I was asked to be a guest blogger on Who's Who and Who's New Blog. Click on the picture below to get to the blog post!
Monday, June 29, 2015
Tuesday, June 16, 2015
Revising a Narrative Essay-
Students are finished with their rough drafts and what do they want to do? Immediately write a final copy. NOOOOOOOOOO!!!!! I stress the importance of revising. Be excited about writing! Model some writing! They will want to imitate your enthusiasm! Mention a few of their favorite authors and explain how they NEVER I mean NEVER take a rough draft and try to publish it. They ALWAYS revise! Don't get confused with the steps related to mechanics like capitalization, usage, punctuation and spelling. That will come later. This step is making the content of writing better! See the transformation of writing into an amazing piece of art!
Students are finished with their rough drafts and what do they want to do? Immediately write a final copy. NOOOOOOOOOO!!!!! I stress the importance of revising. Be excited about writing! Model some writing! They will want to imitate your enthusiasm! Mention a few of their favorite authors and explain how they NEVER I mean NEVER take a rough draft and try to publish it. They ALWAYS revise! Don't get confused with the steps related to mechanics like capitalization, usage, punctuation and spelling. That will come later. This step is making the content of writing better! See the transformation of writing into an amazing piece of art!
It is always good to share a mentor text for revising. A suggestion is Hooray for Diffendoofer Day by Jack Pretlutsky and Dr. Seuss. The appendix shows how famous authors find the need to revise! Remind them that even the best authors revise, edit, revise, edit, over and over before they even think about the publishing stage. Roald Dahl's website is an amazing resource to share with your students. There is an interview with him where he talks about the importance of revising. I am in awe over this humble man.
I call this step DARE to REVISE. I DARE YOU!!!!!!!
It helps to read the rough draft out loud! When students read their own papers out loud, they can HEAR where they are making errors. I love it when a student is reading a writing piece to me out loud and says, "I didn't mean to say that!" I reply, "This is exactly why we are revising!" "Think like an author!" It reinforces what I've been telling them all along! I like to give them options. They can read it to a peer or record it on a device where they can play it back to LISTEN for places to revise.
Whether you have your students create interactive notebooks or simply take notes in a notebook, have them add the following acronym:
D- Delete unnecessary information
A- Add more important detail and transition words.
R- Rearrange text to be logical and effective.
E- Exchange words for clearer and stronger ones.
As you can see, I tried changing it to READ to Revise. I have to say my kids liked DARE to revise much more! Sooooo I changed it back for this coming year. It has the same skills, just a more motivating way to get them to revise. I thought having READ would give them the idea to read it out loud, but I can honestly say, I can motivate them more when I DARE them! We all learn from our mistakes!
I hope this helps in your writing lessons! Next up: Writing Mini Lesson #24 is exploring the D- DELETE when revising in a Narrative Essay!
It helps to read the rough draft out loud! When students read their own papers out loud, they can HEAR where they are making errors. I love it when a student is reading a writing piece to me out loud and says, "I didn't mean to say that!" I reply, "This is exactly why we are revising!" "Think like an author!" It reinforces what I've been telling them all along! I like to give them options. They can read it to a peer or record it on a device where they can play it back to LISTEN for places to revise.
Students will need:
* A rough draft essay
* Colored pens or pencils
* Thesaurus
* Notebook
* Glue and scissors (if using interactive notebooks)
D- Delete unnecessary information
A- Add more important detail and transition words.
R- Rearrange text to be logical and effective.
E- Exchange words for clearer and stronger ones.
As you can see, I tried changing it to READ to Revise. I have to say my kids liked DARE to revise much more! Sooooo I changed it back for this coming year. It has the same skills, just a more motivating way to get them to revise. I thought having READ would give them the idea to read it out loud, but I can honestly say, I can motivate them more when I DARE them! We all learn from our mistakes!
Like always,
ROCK 'N' WRITE!!!!
If you would rather have all of the these mini lessons (over 400 pages) in one spot along with tracking forms, goal forms, prompts, practice sheets, etc, etc. Click on the pic below! Boost those test scores with a year-long writing program!
Sunday, May 17, 2015
Interactive notebooks
Narrative Writing
Writing
Writing Mini Lesson #22- Writing a Rough Draft for a Narrative Essay
Now that students have their conclusions written, it is time to write! Woo woo! Time to write! Lesson 22 focuses on writing rough drafts.
2. Have students take notes in their notebook.
4. Now it is the students' turn to write. My students like to write around the room like below. If this helps them write, then why not?
Like always,
ROCK 'N' WRITE!!!!
If you would rather have all of the these mini lessons (over 400 pages) in one spot along with tracking forms, goal forms, prompts, practice sheets, etc, etc. Click on the pic below! Boost those test scores with a year-long writing program!
