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Recommended Pacing of Structural Units Possible Pacing of Stylistic Techniques concept introduced upon mastery
WEEK STRUCTURAL MODEL SOURCE TEXT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED
16 Unit 5: Writing from Pictures Boy and Dog, Flying Carpet SO: (3) -ly adverb review adverbs
17* Unit 6: Library research reports
Whooping Cranes (to write one paragraph) bibliography listing sentence variation
18* Unit 6: Library research reports
Whooping Cranes (to write two more paragraphs) bibliography page SO: (6) V.S.S.
(Very Short Sentence) participial phrases
19 Unit 6: Library research reports
Ants (three sources) (to write one paragraph)
20 Unit 6: Library research reports
Ants (to write two more paragraphs) SO: (5) clausal opener
21* Unit 7: Creative Writing Prompt: What do you know?
22* Unit 7: Creative Writing Creative Letter Writing (three body paragraphs) SO: (4) -ing opener
23* Unit 7: Creative Writing Letter Introduction and Conclusion Decorations
24 Unit 7: Creative Writing Prompt: Best pet?
25* Unit 8: Basic Essay Body paragraphs from Weeks 17 and 18; Add intro/conclusion
26 Unit 8: Basic Essay Body paragraphs from Weeks 19 and 20 Add intro/conclusion
27* Unit 9: Formal Critique The Little Mermaid
28 Unit 9: Formal Critique The Little Red Hen
This lesson shows you what you can expect in the 21st week of the year. Students will apply the wri:ng process they have learned from previous units to capture their own ideas and organize them.
Sample
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Unit 7: Creative Writing Assignment Length: 1 to 2 Paragraphs
Week 21
Date O
bjec
tives
Students will be able to Ask themselves questions to generate details for a
given topic. Create an outline with a topic and supportive details. Create rough draft from generated outline. Write a 1- (gr. 3) to 2-paragraph (gr. 4, 5)
composition with dress-ups and openers. Revise and edit rough draft. Write final draft.
Materials Needed: Student Reference Handbook SH 21.1: Composition Checklist
Stru
ctur
al M
odel
s
(See Unit 7 Teaching Procedure on pages 153–154 for overview. Modifying for gr. 3? Especially read page 153.) Day 1: Learning to do a brain inventory. Discover how to get information out of a brain.
Briefly discuss that each student possesses a wealth of knowledge. Teacher lists ten things he/she knows something about, and then invites students to write down at least ten things that
they might know about. Invite students to share from their lists. This list should be kept in the Student Reference Handbook for future reference. Either place it behind the Structural
Models tab or begin a new tab: Writing Ideas. Teacher chooses one subject he/she knows the most about. Students choose one subject they know the most about.
Optional: Students find a partner or group who has chosen a similar subject. Teacher asks, “What are some things about, aspects of, or topics related to my subject?” Teacher models how to create
two topics to go with the subject chosen. Student teams ask the same questions of their brains and choose two topics. Younger students will choose one topic.
Teacher models how to create a key word outline by asking her brain questions. Teams imitate teacher and create a key word outline by asking themselves questions.
If there is time, teacher tests his/her outline by retelling, translating outline into complete sentences. Teams imitate teacher and retell their outlines in groups or with a partner.
Day 2: Test by retelling. Distribute checklist. Brainstorm style. If you did not have time on Day 1, retell outline. Teacher models and students imitate. Distribute/discuss composition checklist (Student Handout 21.1). Revisit the topic/clincher rule. Teacher models how to brainstorm style from the checklist for his/her paragraphs. Teacher guides groups as students
brainstorm style as a team. Day 3: Rough draft
Students write rough draft of first paragraph—partners, groups, or independently. Strong students may work on rough draft of second paragraph independently.
Day 4: Revise and edit. Students revise and edit with peer editors helping as needed (checking for dress-ups, openers, and topic/clincher). Write final draft.
Day 5: Final draft and submit. Students proofread final draft by reading aloud to a partner to listen for mistakes, making corrections as needed. Students turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline.
Styl
e New: Think three topics.
Review as needed: clauses and phrases
Gra
mm
ar Student should be able to:
Excellent Satisfactory Needs Mini Lesson
Alternative Pacing: Week 21, students will complete this assignment with one topic. Week 22, students will repeat this assignment with a different topic.
If younger students need more time to finish this week’s lesson, please feel free to increase the number of days as necessary to complete the assignment. You may always slow down the lesson plans to meet the developmental needs of your students. Unit 7 is a very important unit to grasp. It is better to slow down for understanding than to rush for completion in five days. Complete the four lessons for Unit 7 by increasing the number of days/weeks your students require.
