Developing Artistic Writing.pdf - Brevard Public Schools
Developing Artistic Writing.pdf - Brevard Public Schools
Developing Artistic Writing.pdf - Brevard Public Schools
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<strong>Developing</strong> <strong>Artistic</strong> <strong>Writing</strong><br />
... with Engaging Literature<br />
Tone/Mood<br />
Mentor<br />
Texts<br />
Organization<br />
Word Choice<br />
Figurative<br />
Language<br />
Word Play<br />
<strong>Brevard</strong> <strong>Public</strong> <strong>Schools</strong><br />
Elementary Edition<br />
2010-2011
SCHOOL BOARD OF BREVARD COUNTY<br />
Educational Services Facility<br />
2700 Judge Fran Jamieson Way<br />
Viera, Florida 32940-6601<br />
Amy Kneessy, Chairman<br />
Dr. Barbara A. Murray, Vice Chairman<br />
Karen Henderson<br />
Robert Jordan<br />
Andrew Ziegler<br />
SUPERINTENDENT<br />
Dr. Brian T. Binggeli<br />
NONDISCRIMINATION NOTICE<br />
It is the policy of the School Board of <strong>Brevard</strong> County to offer the opportunity to all students to participate in appropriate programs and activities<br />
without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal law or by<br />
Florida state law.<br />
A student having a grievance concerning discrimination may contact:<br />
Dr. Brian T. Binggeli<br />
Superintendent<br />
<strong>Brevard</strong> <strong>Public</strong> <strong>Schools</strong><br />
Ms. Cynthia Van Meter<br />
Associate Superintendent,<br />
Division of Curriculum<br />
and Instruction<br />
Equity Coordinator<br />
Dr. Walter Christy, Director<br />
Office of Secondary Programs<br />
Director, TBA<br />
ESE Program<br />
Support Services<br />
ADA/Section 504<br />
Coordinator<br />
School Board of <strong>Brevard</strong> County<br />
2700 Judge Fran Jamieson Way<br />
Viera, Florida 32940-6601<br />
(321) 633-1000<br />
It is the policy of the School Board of <strong>Brevard</strong> County not to discriminate against employees or applicants for employment on the basis of race, color,<br />
religion, sex, national origin, participation and membership in professional or political organizations, marital status, age, or disability. Sexual<br />
harassment is a form of employee misconduct which undermines the integrity of the employment relationship, and is prohibited. This policy shall<br />
apply to recruitment, employment, transfers, compensation, and other terms and conditions of employment.<br />
An employee or applicant having a grievance concerning employment may contact:<br />
Ms. Susan Standley, Director<br />
Office of Compensation & Benefits<br />
Ms. Joy Salamone, Director<br />
Human Resources Services<br />
and Labor Relations<br />
School Board of <strong>Brevard</strong> County<br />
2700 Judge Fran Jamieson Way<br />
Viera, Florida 32940-6601<br />
(321) 633-1000<br />
This publication or portions of this publication can be made available to persons with disabilities in a variety of formats, including large print, Braille or<br />
audiotape. Telephone or written requests should include your name, address, and telephone number. Requests should be made to Kim Riddle,<br />
Exceptional Education Projects, 631-1911, extension 535, at least two (2) weeks prior to the time you need the publication.
<strong>Developing</strong> <strong>Artistic</strong> <strong>Writing</strong><br />
…with Engaging Literature<br />
Overview<br />
<strong>Developing</strong> <strong>Artistic</strong> <strong>Writing</strong> …With Engaging Literature was created to supply teachers in grades<br />
3-6 with lessons that teach literary techniques using mentor texts. Mentor texts, literature that<br />
provides examples of good writing, are ideal ways to introduce a lesson. Consider the addition of<br />
literary techniques in writing as the “seasonings” that add interest and for that reason should be<br />
added sparingly.<br />
In addition to these 43 lessons, there is a section called Games and Gimmicks, a fun way to<br />
engage the writer. The accompanying mentor text list is a total collection of all the literature<br />
mentioned in the lesson plans.<br />
Lastly, as a nod to B.E.S.T. the lessons were designed into four quadrants: Anticipatory Set<br />
(HOOK), Modeling, Guided Practice, and Independent Practice/Sharing (PERFORMANCE).<br />
Acknowledgements<br />
Creators/Contributors<br />
• Jill Grimm, Sunrise Elementary<br />
• Patti Henning, Longleaf Elementary<br />
• Brandy Kilcommons, Harbor City Elementary<br />
• Lainey Newell, Columbia Elementary<br />
• Denise Peters, Croton Elementary<br />
• Theresa Phelps, Project Coordinator, <strong>Brevard</strong> County Elementary <strong>Writing</strong> Resource<br />
Teacher
Figurative Language<br />
Table of Contents<br />
Page Number<br />
Hyperboles/Mentor Text…………………………………………………………… 1<br />
• Taking Out the Trash……………………………………………………….. 2<br />
• You Should Have Seen the One that Got Away …………………………… 3<br />
• Hyperbole Worksheet ……………………………………………………… 4<br />
Idioms/Mentor Text………………………………………………………………... 5<br />
• Crazy Sayings………………………………………………………………. 6<br />
• Don’t Take Us Literally, We’re Just a Bunch of Idioms…………………... 7<br />
Metaphors/Mentor Text……………………………………………………………. 8<br />
• I am a Walking Thesaurus …………………………………………………. 9<br />
• Simile/Metaphor Worksheet ……………………………………………….. 10<br />
• Making Comparisons……………………………………………………….. 11<br />
Personification/Mentor Text……………………………………………………….. 12<br />
• Human Qualities……………………………………………………………. 13<br />
• My <strong>Writing</strong> Dances Across the Paper……………………………………… 14<br />
Similes/Mentor Text………………………………………………………………... 15<br />
• Dare to Compare…………………………………………………………… 16-17<br />
• Sweet Similes………………………………………………………………. 18<br />
Organization<br />
Effective Conclusions/Mentor Text………………………………………………… 19<br />
• M.E.A.L. Conclusions Leave Your Reader Full, Fat, and Happy! ………... 20<br />
• Circular Conclusions Tie It Up! …………………………………………… 21<br />
Hook/Mentor Text………………………………………………………………….. 22<br />
• Hooks-Make ‘Em Great……………………………………………………. 23<br />
• Hooks with Sounds and Voices…………………………………………….. 24<br />
Transitional Phrases/Mentor Text………………………………………………….. 25<br />
• We Like to Move It, Move It, Move It…………………………………….. 26<br />
• Move Along………………………………………………………………… 27
Table of Contents<br />
Tone/Mood<br />
Page Number<br />
Ellipses/Mentor Text……………………………………………………………….. 28<br />
• Wait For It …………………………………………………………………. 29<br />
• Add Drama ………………………………………………………………… 30<br />
Emotion Words/Mentor Texts…………………………………………………....... 31<br />
• Physical Cues……………………………………………………………….. 32<br />
• Mood Swings ……………………………………………………………… 33<br />
Flashback/Mentor Text……………………………………………………………... 34<br />
• A Memory Slice…………………………………………………………….. 35<br />
• Turn Back Time…………………………………………………………….. 36<br />
Foreshadowing/Mentor Text………………………………………………….......... 37<br />
• Things to Come……………………………………………………………... 38<br />
• Super Sleuthing ……………………………………………………………. 39<br />
• Foreshadowing Chart………………………………………………………. 40<br />
Sensory Words/Mentor Text……………………………………………………….. 41<br />
• A Room with a View……………………………………………………….. 42<br />
• A Thrilling Ride……………………………………………………………. 43<br />
Thoughtshots/Mentor Text…………………………………………………............. 44<br />