Thursday, May 7, 2015
10 STEPS TO MAKING CHOCOLATE
Prep:
1. Send out notice to parents for ingredients. I like to use www.signupgenius.com. I will add a list of ingredients!
2. The morning of making the chocolate, bring a crockpot, spatula, wooden spoon, and serving spoon.
3. Melt the chocolate chips on low. Stir occasionally. We were drooling from the smell of melted chocolate!!
4. Set up the other ingredients in bowls around a table with a spoon for serving.
5. Cut paper approximately 2 inches by 4 inches for labels.
6. Prepare the foil. Tear approximately 2 ft per student and fold it over once.
7. Tear out another piece of foil approximately 4 inches.
8. Write each students' name on a quart sized baggie.
Making Bars:
1. Create and color a unique label for your candy bar. Set aside.
2. Students need to use the foil to create a shape of their choice leaving a hole to pour ingredients.
3. An adult will put your foil on a paper plate and place a scoop of creamy chocolate in the foil.
4. Next, fill your foil with your choice of ingredients!
RICE KRISPIES, M&M'S, MARSHMALLOWS, GUMMY BEARS, OREO PIECES,
TOFFEE PIECES, SPRINKLES, CARMEL PIECES, ANY OTHER CANDIES!
(I TRY TO AVOID NUTS AND PEANUT BUTTER.)
RICE KRISPIES, M&M'S, MARSHMALLOWS, GUMMY BEARS, OREO PIECES,
TOFFEE PIECES, SPRINKLES, CARMEL PIECES, ANY OTHER CANDIES!
(I TRY TO AVOID NUTS AND PEANUT BUTTER.)
5. Then, stir ingredients together with a plastic spoon.
6. Take the smaller piece of foil and seal the opening.
7. Using thick clear packaging tape, tape the label on top.
8. Place foil in plastic bag.
9. Last, place bag in refrigerator or cooler with ice to harden!
10. When ready, guess what? It is time for a taste!!!!!!
I promise your students will talk about it for years! Whenever I get a visit from a past student, they always mention our chocolate unit and I am known throughout the school as the teacher who makes chocolate! In case you are wondering if I make one for myself, we'll hello? Every year I make one for myself and I have my students who finish first make them for our principals! Any kind of brown (chocolate) nosing works!
How do I keep children from tasting? I let them taste! I usually have so many ingredients. I tell them ahead of time to keep their plates and spoons so I can give them some warm chocolate with ingredients left over to taste! Happy chocolate makers!!!!!
ARE YOU LOOKING FOR A FUN CHOCOLATE WEB QUEST TO DO WITH YOUR STUDENTS?
ARE YOU LOOKING FOR A FUN CHOCOLATE WEB QUEST TO DO WITH YOUR STUDENTS?
Sunday, April 5, 2015
Interactive notebooks
Narrative Writing
Writing
Writing Mini Lesson #21- Writing the Conclusion of a Narrative Essay
Were your students successful with the last lesson on dialogue? I hope they are keeping their quotation marks to a minimum!
Next up is writing a conclusion in a narrative essay. This lesson is short and sweet!
Common Core Standard: We can provide a conclusion that follows from the narrated experiences or events.
What is a conclusion? It is the end of the story or solution to the problem. The readers should be reminded of the main idea and feel that the story has come a full circle with an ending.
After this explanation is given and students take notes in their writing notebooks, write the conclusion to your class story together. See example below.
Next up is writing a conclusion in a narrative essay. This lesson is short and sweet!
Common Core Standard: We can provide a conclusion that follows from the narrated experiences or events.
What is a conclusion? It is the end of the story or solution to the problem. The readers should be reminded of the main idea and feel that the story has come a full circle with an ending.
After this explanation is given and students take notes in their writing notebooks, write the conclusion to your class story together. See example below.
Below is one of my students working around the room on his conclusion and adding it to his graphic organizer.
This is a picture of one of my student's graphic organizer for her narrative essay:
After students finish their graphic organizer, have them decide on a goal they would like to achieve in their writing. Do they want to work on a better:
introduction?
body?
conclusion?
dialogue?
capitals?
punctuation?
spelling?
complete sentences?
handwriting?
paragraph form?
topic sentences?
details?
transition words?
What goal should students create?
1. Anything that you have taught in a past writing lesson and are expected to use in future essays.
2. One of the past lessons that they need more time to develop.
3. Focus on one goal! (I like to give extra credit or some prize if they achieve their goal.)
Here is a free template for students to write a goal. It can be placed in their writing notebooks or attached to their essay's final copy.
Next writing mini lesson #22- will be writing a rough draft in Narrative Writing!
Like always,
ROCK 'N' WRITE!!!!
If you would rather have all of the these mini lessons (over 400 pages) in one spot along with tracking forms, goal forms, prompts, practice sheets, etc, etc. Click on the pic below! Boost those test scores with a year-long writing program!
Thursday, April 2, 2015
Interactive notebooks
Narrative Writing
Writing
Writing Mini Lesson #20- Dialogue in a Narrative Essay
I hope your students enjoyed our last mini lesson on developing CHARACTER TRAITS!
