The

classroom is set up to foster work in pairs, triads, and groups of six. There are also wide aisles

that allow the teacher to move throughout the classroom to interact with students.


Topic: Adjectives


Goals:

The learners will learn about the function of adjectives within writing.

The learners will practice implementing adjectives into their writing to make paragraphs more

interesting.

Standard(s):

II. Writing

C. Spelling, Grammar, and Usage: The students will apply standard English

conventions when writing.

4. Apply grammar conventions correctly in writing, including:

c. adjectives

Objectives:

The learner will be able to identify words that are functioning as adjectives within a sentence

after discussing such words with the class. (Knowledge)

The learner will be able to formulate a set of adjectives to help describe items, after observing

the teacher perform such a task related to nature. (Synthesize)

The learner will construct a progressive story which builds on more adjectives with each

sentence, after hearing an example presented and discussed in class. (Apply)

Motivation:

Level of Concern





Feeling Tone




home.

Success






Interest











for improvement.





Teacher:

Whiteboard

Whiteboard markers

Twenty-eight brown paper bags containing items from the attached list (one item per bag)

Grading sheet (for adjectives used and help required)

Pencil

Paper

Clipboard

Student:

Notebook

Pencil

Prerequisites:

Students will have prior knowledge of nouns and their function within sentences.

Review:

Students walk a lap around the school building. Discussion centers around things that we can see

which are nouns, ie trees, grass, playground, etc., getting examples from the students.

Anticipatory Set:

Students walk another lap around the school building. Discussion moves to adjectives.

Teacher (T): How could I describe the tree?

Students (S): Green, tall, leafy.

Explain rules of “I Spy”.

ex. I say: “I spy something green…”

Students guess grass, trees, etc. until they name the item I was thinking of.

If students do not guess correctly, I add on a second adjective to help describe it.

Play an “I Spy” game. Items are inspired by sights around school. As game is played, teacher

writes sentences on paper connected to clipboard to that they can be written on the whiteboard

and discussed back in the room. Included are some examples.

T: I spy something yellow. I spy something bouncy. (tetherball)

T: I spy something hard. I spy something black. (the ground)

T: I spy something crunchy. I spy something green. (leaves)

Objective:

Explain that students will be practicing how to describe things so that when they write or speak

they are able to help make a picture appear in someone’s mind.

Example: If I said that I see a ball you would probably all have different pictures in your

head, but if I said that I saw a small, bumpy, orange ball you would all have more

similar pictures in your heads.

Input and Modeling:

Explain that the describing words we used in “I Spy” are called adjectives. Write the “I Spy”

sentences on the board. Have students underline the adjectives.

Explain the game “Riddle Me Descriptive” in which students have an item inside of a brown

paper bag. They must keep the items secret while they write three adjectives to describe the

item so that the classmates will be able to guess the item.

Give an example

T: My item is red.

T: My item is shiny.

T: My item is juicy.

S: It is an apple.


Ask all students to write at least one example of another word that could describe an apple.

Circulate around the room. Ask students to share creative responses. Help students who are

having difficulty.

Write shared student adjectives on the whiteboard

Q: Can each of you select the two words that you think best describe the apple and write

them on your papers? (Evaluate)

Guided Practice:

Pass out the brown paper bags with items inside. (see attached list)

Give students time to generate their adjectives. Circulate to ensure understanding. (Synthesize)

Students present items one by one so that classmates can guess what their item is.

Closure:

On the whiteboard, make a list of all of the adjectives that students used.

Refer back to descriptive lesson from yesterday. Discuss why we use adjectives.

ex. To make writing more interesting. To help us see a picture in our minds.


Students compose their own poem using adjectives to make the poem increasingly interesting.

The students must use at least five different adjectives. The students must create a poem by

modifying each previous line with another adjective. Students can make up their own

beginning stem or use one that is provided. Stems and an example poem are both below. These

should be written on the whiteboard and discussed. (Synthesize)

Stems:

After school I saw…

On the way to sport practice…

While I was playing with my brother/sister…

On my birthday…

Poem Example:

On my way to the park I saw a toad.

It was a brown toad.