• I Can’t Stop Thinking! ..…………..…………………………………………. 45<br />
• Adding Character to Your <strong>Writing</strong> ………………………………………… 46<br />
Word Choice<br />
Dazzling Color Words/Mentor Text………………………………………………... 47<br />
• Color Your World…………………………………………………………... 48<br />
• The World is a Rainbow……………………………………………………. 49<br />
Mature Words/Mentor Text………………………………………………………... 50<br />
• A Mature Sense of Style……………………………………………………. 51<br />
• You Have a Way with Words……………………………………………… 52<br />
Specificity/Mentor Text………………………………………………….................. 53<br />
• Specific Nouns……………………………………………………………... 54<br />
• A Proper Paper……………………………………………………………... 55
Table of Contents<br />
Page Number<br />
Vivid Verbs/Mentor Text………………………………………………………….. 56<br />
• Strength Training…………………………………………………………... 57<br />
• Building Stronger <strong>Writing</strong> with Verbs…………………………………….. 58<br />
Word Play<br />
• Alliteration/Mentor Text…………………………………………………… 59<br />
• Come on Alliterations!.................................................................................... 60<br />
• Tongue Twisters……………………………………………………………. 61<br />
ALL CAPS, Onomatopoeia, Stretching Words/Mentor Text……………................ 62<br />
• Screech-h-h-h Word Play ………………………………………………….. 63<br />
• I’ve Got That … Boom, Boom, Pow…………………………………….. 64-65<br />
• Sandcastle <strong>Writing</strong>………………………………………………………….. 66-67<br />
• Sandcastle Letter…………………………………………………………… 68<br />
Nifty Names/Mentor Text………………………………………………………….. 69<br />
• Nifty Names: Dr. Cure……………………………………………………… 70<br />
• What’s in a Name? Using Personality Traits for Nifty Names…………….. 71<br />
Target Skills Chart …………………………………………………………… 72<br />
Games and Gimmicks ……………………………………………………….. 73-77<br />
Mentor Text Lists …….. ……………………………………………… 78
Hyperboles<br />
Definition: Over-exaggeration<br />
Mentor Text:<br />
John Henry by Julius Lester<br />
He grew and grew and grew until his head and shoulders busted through the roof which was<br />
over the porch.<br />
He swung one of his hammers round and round his head. It made such a wind that leaves blew<br />
off the trees and birds fell out of the sky.<br />
Paul Bunyan by Brian Gleeson<br />
He was comin’ through the woods, his eye level with the treetops, pushin’ pines out of his way<br />
like they was cornstalks.<br />
And there he stood, large as a mountain.<br />
Pecos Bill adapted by Brian Gleeson<br />
Up in the hills, he bumped into a cougar that was two tons bigger than any horse and he knew he<br />
was two tons bigger than any horse.<br />
Other Mentor Texts:<br />
Judy and the Volcano by Wayne Harris<br />
The Secret Knowledge of Grownups by David Wisniewski<br />
Where the Sidewalk Ends by Shel Silverstein<br />
1
Taking out the Trash!<br />
Objective: Students will identify hyperboles in context and implement hyperboles into their<br />
writing to enable readers to visualize an event or experience.<br />
Anticipatory Set: Explain that a hyperbole is using an intentional over-exaggeration to<br />
emphasize a point or idea and should not be taken literally. Display examples of hyperboles and<br />
discuss the figurative and literal meanings. Use the mentor text to identify hyperboles.<br />
Modeling: Display the following sentences on chart paper or the document camera: His feet are<br />
big. My eyes opened wide at the sight of the ice cream cones that we were having for dessert.<br />
My backpack is heavy. Model how ordinary, plain sentences can be turned into extreme<br />
exaggerations or hyperboles. His feet are the size of a barge. My eyes widened at the sight of<br />
the mile-high ice cream cones that we were having for dessert. My backpack weighs a ton!<br />
Discuss the literal and figurative meanings of each hyperbole.<br />
Guided Practice: Read and display the poem Sarah Cynthia Sylvia Stout Would Not Take the<br />
Garbage Out from Shel Silverstein’s book Where the Sidewalk Ends, then pass out a copy of the<br />
poem to each student. The poem can be found at the following website:<br />
(http://mste.illinois.edu/courses/ci407su01/students/north/kristy/Project/K-Poem-Net.html)<br />
Identify and highlight three examples of hyperboles in the poem.<br />
It piled up to the ceiling. It covered the floor.<br />
It blocked the door.<br />
Independent Practice: The students will highlight the remainder of the hyperboles in the poem.<br />
It went down the hall. It raised the roof.<br />
At last the garbage reached so high, finally it touched the sky.<br />
All the neighbors moved away.<br />
None of her friends would come out.<br />
The garbage reached across the state.<br />
The students write a hyperbole, give it to a classmate, and the classmate illustrates the figurative<br />
and literal meanings. The student receiving the hyperbole also writes the literal meaning in a<br />
complete sentence.<br />
2
You Should Have Seen the One That Got Away…<br />
Objective: Students will identify hyperboles in context and implement hyperboles into their<br />
writing to enable readers to visualize an event or experience.<br />
Anticipatory Set: Explain to the class that a hyperbole is using over exaggeration to emphasize<br />
a point or idea. Relay examples of exaggeration and have students share times when they have<br />
either exaggerated a detail or heard someone use exaggeration to make a point. For example, a<br />
student might say, “We had a ton of math homework last night.” Your mother might say, “I told<br />
you a million times to clean your room!”<br />
After brainstorming and discussing ideas, discuss the literal meaning of hyperbole and why<br />
someone might use a hyperbole to emphasize a specific point.<br />
Modeling: Read the book John Henry by Julius Lester, displaying the book on the document<br />
camera. While “thinking aloud,” identify hyperboles used throughout the entire story. Hold a<br />
class discussion to identify hyperboles and explain the literal meaning.<br />
He grew and grew and grew until his head and shoulders busted through the roof which was<br />
over the porch.<br />
He swung one of his hammers round and round his head. It made such a wind that leaves blew<br />
off the trees and birds fell out of the sky.<br />
Guided Practice: Several mentor texts will be available for the students. As students are reading<br />
through the books, they will identify hyperboles. The students will work in small groups to<br />
record the hyperboles. Beside each listed hyperbole, the students will write the literal meaning<br />
of the hyperbole. Finally, the students will draw a picture to demonstrate the hyperbole.<br />
Independent Practice: The students will receive a worksheet that has 10 hyperboles. The<br />
students will underline the hyperbole in each sentence and write what it means underneath<br />
(see worksheet on following page).<br />
Publishing/Sharing: The students may share the hyperboles they found and the illustrations they<br />
drew.<br />
3
Name:_______________________________<br />
Hyperbole<br />
A hyperbole is a type of figurative language that uses exaggeration to make writing more<br />
interesting.<br />
In the following sentences, underline the hyperbole and write the literal meaning underneath.<br />
