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Subject

English Language Arts (2005), English Language Arts (NYS P-12 Common Core)

Assessment

A rubric will be used for assessing the culminating project.

Learning Context/ Introduction

As part of our fifth grade writing curriculum, we will be learning to use writing techniques to write an organized logical paragraph when "Writing to Inform."

Duration

Day 1: 50 minutes
Day 2: 50 minutes
Day 3: 50 minutes
Day 4: 55 minutes
Day 5: 50 minutes

Essential Questions

Why is it important to include a topic sentence, a body, and a conclusion in your writing?

Why is it important to include supporting details after a topic sentence?

Instructional/Environment Modifications

Due to the fact that the class includes AIS students whose language, writing, and skills are not as proficient as their classmates, either the AIS support staff or myself worked with those children on completing their tasks.

Procedure

Day One

Teacher: Today we will learn to use writing techniques to write an organized logical paragraph by using the secret "Power Writing" formula. The teacher will introduce Power Writing. The Power Writing PowerPoint will be used to reinforce the remainder of the lesson. The teacher will use the Power Writing PowerPoint on the SMART Board and provide a copy of slides 2-6 to the class.


• The teacher will introduce Power 1 and review the difference between general or specific number words. The teacher will model how to develop a Power 1 statement: "I like teaching for several reasons."
• The teacher will introduce Power 2 and Power 2 signal words to the class. The teacher will model how to use Power 2 signal words when writing. The teacher will model a paragraph using a Power 1 statement and three Power 2 statements:
• "I like teaching for several reasons. First, I enjoy working with children. Next, I love to teach math and social studies. Lastly, I enjoy teaching because I like the vacations."
• The teacher will introduce Power 4 and Power 4 signal words. The teacher will model how to rewrite a Power 1 to become the Power 4 conclusion sentence. Example: "These are the reasons why I like to teach."
• The teacher will model the entire Power paragraph using the formula 1-2-2-2-4.

Day Two


The students will complete an admit slip on which they will place the sentences in the correct order. The Power Writing PowerPoint will be used to reinforce the remainder of the lesson (providing slides: 9,11,12). The teacher will have the same sentences on the board in the same order as the students admit slip.


• The students will be called to the board one at time to rearrange the sentence slips in the correct order.
• The teacher will explain to the class that we need to make our paragraph stronger and more powerful by adding more details.
• The teacher will introduce Power 3 and explain why it is important to add details and examples when you are writing to inform. The teacher will pass out Power 3 signal words to the students and have it on the SMART Board also.
• The teacher will model how to add Power 3's to writing with the example paragraph about teaching. The students will then add Power 3's to the paragraph on the board to make it a stronger paragraph.
• The class will read the new Power Writing paragraph with the pattern 1-2-3-2-3-2-3-4.

Day Three

The teacher will review the Power Writing formula. The Power Writing PowerPoint will be used to reinforce the remainder of the lesson.

• The teacher will model on the SMART Board, how to complete a Kidspiration graphic organizer. The topic will be: "Why I Like Recess".
• The teacher will give each child a chance to share their reasons why they like recess as the teacher puts their answers on the graphic organizer.
• The students will then use the graphic organizer on the SMART Board to complete a Power Writing paragraph with the pattern 1-2-3-2-3-2-3-4.
• The students will share their writing with a partner.

Day Four

• The teacher will pass out the Power Writing rubric and review the assignment expectations.
• The students will go to the computer lab and create a graphic organizer with Kidspiration using the topic, "Why I Like Fifth Grade".
• After finishing the graphic organizer in the computer lab, the students will return to the classroom.

• The students will use their graphic organizer and their notes to complete a Power Writing paragraph.
• The students will revise their rough drafts, with either a teacher or peer, and be ready to type their final copy on Day 5.

  Day Five

  The class will return to the computer lab and the students will type their final paragraphs using a Word program. At the end of class there will be a conducted class discussion addressing the following questions:

  "Why is it important to include a topic sentence, a body, and a conclusion in your writing? Why is it important to include supporting details after a topic sentence?"

• Power Writing PowerPoint

Reflections and Feedback

I would definitely plan on doing this lesson in September next year. The students were very motivated throughout the entire lesson. The use of the SMART Board, Kidspiration, and Word was appealing to my fifth graders. I will continue to develop "Power Writing" in other lessons.

Student Work

Examples of three student pieces.










Related Resource

• SMART Board
• Kidspiration
• Word Processing Program
• Computer Lab
• PowerPoint
• www.teach-nology.com

Related Academic Standards

New York State

W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.5.2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

W.5.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

W.5.2.c Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

W.5.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.

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