It was an ugly, brown toad

It was a bumpy, ugly, brown toad

It was a spotted, bumpy, ugly, brown toad

It was a slimy, spotted, bumpy, ugly, brown toad

It was a squirmy, slimy, spotted, bumpy, ugly, brown toad

And it wanted to be my new pet!

Circulate through the class to help students who have difficulty thinking of fitting adjectives.

Lesson Evaluation:

As students are reading their poems, note on a grading sheet how many adjectives they used and

how much help they required to write their poems. Meet with small groups of students during

work time in following days if there are students who are unclear on how to write descriptive

sentences using adjectives.

Blooms Taxonomy:




Knowledge

Apply

Synthesize

Evaluate

Sponge Activities:

Students search newspaper or magazine articles to underline adjectives and either replace each

with a similar adjective or add on another, more descriptive adjective.

Students compile an adjective dictionary.

Students write a descriptive poem about their favorite place, food, etc.

Brown Bag Items

Grapefruit

Golf ball

Stuffed animal

Matchbox car

Lego

Marker

Crayon

Pencil

Scarf

Glove

Ziploc bag

Book

CD

Scissors

Napkin

Spool of thread

Bracelet

Clothespin

Candy

Pony band

Button

Doll

Baseball

Tape

Rubber band

Spoon

Magnetic letter

Bouncy ball

Introduce Friendly Letter Day 16 of 30


Date: TBD

Time: 50 minutes

Grade Level: 3








Topic: Friendly Letter


Goals:

The learners will have an understanding of why friendly letters are written.

The learners will have an understanding of how friendly letters are formatted.

Standard(s):

II. Writing



d. friendly letter

Objectives:

The learner will distinguish between the format of typical essays and friendly letters after

viewing a class example. (Analyze)

The learner will organize the elements of a friendly letter when provided with a bank of

components in random order. (Synthesize)

The learner will compose a friendly letter to the new student with the cooperation of the class.

(Synthesize)

The learner will draft a friendly letter for his/her portfolio after being introduced to the format

and working through one example with the class.

Motivation:

Level of Concern





Feeling Tone




home.

Success






Interest











for improvement.





Teacher:

Teacher or secretary to interrupt class and deliver a letter

Whiteboard

Whiteboard markers

“Giant” letter (see below to write onto one piece of tagboard)

Masking tape

Tagboard (two pieces, preferably lined)

Markers

Worksheet (28 copies)

Worksheet answer key

Construction paper (28 pieces)

Mini mailbox

Student:

Notebook

Pencil

Scissors

Glue stick

Prerequisites:

The learner will have established skills in writing complete sentences throughout the preceding

weeks in the unit.

The learner will be accustomed to writing in both paragraph and essay form of topic, three

supports, and conclusion.

Review:

Mad Libs complete sentences on the board.

Students write the sentences in their notebooks, filling in a word for each missing part of speech.

I saw a (noun) at the zoo.

I like to (verb) all day in the summer.

My favorite food is (adjective) (noun).

I asked my mother to give me five dollars to go see a (noun).

My favorite animal is a (adjective) (noun). I like watching it (verb).

Students share their sentences while we wait for the teacher or secretary to interrupt our review.

Anticipatory Set:

Another teacher or secretary knocks on the door. He/she delivers a “giant” letter addressed to

Ms. Hanson’s class, Room X from the “new student”.

Open the letter and tape it to the white board so that all students can see the outline of the letter’s

format.

Read the letter aloud.

Objective:

We want to respond to our new student’s letter.

We need to know how to write the letter, because it looks different than a normal essay.

Input and Modeling:

Dissect components of delivered letter. (Analyze)

Street address

Date

Dear ______,

Introduction

Three paragraphs

Conclusion

Sincerely,

Signature

P.S. (post script)

Discuss why components of the letter are used, students give ideas similar to those listed.

Street address (know where to send return letter to)

Date (know when letter was written)

Dear ______, (know who the letter is for)

Introduction (know what the letter is about)

Three paragraphs (body of the letter)

Conclusion (sums up the letter and maybe notes when you will write next)

Sincerely, (formal ending of the letter)

Signature (know who the letter is from)

P.S. (add anything that you forgot in the body of the letter)

Discuss inclusion of descriptive and informative modes

Descriptive (using adjectives to make writing more interesting)

Informative (facts may be necessary to convey message)

Students help Ms. Hanson write a response to the “new student” on a piece of tagboard (this

letter needs all of the components, but does not need full paragraphs.)