Below are the whiteboard notes from Andrew Pudewa’s demonstration lesson on the Models for Imitation Level A.
Stuff in Mr. Pudewa’s Brain Stuff in Student’s Brain
Japan Aikido school: violin airport state: wife car hobby: children house Macintosh toastmaster writing church
Brain Questions
why what I. Children, fascinating where 1. humor, jokes, tricks when 2. play, music, wrestling, games how 3. home, run, jump, “Daddy” who 4. love, share, experience best? 5. miss, away, phone, $ worst? Clincher problems? solutions?
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Unit 7: Models for Imitation Teacher’s Notes Week 21 Use the Models for Imitation Disc 6 to view this lesson. From the main menu screen, you can click “play,” or click “Scenes,” which will take you to a menu where you can choose the scene you desire.
Week 21: Day 1 Scenes: Unit 7: Creative Writing (30 minutes)
Notes on Unit 7: Creative Writing This particular exercise requires that it be an individual activity. Notice how Andrew introduces the concept of writing from the brain by modeling how he pulls information from his brain.
Andrew begins to help his students take a “brain inventory.” Have your students keep their list of “Stuff in My Brain” behind the Structural Models tab for future writing assignments. Give your students five to ten minutes to create their lists. Notice how Andrew spends the time thinking of things that students might know. He also notices what some students have written to inspire those who are struggling to think of what they might know about.
Remember that these exercises were taken out of context and rearranged from the original sequence, so he refers to a past event or lesson that you have not seen. However, when Andrew asks the students to brainstorm for questions, he is asking them to pull from their previous exercises. You should do the same thing because this will connect the known with the unknown.
Once the inventory is complete, students may begin on an outline. Strong students can work independently. Weaker students may work together on a group topic. The list of “brain questions” is used to create an outline for a single body paragraph. Invite stronger students to create an outline for two paragraphs. This exercise is excellent for writing reflective paragraphs on field trips and units of study.
Since the modeled exercise is about what is in Andrew’s brain, you cannot imitate it exactly. You can repeat the ideas that apply to you, such as knowing your spouse, and replace the rest with similar ideas, such as a place you have lived.
One student pointed out that Andrew had written four key words on one detail. The occasional fourth key word is actually permissible from Unit 4 on, yet he chooses not to address her concern publicly. He could have reminded her that this was acceptable, or he could have changed his choices to just three words. He did neither. What the students choose to mention is a window into their thinking. He could see that they were not thinking about what he wanted them focused on. He stayed focused and slowly but surely brought them along.
Stuff in Mr. Pudewa’s Brain Stuff in Student’s Brain
Japan Aikido school: violin airport state: wife car hobby: children house Macintosh toastmaster writing church
Brain Questions
why what I. Children, fascinating where 1. humor, jokes, tricks when 2. play, music, wrestling, games how 3. home, run, jump, “Daddy” who 4. love, share, experience best? 5. miss, away, phone, $ worst? Clincher problems? solutions?
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Notes on Composition Checklist Andrew reviews the checklist briefly for each writing assignment to ensure the students know what to do. The checklist included in Student Handout 21.1 (next page) matches the one in the Classroom Supplement. Remember, the checklist should be adjusted to meet the needs of your students. Adjust the checklist as needed. Grade 3 students will cross off the #3, 5, and 6 sentence openers.
If your students are ready for more, refer to the Syllabus in Style on the Models for Imitation Level A discs 9 and 10.
Week 21: Days 3–5 Scene: Reading Student Work: Brain Inventory (10 minutes) Continue to follow the Week 21 lesson plan for these days.
Notes on Reading Student Work: Brain Inventory Again, the reading of student work does not take long and provides a powerful way to encourage students in their writing. The benefit of practicing these body paragraphs on “stuff in your brain” is that the students are writing about things they are interested in, which makes for better writing.
The student handout for Week 21 follows.
Unit 7 continues in Week 22 of the Models for Imitation.
(Those teaching grade 3 will repeat this prompt another week before moving onto Creative Letter Writing.)
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Name: __________________________________ Date: _________________________ Prompt: Write one or two paragraphs on something you know about. ❒ Composition is double-spaced. ❒ Dress-ups are marked with an underline (one of each). ❒ Sentence openers are numbered in the margin. ❒ Title is centered, and name is on paper. ❒ Checklist on top, final draft, rough draft, key word outline.