1. He was so big, he used a tree trunk as a toothpick.<br />
2. The town is so small, you had better not blink or you will miss seeing it.<br />
3. I have told you a million times today to clean your room.<br />
4. I was so hungry, I could eat a horse.<br />
5. The boy ran so slow in the race that a turtle could have beaten him.<br />
6. The teacher is so busy we have to make appointments three weeks in advance to ask a question.<br />
7. I am so tired I could sleep for a thousand years.<br />
8. I can run so fast that a Lamborghini can’t even keep up with me.<br />
9. My mother is so tall that she looks down at the giraffes at the zoo.<br />
10. Her shoes are so big they look like canoes.<br />
4
Idioms<br />
Definition: An expression that has a meaning different from the meaning of its individual words.<br />
For example, “hit the road” is an idiom meaning “to leave quickly.”<br />
Mentor Text:<br />
Amelia Bedelia by Peggy Parish<br />
“Draw the drapes? That’s what it says. I’m not much of a hand at drawing, but I’ll try.”<br />
So Amelia Bedelia sat right down and she drew those drapes.<br />
Who Let the Cat Out of the Bag? by Fourth Grade Students of Newcastle Avenue Elementary<br />
Don’t spill the beans. Meaning: Don’t tell the secret.<br />
You’re barking up the wrong tree. Meaning: Whatever you’re looking for, you won’t find it here.<br />
More Parts by Tedd Arnold<br />
One day I tripped on my red truck and it just fell apart. But when I told my mom, she said, “I’ll<br />
bet that broke your heart.”<br />
Other Mentor Texts:<br />
A Chocolate Moose for Dinner by Fred Gwynne<br />
Dog Breath by Dav Pilkey<br />
In a Pickle: And Other Funny Idioms by Marvin Terban<br />
Mad as a Wet Hen: And Other Idioms by Marvin Terban<br />
Punching the Clock: Funny Action Idioms by Marvin Terban<br />
5
Crazy Sayings<br />
Objective: Students will identify an idiom and draw a literal illustration to match and an<br />
illustration that shows the intent of the idiom.<br />
Anticipatory Set: Read Amelia Bedelia pointing out the idioms throughout the book. Discuss<br />
and record idioms from the book and idioms that the students have heard.<br />
That caught my eye. It’s raining cats and dogs. He was under the weather.<br />
Does the cat have your tongue? This car can turn on a dime. My feet are on fire!<br />
Don’t beat around the bush. We’re down to the wire. They are dropping like flies.<br />
That’s the icing on the cake. It’s a small world. He knows the ropes.<br />
Make no bones about it. He’s on the fence. Don’t pig out. This is a piece of cake.<br />
See www.idiomsite.com for more examples<br />
Modeling: Fold a piece of paper lengthwise (hot dog) and write “Get the lead out,” across the<br />
top of the paper explaining that this idiom means to hurry and get going. Draw a picture on the<br />
left column that literally shows a character picking up a piece of lead and hauling it away, then<br />
on the right side of the paper, draw a picture of someone hurrying. Across the bottom write the<br />
explanation of the idiom, “to hurry and get going.” In this way the students see the literal and<br />
figurative interpretation of the idiom.<br />
Guided Practice: Students select another idiom. Follow the same steps as above, except this<br />
time the students weigh in on what to draw on each side. With student input, draw the illustration<br />
described (both the literal and figurative meaning of the idiom).<br />
Independent Practice: Students select an idiom for themselves. This can be assigned by the<br />
teacher, decided by the student, or drawn at random. Working independently, the students create<br />
their own page, folding the paper in half, illustrating each side, writing the idiom across the top,<br />
and writing the explanation of the idiom across the bottom.<br />
Publishing/Sharing: Students collate their pages into a class book on idioms.<br />
6
Don’t Take Us Literally; We’re Just a Bunch of Idioms<br />
Objective: Students will identify an idiom in a passage and determine the literal and figurative<br />
meaning.<br />
Anticipatory Set: Come to class wearing a homemade costume that represents the figurative<br />
meaning of the idiom “You’re driving me up a wall.” The costume could be as simple as a large<br />
sheet of construction paper with yarn ties. On the top of the piece of construction paper the<br />
teacher would write, “You’re driving me up a wall.” This slogan would be accompanied by a<br />
drawing of a car driving up a brick wall. The drawing would be centered in the middle of the<br />
large construction paper. The literal meaning would be written across the bottom (You are<br />
annoying me.). If desired, play the song, “She Drives Me Crazy” by Fine Young Cannibals while<br />
parading around the room in the costume.<br />
Modeling: Read any of the mentor texts mentioned on the previous lesson page. Identify idioms<br />
throughout the book and explain the figurative and literal meaning of the idiom.<br />
Guided Practice: Have mentor texts available for the students to peruse. Also provide many<br />
examples of idioms from the internet. (www.idiomsite.com) The students work in small groups<br />
or pairs to write the idiom on the top of the page, draw a picture depicting the figurative meaning<br />
of the idiom in the middle of the page, and write the literal meaning of the idiom underneath.<br />
Students cross the idioms off the list once they have been used. No idioms may be used more<br />
than once.<br />
Independent Practice: The students choose one idiom from the list that has not already been<br />
chosen. Provide students with a large sheet of poster board or construction paper, props, crayons,<br />
glue, etc. Students create a costume that follows the same pattern from the guided practice<br />
activity. (Idiom on top of page, picture or drawing depicting the figurative meaning of the word<br />
in the middle, literal meaning across the bottom.)<br />
Publishing/Sharing: The students parade around the school or in various classrooms modeling<br />
their costumes. The students also use technology to display their costumes (i.e.digital photo<br />
story).<br />
This is a great activity for Halloween.<br />
7
Metaphors<br />
Definition: Compare two unlike things that share similar traits, but WITHOUT the words like or<br />
as<br />
Mentor Text:<br />
Two Bad Ants by Chris Van Allsburg<br />
They had reached their goal. From the top of the wall they looked below to a sea of crystals<br />
(sugar). One by one the ants climbed down into the sparkling treasure.<br />
The Boy Who Loved Words by Roni Schotter<br />
Waving her arms in the air, she was a windmill of worry.<br />
Owl Moon by Jane Yolen<br />
He looked up, as if searching the stars, as if reading a map up there. The moon made his face<br />
into a silver mask.<br />
But I was a shadow as we walked home.<br />
Other Mentor Texts:<br />
Under the Quilt of Night by Deborah Hopkinson and James E. Ransome<br />
Tar Beach by Faith Ringgold<br />
8
I am a Walking Thesaurus!<br />
Objective: Students will identify metaphors within a passage or sentence.<br />
Anticipatory Set: Write a list of metaphors and similes on the board. Review the difference<br />