The students complete the worksheet below. The students cut the pieces out of their worksheet

and paste them to a piece of construction paper. This shows that they have an understanding of

how the components of a letter are organized and provides them with a guide to hold on to for

future reference.

Guided Practice:

Students write their own letter to the “new student”.

Students should introduce themselves, tell a little bit about their invention, and welcome the new

student.

Students label their letters to ensure that all components are included. (Knowledge)

Closure:

Students drop their letters in the mini mailbox.

Review as a class why we write letters and how they are setup.

Review the roles that friendly letters can be used for. (Comprehend)

ex. fan club member or friend

Ask if students have additional ideas to share.

Hand out and discuss the friendly letter rubric so that students are aware of the expectations.


Students begin to draft their letter for their portfolio. This must have all friendly letter

components and complete paragraphs.

Lesson Evaluation:

The teacher reads all of the letters from the mailbox to gauge students’ understanding. There is

time to review in small groups during writing/work days if there are students who have not

mastered the material.

Blooms Taxonomy:




Knowledge

Comprehend

Analyze

Synthesize

Sponge activities:

Students search for letters (such as those to the editor) within the newspaper or magazines.

Students correct these letters to put them into the proper form.

Stationary is available for students to write letters to anyone in the class. These letters can be

dropped into the mini mailbox, read by the teacher to ensure that they are appropriate, and

delivered to the student.

Stationary is available for students to write letters to their friends or family members. These can

be sent out after being previewed by the teacher for pointers or without this preview.

Students can complete the jigsaw worksheet again by cutting the pieces apart, pasting them to the

construction paper, and cutting apart the construction paper so that there is a jigsaw puzzle for

he/she and the classmates to put together.

1234 Mulberry Road

Stratus, New York 98765

5/24/2009

Dear Ms. Hanson’s Class, Room 456,

I am writing to introduce myself. My name is Greg. I am very excited

to come join your class in a few weeks.

I want to tell you a little about my family. I have a father, mother, and

two brothers. I have an older brother, John, who is in fifth grade. I have a

younger brother, Adam, who is in kindergarten. I also have a dog named

Rover who is a Chocolate Labrador. I spend a lot of time at home playing

with my brothers.

I have some interests outside of playing with my brothers too. I like to

play baseball. I am excited to watch your team, the Minnesota Twins, play. I

also like to read. My favorite author is Andrew Clements. I look forward to

learning new games and activities that are popular in your town.

I have heard that you will be teaching me about inventions that I am

unfamiliar with. We just moved from a small town in Asia to here in New

York, before we move to Austin. I hope that you all have a lot to teach me. I

want to know how to run the inventions in your country. It is so nice of you

to help me learn about some common inventions.

I am glad that I could introduce myself to you. You now know a little

about my family, interests, and eagerness to learn about inventions. I will see

you all in a few weeks. Hope to hear from you soon!

Sincerely,

Greg

P.S. I have never seen snow, so I am excited to see that for the first time too!

Date

Dear ______________,

Introduction

Conclusion

Paragraph 1

Paragraph 2

Paragraph 3

Sincerely,

Signature/Name

P.S.

Street Address

City, State Zip Code

Date

Introduction

Conclusion

Paragraph 1

Paragraph 2

Signature/Name

Street Address

City, State Zip Code

Paragraph 3

P.S.

Dear ______________, Sincerely,

Spelling Day 18 of 30


Date: TBD

Time: 50 minutes

Grade Level: 3








Topic: Spelling common homophones


Goals:

The learners will understand that there are words that sound the same, but are spelled differently.

The learners will work on spelling homophones correctly.

Standard(s):

II. Writing

C. Spelling, Grammar, and Usage: The students will apply standard English

conventions when writing.

4. Spell common homophones correctly.

Objectives:

The learner will understand that there are words that sound the same by are spelled differently,

after being presented with examples in class. (Comprehend)

The learner will distinguish between common words that have two homophones, after discussing

common examples in class. (Analyze)

The learner will distinguish among common words that have three homophones, after discussing

common examples in class. (Analyze)

The learner will correct their classmates’ incorrectly spelled homophones, after practicing such

skills in class. (Evaluate)

Motivation:

Level of Concern





Feeling Tone




home.