THIS MINI LESSON WILL FOCUS ON DIALOGUE. Teach the following ideas to prevent too much dialogue in a narrative story.
1. Start off with a song. I love love love playing the song, You Talk Too Much. You can find it here- My students giggle every time I play it and they look around the room wondering what it has to do with writing! He He: http://www.youtube.com/watch?v=L33DMVWfS8g
2. How should dialogue be used?
Dialogue should be chose carefully. Readers don't need to know everything the characters are saying. Too much dialogue can be ver confusing.
a. Never say the obvious.
Ex. Joi said, "I was at the park too. There were slides, swings, and monkey bars."
b. Skip the meet and greet.
Ex. "Hi James, " he said James replied, "Hello there!"
c. When characters speak, something should be happening and the plot should be progressing. Conflict between characters is a great place to add dialogue, but balance it with action!
Ex. Tim screamed, "You stole the purple pens!" As he marched over to Lucy, she folded her arms.
d. Use dialogue to reveal a character's personality.
Ex. Lisa criticized, "Did you see that girl's ugly dress? I would never wear that."
*** I like this idea from Janet Fitch: Find a section in the story where the characters have a whole conversation, and then cross out the dialogue that is commonplace. Because, as Fitch says, "A line anybody could say is a line nobody should say." BRILLIANT!!!!!
3. Mentor Texts show the appropriate amount of dialogue. I am sure you have one of these sitting on your library shelf!
How I Became a Pirate by Melinda Long
I Will Never Not Ever Eat a Tomato by Lauren Child
Quick as a Cricket by Audrey Wood
If Not for the Cat by Jack Prelutsky
My Teacher for President by Kay Winters
To Bathe a Boe by Kudrna
4. Taking notes on how to write dialogue will help students remember the lesson as well as give them a resource to refer back to when writing.
5. Practice writing dialogue with a partner!!!!
6. Go back as a whole group and share student examples.
I HOPE YOU FOUND THIS USEFUL AND YOUR STUDENTS ARE USING DIALOGUE IN A WAY THAT WON'T MAKE YOU PULL YOUR HAIR OUT!
Next writing mini lesson #21- is creating a CONCLUSION in Narrative Writing!
Like always,
ROCK 'N' WRITE!!!!
This lesson along with mini lessons for paragraph writing, narrative writing, opinion writing, and informative writing (over 400 pages) can be found in the BTS (Boost Test Scores) Writing Program designed to offer writing lessons for the whole school year. Kids will be motivated to write with the engaging lesson. Also included are tracking forms, goal forms, prompts, practice sheets, rubrics, interactive notebook pages, anchor charts, and more. Click on the pic below! Boost those test scores with a year-long writing program!
Tuesday, March 31, 2015
Interactive notebooks
Narrative Writing
Writing
Writing Mini Lesson #19- Developing Characters in a Narrative Essay
I hope you enjoyed the previous lesson on Building Suspense and Climax! Today you will get ideas on how to teach students to develop characters in a narrative essay.
Developing Character: Mentor Text: Rotten Ritchie and the Ultimate Dare by Patricia Polacco
SKITTLE ACTIVITY: Hand out a skittle to students and assign colors to a character trait or emotion. Whatever color they receive, they have to tell or write about how to change a character with that trait or emotion. When they finish, give them a handful!!!
Common Core Standard: We can apply grade level Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text {e.g. a character's thoughts, words, or actions}.")
To write a well-crafter paper, show the development of the characters throughout the story.
*Did they change in any way?
*Were they bossy at the beginning and then caring towards the end?
*Did something happen to cause this damage?
There are two kinds of traits:
1. Outside traits: Physical traits that you can actually see. (blonde, tall, messy hair, dirty clothes)
2. Inside traits: How the character feels or acts. (bossy, lonely, mysterious, thoughtful, clumsy)
This is a great time to read from the book Rotten Ritchie and the Ultimate Dare. Richie teases his sister Tricia about taking ballet. Tricia knows how much work it takes so she challenges Ritchie to perform in her ballet recital. Ritchie agrees, under one condition: Tricia has to join his hockey team for the big game! Ritchie's character changes throughout the story as he realizes how difficult it is to perform ballet.
Changes in Ritchie: Teasing, belittling, disgusting to being respectful towards his sister's hard work.
In the class story, go through the characters and decide how they can change throughout the story.
Next, students will first brainstorm ideas for their main character. I love how my students took their time to really develop their characters! They were instructed to first draw the character, then cut down the middle and glue on edges. Then open up the face and tell how the main character may change!!! (think of the plot)
He He
When students are finished with developing the main character, it is time to work on the other characters in the story! I usually have my students pick three of them to develop. How will they change and develop over the course of the story? This is extremely helpful to keep the interest of the readers and so the readers get to know the characters at a more personal level!
I hope you enjoyed learning how to develop characters! Next lesson will be using dialogue!
Like always,
ROCK 'N' WRITE!!!!
Subscribe to:
Posts (Atom)