between similes and metaphors. Similes are a comparison of two things using “like” or “as”.<br />
Metaphors are a comparison of two things without using “like” or ‘as.”<br />
Simile- He was as nervous as a marshmallow at a bonfire.<br />
His heart was beating like a bass drum.<br />
Metaphor- Her hair was silk.<br />
He is a couch potato.<br />
Modeling: Share some of the metaphors from the mentor texts. Discuss which two items are<br />
being compared in the metaphor. Emphasize that the comparison does not contain “like” or “as”<br />
to reinforce the difference between similes and metaphors.<br />
Guided Practice: Provide each student with a worksheet that contains similes and metaphors<br />
(see attached worksheet). As a class read through each of the sentences and determine whether<br />
each sentence contains a simile or a metaphor. Have students write SIMILE if the sentence<br />
contains a simile and METAPHOR if the sentence contains a metaphor. Students circle the<br />
words being compared in the sentence. Students write the meaning of the simile or metaphor<br />
underneath each sentence.<br />
Independent Practice: Provide students with a different Identifying Similes and Metaphors<br />
worksheet. Students work independently to complete the same steps they did together during<br />
Guided Practice.<br />
Publishing/Sharing: Students share specific metaphors and similes they plan on using in their<br />
personal writing.<br />
9
Name:____________________________<br />
Identifying the Words and Meanings of Similes and Metaphors<br />
(Guided Practice)<br />
1. America is a melting pot.<br />
2. Sarah sprinted through the forest as fast as the wind.<br />
3. Juan trudged through the mud as slow as a turtle.<br />
4. He is a walking encyclopedia.<br />
5. No one wants to be in Mrs. Monotonous’ class because she is a wet blanket.<br />
6. My name is Mud ever since I disobeyed my mother.<br />
7. After the dismissal bell rings, I feel as free as a bird.<br />
8. I was as sick as a dog when I had the flu last weekend.<br />
9. The ribbon of highway stretched for miles.<br />
10. I knew I was going to sleep like a baby after running the marathon.<br />
----------------------------------------------------------------------------------------------------<br />
Identifying the Words and Meanings of Similes and Metaphors<br />
(Independent Practice)<br />
1. Ms. Gracious is as sweet as honey because she lets us eat in the classroom every Friday.<br />
2. The parachute fabric was as light as a feather and easy to pack for the trip.<br />
3. I always ask you for directions because you are a walking roadmap.<br />
4. The pillow was a fluffy cloud as it sank beneath my head.<br />
5. Sebastian, my miniature beagle, was a slippery fish during his sudsy bath.<br />
6. I finished my assignment as quick as a wink.<br />
7. My brother’s car rumbled like thunder as it rolled down the street.<br />
8. The little baby wailed like a banshee when she dropped her blanket.<br />
9. Jacob was as hilarious as a circus-performing clown.<br />
10. Trembling, Ava turned as white as a ghost.<br />
10
Making Comparisons<br />
Objective: Students will demonstrate an understanding of metaphors by creating an original<br />
metaphor poem.<br />
Anticipatory Set: Review metaphors. Be sure students know the difference between a simile<br />
and a metaphor. Discuss how to recognize metaphors. Read aloud passages containing metaphors<br />
from mentor texts.<br />
Modeling: Show examples of metaphors used in advertising<br />
or poems.<br />
Ask the students to think about other things one could<br />
compare to life.<br />
"Life is a journey, travel it well."<br />
(United Airlines)<br />
"Life's a journey. Enjoy the Ride.”<br />
(Nissan)<br />
Guided Practice: Write, “My family is …” on the<br />
chalkboard and have students come up with possible<br />
comparisons. List the ideas on the board. Among those<br />
“Life’s a journey – travel light.”<br />
(Hugo Boss Perfume)<br />
developed choose one. For example, “My family is a day at the beach.” Then list those things<br />
which could be considered as shared elements of both. For example, both have calm and<br />
turbulent days, can be rocky, active, loud, peaceful, messy, cluttered, clear, etc.<br />
Break students up into small groups and have them select one of the “My Family is…”<br />
comparisons from the master list, or come up with one on their own. Then, have them brainstorm<br />
shared elements for both.<br />
Independent Practice: Students take their lists and create a metaphor poem. See the example<br />
below.<br />
My Family<br />
My family is the bathroom cupboard.<br />
Dad is the band aid, strong and powerful, making boo-boos feel better.<br />
Mom is the tweezers that pick and pinch, but eventually free us from our<br />
problem.<br />
My little sister is the thermometer that sometimes makes my blood boil.<br />
Fluffy, our cat, is the round cotton ball, that gently drops to the ground from any<br />
given perch.<br />
I am the wood and glue that holds us all together … with my love.<br />
Publishing/Sharing: Have students read their poems to the class or in their small groups.<br />
11
Personification<br />
Definition: Figure of speech in which inanimate objects are given human qualities or described<br />
in human form.<br />
Mentor Text:<br />
My Ol’ Man by Patricia Polacco<br />
Dad had written about that old rock and the strange and mysterious lines on it and how we felt its<br />
magic. My heart sang just to think about him rollin’ all over the Midwest in that old cruiser with<br />
the sunlight gleaming on his bumper.<br />
I Love You the Purplest by Barbara M. Joosse<br />
The three fished until stars sprinkled the sky and water turned dark as night.<br />
Bat Loves the Night by Nicola Davis<br />
Outside, the birds are singing. The flowers turn their faces to the sun<br />
But inside the roof hole, the darkness stays.<br />
Owl Moon by Jane Yolen<br />
Pa raised his face to call out again, but before he could open his mouth an echo came threading<br />
its way through the trees.<br />
The Girl Who Loved Wild Horses by Paul Goble<br />
Angry clouds began to roll out across the sky with lightning flashing in the darkness beneath.<br />
Other Mentor Texts:<br />
John Henry by Julius Lester<br />
The Happiness Tree by Andrea Gosline<br />
Swans by Betsy Byars<br />
Night Noises by Mem Fox<br />
12
Human Qualities<br />
Objective: Students will change simple sentences to sentences with personification.<br />
Anticipatory Set: Read the samples from the mentor texts and discuss the definition of<br />
personification.<br />
Modeling: Write a simple sentence on the board: The classroom door (closed). Replace the word<br />
closed with The classroom door screamed shut, explaining that screamed shut gives the door<br />
human qualities, hence more descriptive.<br />
Guided Practice: Write the sentence: The puppy barked when I went to school. With students<br />
brainstorm several possibilities. The following example is one such possibility: The puppy<br />
complained loudly when I left for school.<br />
Independent Practice: Working in pairs, the students are assigned (or choose) one of the<br />