Success






Interest











for improvement.





Teacher:

Whiteboard

Whiteboard markers

Red sweater

Book

Piece of cake shaped as an “8”

Poem written on tagboard

Masking tape

Student:

Notebook

Pencil

Rough drafts of three papers

Prerequisites:

Students should have an understanding of how to form complete sentences.

Review:

Students correct the sentences that are written on the whiteboard by capitalizing the first letter

and/or adding end punctuation and writing the complete sentences in their notebooks.

i like to run in the park. (capitalize beginning I)

My favorite color is green (add a period at the end)

could you please help me carry this package (capitalize beginning C, add question mark)

After all students have completed the work, call on a few students to adjust the sentences on the

whiteboard.

Anticipatory Set:

After completing the review, the teacher sits down at the front table with a book and piece of

cake. Teacher is wearing a red sweater, reading a book, and eating a piece of cake shaped like

an 8. As students begin to wonder what the teacher is doing, discuss that there are words that

sound alike, but have different meanings.

Objective:

Let students know that we will be learning to spell these words correctly. If we use the wrong

spelling it is hard for people to understand us, so we will work to learn to use the correct

spelling of words that sound the same.

Input and Modeling:

Let students know that there are two examples of homophones that I just demonstrated.

Give students time to think and give ideas if anyone can think of which two I depicted.

Write the following sentences on the board and underline the homophones.

Read and red. (I read a book while wearing a red sweater.)

Eight and ate. (I ate a piece of cake shaped like an eight.)

Allow students to brainstorm more homophones in their triads.

Share student-created homophones with the group. (Synthesize)

Write the words on the board and have the group provide a sentence which uses both words

correctly.

Provide students with any of the following homophones which students did not already mention.

Provide the homophones and ask students for sentences which use both words correctly

(Examples are given if students are unfamiliar with the difference between/among the words.)

Allowed and aloud. (Boys are not allowed in our clubhouse where we read diaries aloud.)

See and sea. (I want to go to Europe to see the Black Sea.)

Four and for. (I need four dollars for candy.)

Son and sun. (The woman’s son is playing in the sun.)

Hear and here. (If you cannot hear me from there, you can come here.)

Your and you’re. (You’re in charge of your future.)

No and know. (I do not know how to say no when someone asks me for a favor.)

Buy, by, bye. (The milk that I want you to buy is by the yogurt, good-bye.)

There, their, they’re. (Their friends will be there to help them, even if they’re late.)

Have students write the sentences into their notebooks so that they will have examples of these

common homophones to reference later. (Knowledge)

Provide an example of a poem that uses homophones correctly and creatively.

Tape poem on tagboard to the whiteboard.

Whether the weather be fine,

Or whether the weather be not,

Whether the weather be cold,

Or whether the weather be hot,

We’ll whether the weather

Whatever the weather

Whether we like it or not.


Leave sentences on the board so that there are examples of how to spell the homophones,

depending on their meanings.

Read the following sentences so that students can write them with the correct spelling.

I read a book about the weather.

I ate four cupcakes.

I know that the sun is yellow.

Circulate to check that students are writing sentences correctly.

Stop after each sentence to have a student share his/her answer.

Teacher writes the sentence on the board and all students check their answers.

Guided Practice:

Write the following sets of words on the whiteboard and ask students to write two sentences of

their own, using both spellings correctly.

see/sea

your/you’re

their/there

Read the following sets of words and ask students to write one sentence, using one spelling of

each word correctly.

son/sun and they’re/there/their

weather/whether and no/know

buy/by/bye and hear/here

Students each pick one sentence that they are particularly proud of and know that they have

spelled correctly to share with their neighbor.

Students trade papers with their neighbor to read each others sentences and help one another

correct any errors in their spelling of homophones.

Offer students a chance to share one of their sentences with the class by writing it on the

whiteboard, reading it, and explaining it.

Closure:

Discussion about the importance of spelling homophones correctly.

Q: Why do we worry about spelling words correctly?

(This is a modified form of one of the essential questions which has no specific

answer, but an example may be that having correct spelling allows others to better

understand our writing.)

Q: What is the difference between hear and here? (Evaluate)


Students retrieve the rough drafts of their papers and revise them for misspelled homophones.

(Evaluate)

Lesson Evaluation:

Collect the notebook pages that students completed when writing sentences. Arrange time during

future work days to work with small groups of students who may still have difficulties with the

correct spelling of these homophones.

Blooms Taxonomy:




Knowledge

Comprehend

Analyze

Synthesize

Evaluate

Sponge Activities:

Students search newspapers or magazines to find homophones that need to be corrected.

Students write a poem that incorporates one or more of the homophones discussed in class.

Students compile a spelling dictionary of the common homophones we discussed in class.

Students research other homophones to add to the spelling dictionary.

DDiivveerrssiittyy

&&

TTeecchhnnoollooggyy

Exceptionalities and Cultural Diversity

There are times throughout the unit in which the teacher is available to help students who are

struggling with difficult concepts while classmates are working on the drafts of their papers.

The amount of choice provided as students select their own invention to work with and specific

subtopics to write about, allows students to choose items that are of interest and importance to

them.

Rubrics could be adjusted to accommodate different levels by raising or lowering required levels

for students whose IEPs require such adaptations.

The element of choice that students have to increase the interest level in their presentation allows

for students with different learning styles to incorporate their interests (music, art, drama, etc) to

assist in the effective presentation of their chosen mode.

Technology Integration

Walk into an elementary or middle school classroom today and it is unmistakably clear

that technology becomes more prevalent everyday. In an age when many preschoolers can run a

computer as well as or better than the average adult, teachers must stay on the cutting edge of

technological advances to ensure that students are benefiting from these developments. I believe

that teachers should keep abreast to the changes of the digital world, but not become overrun by

them. The use of resources such as the internet, software programs, SmartBoards, and the like

can certainly enhance learning for students, but only when used effectively. I do not believe that

a teacher should attempt to force integration of technological resources into every area. I feel

there is a great deal of value in knowing how to function without technology. As much as

students need to learn to use the technological tools available to them, they also need to learn

how to problem solve and troubleshoot if problems arise. They must also learn that while a

technological resource may be preferable in a certain situation, should one not be available, there

are other options in life. I often fear that students will forget that reference books exist and feel

unable to learn anything should the internet be down. This being said, I feel that the use of the

internet for speedy retrieval of information from around the world is an amazing feat of

technology and one that students should learn to use effectively. The ability of students and

teachers to access such information and process it in programs such as Microsoft Word allows

for expedited and neat delivery of information.

Student learning is enriched in my UBD through online research, word processing, and

optional additional technological incorporation. Students begin by planning their process of

research and writing with relation to how they will allot their time in the computer lab, which

relates to the critical thinking, problem solving, and decisions making standard. Specific

benchmarks note that students will “identify and define authentic problems and significant

questions for investigation”, “plan and manage activities to develop a solution or complete a

project”, and “collect and analyze data to identify solutions and/or make informed decisions.”

Students use internet sources to research their inventions. They are required to use and site

reliable sources, while displaying responsible use of the school’s technological resources. This

search process fulfills all four benchmarks of the research and information fluency standard. The

benchmarks are to “plan strategies to guide inquiry”, “locate, organize, analyze, evaluate,

synthesize, and ethically use information from a variety of sources and media”, “evaluate and

select information sources and digital tools based on the appropriateness to specific tasks”, and

“process data and report results.” Use of the internet to assist in research also requires that all

students act responsibly and meet the benchmarks of the digital citizenship standard to “advocate

and practice safe, legal, and responsible use of information and technology”, “exhibit a positive

attitude toward using technology that supports collaboration, learning, and productivity”,

“demonstrate personal responsibility for lifelong learning”, and “exhibit leadership for digital

citizenship.” They are also required to type their three papers which will be assembled into a

final portfolio. The typing of these three papers on expressive modes of writing helps to fulfill

the creative and innovation standard’s benchmarks to “apply existing knowledge to generate new

ideas, products, or processes” and “create original works as a means of personal or group

expression”. For their presentations, the students are also given the option of incorporating

technology if it supplements their projects. This optional piece fits with the communication and

collaboration standard’s benchmark to “communicate information and ideas effectively to

multiple audiences using a variety of media and formats” and the technology operations and

concepts standard to “select and use applications effectively and productively.” The varied

technology requirements for student learning address aspects of all six of their standards.