following sentences, converting the word in parenthesis to words that would describe a human’s<br />
actions.<br />
1. The leaf (fell) from the tree.<br />
2. The flashlight (went on).<br />
3. Hair (is) on my head.<br />
4. The CD player (made a noise).<br />
5. The net (moves) when the basketball goes through.<br />
6. The player piano keys (moved up and down).<br />
7. The space shuttle (took off).<br />
8. The little arrow (moves) across the computer screen<br />
Publishing/Sharing: Students share their completed sentences and post them as examples on a<br />
personification chart in room.<br />
13
My <strong>Writing</strong> Dances Across the Paper<br />
Objective: Students will incorporate personification in a Haiku poem.<br />
Anticipatory Set: Explain the meaning of personification (giving inanimate objects human<br />
traits). Share several examples of Haiku poems and directions on how to create one. "Haiku" is a<br />
traditional form of Japanese poetry. Haiku poems consist of 3 lines. The first and last lines of a<br />
Haiku have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme.<br />
Modeling: Write several personification sentences on the board. (These sentences or phrases<br />
may be taken from the listed mentor texts.) Identify the personification in the sentences or<br />
phrases and explain the literal meaning. Next, create a simple Haiku poem explaining the<br />
requirements and adding personification. See example below:<br />
Daffodils dancing<br />
Gracefully in the cool breeze<br />
Reaching to the sky.<br />
Guided Practice: Create a simple Haiku poem including personification with student input.<br />
Students check the completed Haiku for the 5-7-5 syllable format.<br />
Independent Practice: Students create a Haiku poem that includes personification. Students<br />
create an illustration to accompany their Haiku poems.<br />
Publishing/Sharing: Students share their poems with the class.<br />
bulletin board.<br />
Display the poems on the<br />
14
Similes<br />
Definition: Compares two unlike things that share a common trait and uses the words “like” or<br />
“as.”<br />
Mentor Text:<br />
Nothing Ever Happens on 90 th Street by Roni Schotter<br />
She tried to think of a new way to describe the look of Mr. Morley’s mousse- smooth and dark as<br />
midnight.<br />
The door to the building slammed and a gust of wind sent dead leaves soaring and dipping like<br />
crazy kites.<br />
All the Places to Love by Patricia MacLachlan<br />
…where trout flashed like jewels in the sunlight.<br />
Leather harnesses hang like paintings against old wood; and hay dust floats like gold in the air.<br />
Amber on the Mountain by Tony Johnson<br />
Amber lived on a mountain so high, it poked through the clouds like a needle stuck in down.<br />
Trees bristled on it like porcupine quills.<br />
John Henry by Julius Lester<br />
His voice sounded like bat wings on tombstones.<br />
This was no ordinary boulder. It was as hard as anger and so big around…<br />
Other Mentor Texts:<br />
Animalia by Graeme Base<br />
What Pete Ate from A-Z by Maira Kalman<br />
15
Dare to Compare!<br />
Objective: Students will identify similes within a text and incorporate similes into their personal<br />
writing samples. This lesson may be broken up into two writing sessions.<br />
Day 1<br />
Anticipatory Set: Define similes (a comparison using “like” or “as”). Model several examples<br />
of similes. Read the book, Nothing Ever Happens on 90 th Street by Roni Schotter. Students will<br />
listen for similes in the story.<br />
She tried to think of a new way to describe the look of Mr. Morley’s mousse- smooth and<br />
dark as midnight.<br />
The door to the building slammed and a gust of wind sent dead leaves soaring and<br />
dipping like crazy kites.<br />
Modeling: After identifying and discussing the similes in the book, note additional places to<br />
insert other similes to enhance the story. Modeling and thinking aloud go through the pages and<br />
help the students locate phrases that can be made into similes. For example, Out the door of<br />
Eva’s building came Mr. Sims, the actor, carrying his enormous cat, Oliver. Pause after reading<br />
this sentence and have students create a simile from the above sentence. For example, “Oliver<br />
the cat was as bulky as a large box.”<br />
Guided Practice: Continuing through the book, students find additional places where similes<br />
could be added to enhance the text. While guiding students, be cognizant of the students’ grasp<br />
of a simile fitting the text. For example, students would not want to say, “She danced like a<br />
graceful dancer” (redundant), or “She danced like a newborn fawn” (if she were not clumsy).<br />
“She danced like a graceful swan” would be more appropriate.<br />
16
Day 2:<br />
Independent Practice:<br />
Cut a 4x6 piece of white construction paper for each student. On one paper, write a simile at the<br />
top. Link this to what could happen on 90 th Street, or choose from a list of similes.<br />
Students create an illustration to reflect the connotation of the simile. The objective is for the<br />
student to be able to understand that the simile is not the literal meaning. For example, with the<br />
simile angry as a wet cat, the student would not draw a wet cat. Instead, the student might draw<br />
the pizza guy from the story as he was falling off of his bike.<br />
Publishing/Sharing:<br />
Students share their final pieces with the class. Make a class quilt combining all of the students’<br />
finished products.<br />
17
Sweet Similes<br />
Objective: The students will identify similes within a text and accurately incorporate similes<br />
into their personal writing samples.<br />
Anticipatory Set: Define simile (comparison using “like” or “as”). Model several examples of<br />
similes. Read the book, All the Places to Love by Patricia MacLachlan. Direct students to listen<br />
for similes in the story.<br />
…where trout flashed like jewels in the sunlight.<br />
Leather harnesses hang like paintings against old wood; and hay dust floats like<br />
gold in the air.<br />
Modeling: Read the book a second time and write a list of the similes from the book, creating a<br />
bank of similes from the story.<br />
Guided Practice: Pass out one Hershey Kiss to each student. On the board or chart paper write<br />
the five senses: see, feel, smell, hear, taste. Direct the students to look at the Kiss and brainstorm<br />
similes for description (for example, “As shiny as a diamond”). Then have the students feel the<br />
Kiss. Again, the teacher will make a student-generated list of how the Kiss feels…and so on<br />
until the students have finally tasted the Kiss and described with a simile.<br />
Independent Practice: Pass out a tag-board Kiss, a piece of foil, and a strip of adding machine<br />
paper to each student. The students will cover their Kiss with foil, and write their favorite simile<br />
used to describe their Kiss onto the piece of adding machine paper. Staple the adding machine<br />
tape to the top of the Kiss, like the flag on the top of the actual Kiss.<br />
Publishing/Sharing: The Kisses with their simile flags will be displayed on a bulletin board.<br />