Students do not hold the monopoly on using technological resources to supplement their

pieces. In order to enhance the presentation of my UBD unit, I wrote and performed examples of

all three modes of writing. The performances were recorded so that I could more easily

incorporate costumes and scenery which enhances the performance. By making these creative

additions to the presentation, I fulfill the standard to facilitate and inspire student learning and

creativity. Applicable benchmarks are to “promote, support, and model creative and innovative

thinking and inventiveness”, “engage students in exploring real-world issues and solving

authentic problems using digital tools and resources”, and “promote student reflection using

collaborative tools to reveal and clarify students’ conceptual understanding and thinking,

planning, and creative processes.” The opportunity to reshoot also allowed the final product,

which serves as an example to students at the beginning of the unit, to be of high quality. In

order to write these papers I completed my own research using internet sources. Students’

completion of online research is an important component in their projects. Many of the

benchmarks of the design and develop digital-age learning experiences and assessments standard

are addressed, including to “design or adapt relevant learning experiences that incorporate digital

tools and resources to promote student learning and creativity, “develop technology-enriched

learning environments that enable all students to pursue their individual curiosities and become

active participants in setting their own educational goals, managing their own learning, and

assessing their own progress”, and “customize and personalize learning activities to address

students’ diverse learning styles, working strategies, and abilities using digital tools and

resources.” I will also spend time in the early lessons addressing the manner in which students

should conduct themselves when using technological equipment and resources such as the

internet. This fulfills two benchmarks from the model digital-age work and learning standard to

“model and facilitate effective use of current and emerging digital tools to locate, analyze,

evaluate, and use information resources to support research and learning” and “demonstrate

fluency in technology systems and the transfer of current knowledge to new technologies and

situations.” It also fulfills two benchmarks from the standard to engage and model digital

citizenship and responsibility to “advocate, model, and teach safe, legal, and ethical use of digital

information and technology, including respect for copyright, intellectual property, and the

appropriate documentation of sources” and “promote and model digital etiquette and responsible

social interactions related to the use of technology and information.” The students will be

evaluated on their use of the internet sources available and their online behavior. The checklist

that is attached relates back to the requirements of the NET student standards, which applies to

the design and develop standard benchmark to “provide students with multiple and varied

formative and summative assessments aligned with content and technology standards and use

resulting data to inform learning and teaching.” The teaching aspect of the UBD fulfills aspects

of four of the five technology standards for teachers.

The use of both the learning and teaching forms of technology are effective and engaging

for students. I cannot think of something much more interesting to third graders than watching a

video of their teacher dressed up and acting out a part. Even as an adult, I think that I would still

be enthralled if I were able to see my teacher perform in such a manner. This process is also

effective because the information can be presented to the students in a high quality form in which

I was able to practice my expressive speech. The learning of the content area is so enriched by

the fact that students are able to see and hear an example of quality expression so that they have

a frame of reference for their own writing and presentations. Expression can be an allusive

concept, but with these examples the complex topic becomes much more tangible. The learning

aspects of their technology component revolve around helping them learn to find reliable

information so that the details in their paper are all factual. It is also important that they learn to

word process their work so that it is more legible. While these aspects do not seem overly

engaging to adults, for students who do not generally spend as much time at a computer as adults

do, being able to use the system to explore and write about a topic of interest is exciting. If their

only option were to research the information in textbooks or reference books, the out-dated

information that they could find there would quickly become boring. The fact that the internet

provides great up-to-date data is a definite positive for students to learn about. The integration of

technology on both the learning and teaching sides of the coin positively influences the

effectiveness of and students’ engagement in the unit.

Overall, there are many ways that technology could be used to enhance my UBD.

However, to prevent overkill I chose these aspects which I see as the most effective, engaging,

and pertinent for the topics being studied. Attached are my teaching artifact, the three videos on

writing as expression, and an example of the student artifact, the written examples of the three

modes. Also included are the project guide and checklist that will be provided to the students so

that they are aware of the expectations that I have for their work throughout the project.