(Perfect for a Valentine’s Day activity)<br />
18
Effective Conclusions<br />
Definition: The point of exit that shapes the impression that will stay with the readers when they<br />
have finished reading.<br />
Mentor Text:<br />
The Lotus Seed by Sherry Garland<br />
My grandmother saw the emperor cry the day he lost his golden dragon throne. (First sentence)<br />
Someday I will plant it and give seeds to my own children and tell them about the day my<br />
grandmother saw the emperor cry. (Last sentence)<br />
My Mama Had a Dancing Heart by Libba Moore Gray<br />
And afterward I imagine my mama saying “Bless the world it feels like a tip-tapping, songsinging,<br />
finger-snapping kind of day. Let’s celebrate!”<br />
My mama had a dancing heart, and she shared that heart with me.(First and last sentence)<br />
Wemberly Worried by Kevin Henkes<br />
Wemberly worried about everything. (First sentence)<br />
Wemberly turned and smiled and waved, “I will,” she said. “Don’t worry.”(Last sentence)<br />
Other Mentor Texts:<br />
Enemy Pie by Derek Munson<br />
John Henry by Julius Lester<br />
19
M.E.A.L. Conclusions<br />
Leave your reader full, fat and happy!<br />
Objective: Students will write an effective conclusion using the mnemonic M.E.A.L.<br />
Anticipatory Set: Read The Lotus Seed by Sherry Garland, pointing out how the conclusion<br />
circles back to the theme of the story and shows anticipation.<br />
My grandmother saw the emperor cry the day he lost his golden dragon throne. (First<br />
sentence)<br />
Someday I will plant it and give seeds to my own children and tell them about the day my<br />
grandmother saw the emperor cry.(Last sentence)<br />
Modeling: Using the mentor text, illustrate how an effective ending circles back to the first<br />
sentence of the story, and leaves an impression on the reader. In The Lotus Seed, the phrase,<br />
Someday I will plant it and give seeds to my own children and tell them about the day my<br />
grandmother saw the emperor cry circles back to the beginning of the story, My grandmother<br />
saw the emperor cry…as well as creates anticipation, Someday…<br />
Guided Practice: Using the mnemonic M.E.A.L. help students create other effective<br />
conclusions by charting several examples together.<br />
M Memory- “I will always remember…” “I will never forget…”<br />
E Emotion- “I felt…”<br />
A Anticipation- “I can hardly wait…” “Someday…” “One day…”<br />
L Lesson Learned- “I promise you I will…” “Still to this day…”<br />
Independent Practice: Students will be given incomplete writing pieces and asked to create an<br />
effective ending for each. This can be done by leaving the ending off a shared picture book or<br />
student paper.<br />
Publishing/Sharing: Students will share and critique their conclusions based on the skills<br />
incorporated.<br />
20
Circular Conclusions<br />
Tie it Up!<br />
Objective: Students will write an effective conclusion that relates back to the main idea and<br />
leaves an impression with the reader.<br />
Anticipatory Set: Read My Mama Had a Dancing Heart by Libba Moore Gray, pointing out<br />
how the conclusion relates back to the main idea, reiterating the theme throughout the story.<br />
And afterward I imagine my mama saying…<br />
My mama had a dancing heart, and she shared that heart with me.<br />
Modeling: The teacher will illustrate, using the mentor texts, how an effective ending relates<br />
back to the first sentence of the story, and leaves an impression on the reader. In My Mama Had<br />
a Dancing Heart, the phrase My mama had a dancing heart, and she shared that heart with me…<br />
is stated in the beginning and the end of the writing piece, bringing the writing full circle.<br />
Guided Practice: Using prior FCAT prompts, utilize circling back to the topic by creating<br />
effective conclusions with key words inserted from the prompt. For example,<br />
Now, write a story about a time you had a day off from school.<br />
First Sentence - I should have ducked that fateful day.<br />
Last Sentence - Believe me when I say, the next time my dad yells “duck!” you can be<br />
sure I will be ducking!<br />
Now, explain to the reader why it is important to follow rules.<br />
First Sentence - I felt just terrible when my little brother broke his arm.<br />
Last Sentence - I will always remember that it is important to follow the rules, especially<br />
when it comes to broken limbs!<br />
Independent Practice: Students will be given incomplete writing pieces or choose an earlier<br />
piece from their writing folder and asked to create an effective circular ending for each.<br />
Publishing/Sharing: Students will share and critique their conclusions based on the skills<br />
incorporated.<br />
21
Hook<br />
Definition: Draw your reader in with an interesting beginning.<br />
Mentor Text:<br />
My Ol’ Man by Patricia Polacco<br />
Whenever I get quiet and still inside and wish I was little again, all I have to do is think about my<br />
summer in Michigan. When I do this, it isn’t now anymore, it is then again.<br />
How I Became a Pirate by David Shannon<br />
Pirates have green teeth - when they have any teeth at all. I know about pirates, because one<br />
day, when I was at the beach building a sand castle and minding my own business, a pirate ship<br />
sailed into view.<br />
Nothing Ever Happens on 90 th Street by Ronni Schotter<br />
Eva unwrapped a cinnamon Danish, opened her notebook, and stared helplessly at the wide,<br />
white paper.<br />
Other Mentor Texts:<br />
Amber on the Mountain by Tony Johnston<br />
All the Places to Love by Patricia MacLachlan<br />
Enemy Pie by Derek Munson<br />
Two Bad Ants by Chris Van Allsburg<br />
Miss Alaineus: A Vocabulary Disaster by Debra Frasier<br />
22
Hooks - Make ‘em Great<br />
Objective: Students will learn to identify good beginnings of narratives, explain why some<br />
beginnings are better than others, write a good beginning for a common class topic, and write<br />
three good beginnings for their own narratives.<br />
Anticipatory Set: Read the first sentence or two of several mentor texts that you have chosen as<br />
models of good hooks and discuss why you like them.<br />
Modeling: Tell students that you are writing a story and you are going to write three different<br />
beginnings. On the board or document camera, write three different beginnings, including one<br />
negative example. For example,<br />
o<br />
o<br />
o<br />
Last summer I went to the beach. We had a lot of fun.<br />
I woke up and peered out the window. It was a gorgeous day. When I headed<br />
downstairs, I said to my mom, “Let’s go to the beach today!”<br />
It was only 6:45 am and already the temperature was a blistering 80 degrees. I<br />
couldn’t take another day of swimming in my own sweat! There was only one<br />
solution. I hollered downstairs, “Hey guys, who wants to go to the beach today?!”<br />
Have students pick the beginning that would make them want to read more. Discuss reasons why<br />
the beginning they chose is more interesting than the other beginnings.<br />
Guided Practice: Tell students they will write the beginning of a story. Together, brainstorm a<br />