Writing Portfolio

Project Guide: Technology

A new student has moved to our country and does not know anything about your invention! It is

your task to help your new classmate. By becoming a newscaster, a scientist, an inventor, a

salesperson, a fan club member, a friend, or any other fitting role you get approved by me, you

will help our new friend learn about the invention. You will assemble a portfolio which includes

all three modes (using appropriate expression of course!) and your reflections. You will then

choose your favorite piece and present it to your classmates and parents. We all want to learn

from you. Remember to focus on expression and mechanics so that your new classmate will be


In order to learn about the invention that you chose, you will use the internet to help you

research. You are expected to give us factual information, site your sources, and be responsible

online. You will also type all three of your papers using Microsoft Word. All papers will be

formatted with one inch margins and 1.5 spacing. Length and font size do not matter, but make

sure that your font style can be read. You also have the option of using additional technology to

aid in your presentation. You can talk with Ms. Hanson if you are interested and need my help to

make sure that we have the correct equipment for presentation day. The bottom of this sheet is a

checklist to make sure that you have all of the technology requirements completed before you

turn in your portfolio at the end of the unit. As always, ASK if you have questions -- I am here

and HAPPY to help.

Technology Checklist

Please turn this in with your project. Your self assessment counts for part of your grade.

Internet Searches

____ I used 3 or more internet sources

____ I used only reliable sites

____ I sited all of my sources

____ I found enough factual information to fulfill my requirements for each paper

____ I was responsible online

____ I treated school equipment with respect

Typed Papers

____ I have 1 inch margins

____ I used 1.5 spacing

____ I chose the same legible font for all three papers

Other

____ I spoke with Ms. Hanson if I wanted to use technology in my presentation

____ I spoke with Ms. Hanson if I had questions

RReessoouurrccee

&&

RReeffeerreennccee

LLiissttss

Resource List

Three videos of me performing the three modes

Age of New Ideas by Gerry Bailey

Big Talk: Poems for Four Voices by Paul Fleischman

Children’s Story Writing, www.midlandit.co.uk/education/index.htm

Cool Stuff 2.0 and How it Works by Chris Woodford

Cool Stuff Exploded: Get Inside Modern Technology by Chris Woodford

Early Civilization by Gerry Bailey

First Thousand Years by Gerry Bailey

Inventions We Use for Information and Entertainment by Jane Bidder

Inventors/Invention Information, www.edtech.kennesaw.edu/web/inventor.html

Kid Friendly Resources, www1.center.k12.mo.us/EDTECH/resources/kidfriendly.html

Kids Konnect, www.kidskonnect.com/content/view/350/27/

Long, Long, Ago by Gerry Bailey

Modern Times by Gerry Bailey

National Inventors Hall of Fame, www.invent.org

Secret Letters from 0 to 10 by Susie Morgenstern

The A to Z of Inventions and Inventors by Pennie Stoyles

The Inside and Out Guide to Inventions by Chris Oxlade

The Kid’s Research Center - Inventions, www.gigglepotz.com/krc_inventions.htm

The World Almanac for Kids, www.worldalmanacforkids.com/WAKI-ViewArticle.

aspx?pin=fflf-0000930&article_id=627&chapter_id=14&chapter_title=

Technology&article_title=Inventions

Trade and Industry by Gerry Bailey

Reference List

Mrs. Wilson, Teacher, Banfield Elementary, Austin, MN

www.api.ning.com/files/6qZim4GC*xSAu4mh9UD8YlJmnqYWSc41Kr8HJBff5SpGzH-

w908OWnheOYQHmvsZ1KAHzhzNnMxP5NWrA8H9YagvslbBbTJ/creative_writing.jpg

www.bifroest.demon.co.uk/misc/homophones.html

www.blogs.nashvillescene.com/nashvillecream/2008/08/how_to_join_the_secret_cabal_t.php