topic, perhaps a field trip or common class activity. List these ideas on the board. Let students<br />
vote on or select one idea. Ask them to think of a great beginning for the story topic selected.<br />
Tell students as they write you will place two stickers on their desk. They will be given<br />
instructions for using the stickers a little later. Remind students to think of the beginnings they<br />
heard earlier. In small groups, ask students to read aloud their beginnings. Ask students to take<br />
their two stickers, and place them on the papers in their group with the two beginnings they like<br />
best. Students count the stickers on their papers. Ask groups to share their two best beginnings<br />
with the class. Discuss what makes each beginning interesting.<br />
Independent Practice: Students select one story from their writing folder. Have them write 3<br />
different beginnings for their story.<br />
Publishing/Sharing: Have students read their beginnings to a partner and have the partner pick<br />
the beginning that would make them want to read the rest of the story.<br />
23
Hooks With Sounds and Voices<br />
Objective: Students will implement a good beginning, or hook, in their writing pieces,<br />
understanding that an effective hook will draw their reader in and leave them wanting to read<br />
more.<br />
Anticipatory Set: The teacher will read several mentor text beginnings.<br />
Modeling: The teacher will demonstrate two examples of an effective hook: onomatopoeia or a<br />
quote.<br />
Wah-BAM! Mom slammed the door as she entered the house and saw the mess.<br />
“WHAT IN THE WORLD HAPPENED HERE?” Mom shouted when she entered the house and<br />
saw the mess.<br />
Beep-beep-beep! My alarm was blaring before the sun was even up. It was going to be an<br />
adventurous day.<br />
“Wake up, sleepy head!” my grandma called from my doorway before the sun was even up. It<br />
was going to be an adventurous day.<br />
Guided Practice: The teacher will put several prompts on the board or projector. Based on the<br />
prompt, brainstorm several effective hooks for each prompt- one onomatopoeia and one quote.<br />
Independent Practice: Have students select one story from their writing folder. Have them<br />
write two new beginnings, one using onomatopoeia and one using a quote.<br />
Publishing/Sharing: Students share their new hooks, reading the original and then reading the<br />
revised beginning with the new hook.<br />
24
Transitional Phrases<br />
Definition: Move the reader from one thought or event to another.<br />
Mentor Text:<br />
Through Grandpa’s Eyes by Patricia MacLachlan<br />
In the morning, the sun pushes through the curtains into my eyes.<br />
When I open my eyes again, I can see Grandpa nodding at me.<br />
After breakfast, I follow Grandpa’s path through the dining room to the living room.<br />
Later, Nana brings out her clay to sculpt…<br />
While she works, Grandpa takes out a piece of wood.<br />
As we walk back to the house, Grandpa stops suddenly.<br />
Before Grandpa leaves, he pulls the light chain above my bed to turn out the light.<br />
Dog Breath by Dav Pilkey<br />
Later that night, when everyone was sound asleep, two sneaky burglars crept into the Tosis<br />
house.<br />
How I Became a Pirate by Melinda Long<br />
When the storm was over, we rowed back to shore and buried the chest.<br />
The Night I Followed the Dog by Nina Laden<br />
For a minute that seemed like forever, I waited.<br />
Other Mentor Texts:<br />
A Bad Case of the Stripes by David Shannon<br />
The Hickory Chair by Lisa Rowe Faustino<br />
25
We Like To<br />
Move It- Move It!<br />
Objective: Students will be able to identify and effectively implement transitional phrases to<br />
successfully move their writing along.<br />
Anticipatory Set: Read Through Grandpa’s Eyes by Patricia MacLachlan, making sure to<br />
highlight all of the transitional phrases throughout the text and reiterating how they move the<br />
story along.<br />
In the morning, the sun pushes through the curtains into my eyes.<br />
When I open my eyes again…<br />
After breakfast…<br />
Later,<br />
While she works…<br />
Modeling: Create a list of day-to-day activities. As a non-example, on one side of a paper, write<br />
“First, my alarm goes off. Next, I get out of bed,” etc. On the other side, brainstorm with the<br />
students how to make those transitions better. “At 5:30 in the morning, my alarm goes off.<br />
After hitting the snooze three times, I get out of bed,” etc.<br />
Guided Practice: In pairs, the students will work on the steps-in-a-process for the last 30<br />
minutes of school (or any consistent time period in the school day), creating a lesson plan for a<br />
substitute. The emphasis will be on the transitional phrases. “At 2:00, we close our social<br />
studies books. Once the books are closed, we will put them into our desks and pull out our<br />
planners. Placing them on our desks, we open them to today’s date,” etc.<br />
Independent Practice: The students will prepare a recipe for the class. They could make a<br />
peanut butter sandwich, root beer float, s’mores, or any quick snack that could be made in front<br />
of the class. Again, the emphasis will be on the transitional phrases. The students write their<br />
recipe and prepare to bring it in and share it with the class. If the student is not able to bring in<br />
the actual materials, they can create them from craft items (construction paper, containers, etc.)<br />
This would also work if the student wanted to create an “outside-the-box” recipe.<br />
Publishing/Sharing: While reading directly from the recipe they have created, the students will<br />
prepare their snack in front of the class.<br />
26
Move Along<br />
Objective: Students will be able to utilize transitional phrases in their writing to move the<br />
writing along.<br />
Anticipatory Set: The teacher will read The Hickory Chair by Lisa Rowe Faustino and note the<br />
transitional phrases throughout the story.<br />
Modeling: Using a state-scored student paper or an anonymous student paper, highlight the<br />
transitional phrases throughout the writing piece. Together as a class, brainstorm more mature<br />
transitional phrases and edit the paper. Read the revised piece aloud and discuss how the<br />
transitions help to move the piece along.<br />
Guided Practice: The teacher will hide little slips of paper, like Grandma did in The Hickory<br />
Chair, around the room. These little slips of paper will contain mature transitional phrases. In<br />
pairs, the students will go on a scavenger hunt, looking for little notes that have been left around<br />
the room. Returning to their desks, the students will tell the teacher their transitions, and the<br />
teacher will record them on a chart or use the doc cam. With the teacher’s assistance, the<br />
students will turn those transitional phrases into complete sentences, telling the reader where<br />
they went on their hunt and where they found their notes.<br />
“Around the corner…” “A little while later…” “Just after breakfast…” “Once we arrived…”<br />
“The next part is phenomenal…” “In the meantime…” “In the blink of an eye…” “Before I<br />