www.boomerang.org.au/news/

www.boomerangs.org

www.britannica.com/EBchecked/topic/73646/boomerang

www.californiacriminallawyerblog.com/2008/03/

www.canteach.ca/elementary/songspoems17.html

www.celebrating200years.noaa.gov/monitor/geer.html

www.classdisplays.co.uk/literacy.html

www.commons.wikimedia.org/wiki/File:Selection.svg

www.culturequest.us/aboriginal_tools/boomerang.htm

www.culturequest.us/aboriginal_tools/boomerang_files/Actual20boomerang.gif

www.eduplace.com/graphicorganizer/

www.encarta.msn.com/features/columns/?article=bn_boomerang

www.globalhousesonline.com/greatplace.htm

www.greenasathistle.com/2007/05/18/lobbying-petitioning-letter-writing-day-79/

www.iste.org/AM/Template.cfm?Section=NETS

www.jc-schools.net/write/letter-write.htm

www.letterwritingguide.com/friendlyletterformat.htm

www.mcw.edu/display/docid2546.htm

www.mhslibrary.org/Teacher%20Projects/Teacher%20Projects/Teams/Gummis/hiphopcontent

rubric.htm

www.myword.info/sendword.php?pronoun_1-a

www.poetryzone.ndirect.co.uk/resouce.htm#adj

www.previous.aeroplastics.net/2003_WFOR/WFOR_04.html

www.school.discoveryeducation.com/clipart/clip/presentation-boy.html

www.soe.ucdavis.edu/ms0809/180Sec2/BernhardtT/web/web/Loop-Around.html

www.technostudies.wordpress.com/

www.tpchd.org/page.php?id=154

www.visi.com/%7Etomcat/monologue/shaw/Page3.shtml

www.wendykehoe.com/html/class_sign_up.html

www.zattoo.com/de/blog/archive/2008/04

EExxttrraass

Bulletin Board

The attached diagram of a bulletin board is a template for the board that will be added to

throughout the unit so that students have a constant visual reference point. To begin the unit the

only posted item will be the title of the unit: Inventive and Expressive. After the calendar is

discussed with the students, it will be posted. The graphic organizer (venn diagram) will be

created with students on day two and posted at that time. The essential questions and big ideas

will be addressed and posted on day five. An example of each type of writing will be posted the

night after it is presented in class. The mechanics area will be added to as a class each week as

the lessons are spread out over the course of the unit. Finally, the student area will be added to

throughout the unit as students create work which they wish to post in this area for classmates to

read and gain inspiration from.

Inventive & Expressive

Calendar

Essential

Questions/

Big Ideas

Graphic

Organizer

Friendly Letter

Descriptive

Paper

Informative

Paper

Mechanics

Student Area

Substitute Folder

I have an arrangement with a fellow third grade teacher to come to my room and set up for a

substitute teacher if such a need arises. I call her in the morning to set out the calendar. This note

allows the substitute to have an idea of the progression of the unit and how to structure the class.

Thank you for substitute teaching in third grade with us today!

During our current Language Arts unit, the students are learning to write in three

different modes (informative, descriptive, and friendly letter), using appropriate expression

throughout. Attached is the calendar for unit. The day we are presently on in the sequence is

circled for your reference so that you know what we have completed thus far.

Today will be a work day for the students to continue writing their papers. They are

allowed to peer conference with each other, as long as the conversation focuses on their papers I

am more than happy to let them help each other out as long as they do not become disruptive to

you.

If there are students who do not currently need work time, the following are activities that

can be given to them to work on. Before allowing students to pursue these activities, please

remind them that they should take advantage of the work time that they are being given and these

activities are only for those who have worked ahead. They already know that they are the ones

responsible for remembering this, but a reminder never hurts.

All of the activities listed will be presented in class at some point in the unit. If there is

one that a student is unfamiliar with, he/she should skip over that one until it has been presented

in class.

I hope that everything goes well today! Notes for the rest of the classes are attached.

Thank you,

Andrea Hanson

Options for Student Enrichment

1. Go to the library. Look up articles in newspapers or magazines which are written in a

variety of modes and note the characteristics of the article which point to the specific

style.

2. Go to the library. Look up articles in newspapers or magazines articles that have

grammatical, punctuation, and/or spelling errors. Photocopy the articles and become an

editor.

3. Create a Mad Libs leaving openings for fellow classmates to fill in spaces.

4. Write a letter to a teacher. Place it in the mini mailbox for Ms. Hanson to look over. You

can deliver it tomorrow.

understanding by design - … 04, 2009 · the graphic organizer below depicts the similarities and...

Documents