knew what was happening…”<br />
Independent Practice: Students will select a previous draft, editing and adding mature<br />
transitional phrases to help effectively move the story along.<br />
Publishing/Sharing: Students will share their stories.<br />
27
Ellipsis<br />
Definition: Indicates a pause in the flow of a sentence, or to indicate an omission of words, or to<br />
trail off on a sentence.<br />
Mentor Text:<br />
Piggie Pie by Margie Palatini<br />
Today Gritch wanted something truly tasty.<br />
Something really yummy.<br />
Something SPECIAL!<br />
And that could only mean …<br />
The Web Files by Margie Palatini and Richard Egielski<br />
“Things looked black for the boy in blue. And then … we got another call.”<br />
“Peppers? Tomatoes? Lettuce?... What do you make out of all this, Web?”<br />
“My partner and I were hot on the trail of …That Dirty Rat.”<br />
“Make it quick, Quaker …you’re interrupting my lunch.”<br />
A Bad Case of Stripes by David Shannon<br />
“Wait!” she cried. “The truth is … I really love lima beans.”<br />
Dog Breath by Dav Pilkey<br />
They hoped that all the excitement would leave Hally breathless …but it didn’t.<br />
Night Noises by Mem Fox<br />
Butch Aggie listened … but Lily Laceby kept on dreaming.<br />
Bedhead by Margie Palatini<br />
In a gunkless corner of the soapy silver soap dish … in a fogless smidgen of his father’s foggy<br />
shaving mirror … right there on the hot water faucet, for heaven’s sake … he saw it! It was BIG.<br />
It was BAD. It was … Bedhead!<br />
Other Mentor Texts:<br />
Bullfrog Pops by Rick Walton<br />
Pout-Pout Fish by Deborah Diesen<br />
28
Wait for it…<br />
Objective: Students will add ellipsis to indicate a pause in the flow of the sentence in order to<br />
build suspense.<br />
Anticipatory Set: Read Bullfrog Pops. Note the use of ellipsis at the end of each page in order<br />
to indicate a build up of suspense before the page is turned.<br />
Modeling: Write the sentence, “Last night I watched a horror show on television that kept me<br />
from …” Ask the class what would be a likely choice of words for the next page. After gathering<br />
words (most likely “sleeping”) write, “babysitting the neighborhood kids.” Explain that just like<br />
Bullfrog Pops, the stage is being set for a surprise finish.<br />
Guided Practice: Take the babysitting idea and compose the sentence, “Babysitting the wild,<br />
unruly kids next door resulted in …” With the help of the students, ask for endings that would be<br />
surprisingly unexpected. For example, “a chance meeting with the Avon door-to-door saleslady,”<br />
could be the next page.<br />
Independent Practice: Students work in pairs to create a series of beginning sentences that end<br />
with an ellipsis and complete the thought with a surprising ending on the back page.<br />
Publishing/Sharing: Students share their sentences with the class. Illustrating would be an<br />
extension activity that could also flummox the reader with miscues. For example, “Babysitting<br />
the wild, unruly kids next door resulted in …” could be a picture of a babysitter on the verge of a<br />
whopping headache, and the next illustration could be the Avon lady at the door.<br />
29
ADD … Drama!<br />
Objective: Students will effectively use ellipsis in their writing to add a dramatic pause and<br />
build suspense.<br />
Anticipatory Set: Read one of the mentor texts that illustrate ellipsis and how, when used in<br />
writing, it adds to the suspense of a story.<br />
Modeling: Read portions of Night Noises by Mem Fox pointing out the ellipses that build<br />
suspense. For example, “Butch Aggie’s throat rumbled … but Lily Laceby went on dreaming.<br />
Hands tried to turn doorknobs. Butch Aggie bared her teeth … but Lily Laceby went on<br />
dreaming.”<br />
Guided Practice: Create index cards: half of them will have beginnings with ellipsis and half<br />
of them will have endings. The class will be broken into two groups. Each student will receive a<br />
card with either a beginning or an ending. The goal will be for the students to pair up with their<br />
respective half and create a dramatic sentence.<br />
The sirens were blaring…<br />
My mom was furious…<br />
I jumped up and down with joy…<br />
there was a tornado on its way.<br />
the vase lay shattered on the floor.<br />
I received an A on my spectacular project!<br />
Independent Practice: Using the sentence they created with their partner, students will write a<br />
“quick write” utilizing the dramatic sentence as the topic. A quick write is when the student<br />
quickly writes (10-15 minutes) and does not move through the writing process. The student may<br />
take any quick write and take it through the process at a later date.<br />
Publishing/Sharing: Students will share their stories with their partners and with the entire<br />
class. Students can also select previous writing pieces and add ellipsis to enhance the drama and<br />
suspense.<br />
30
Emotion Words<br />
Definition: Describe feelings/moods<br />
Mentor Text:<br />
Amber on the Mountain by Tony Johnston<br />
Sometimes Amber read a few words. Then she stumbled. Sometimes she forgot the words and<br />
had to start all over. She was so eager; she hurried and tangled the words like quilting thread.<br />
“Drat!” Amber grumbled. “I plain can’t do this!”<br />
My Ol’ Man by Patricia Polacco<br />
“Sales are down. Times are hard. Varney had to let me go today,” Da said as he tried to smile.<br />
“I couldn’t believe it,” my dad fired!<br />
“We’ll get by William,” my gramma said softly as she touched his hand.<br />
Under the Quilt of Darkness by Deborah Hopkinson<br />
“Freedom!” I take a deep breath and when I let it go my voice flies up in a song. My own song<br />
of running in sunshine and dancing through fields. I’ll jump every fence in my way.<br />
Other Mentor Texts:<br />
How Are You Peeling? by Saxton Freeman<br />
What Are You So Grumpy About? By Tom Lichtenheld<br />
The Way I Feel by Janan Cain<br />
Feelings to Share From A-Z by Todd Snow<br />
Today I Feel Silly & Other Moods that Make My Day by Jamie Lee Curtiss<br />
31
Physical Cues<br />
Objective: After reading picture books, students will identify emotions, emotion cues, and the<br />
reason for this emotion.<br />
Anticipatory Set: Read one of the mentor texts and point out emotions throughout the book.<br />
Discuss other emotion words and descriptions.<br />
Modeling: Draw a three columned table on the board. Label the tops of the columns with the<br />
following terms:<br />
Emotion Words Physical Cues Reasons<br />
Overjoyed Punching the air with fist Won a competition<br />
Merry Smiling, laughing Weekend begins<br />
Thrilled Jumping up and down Great report card<br />
The examples described below use “happy” for the purpose of demonstration:<br />
• Examples of emotion words that describe happy feelings: overjoyed, merry, thrilled.<br />
• The physical cues that often accompany happy feelings (for example, jumping up and<br />
down, grinning, cheering, laughing, etc.) Point out to students that when they see these<br />
“clues” in another person, that person may be happy.<br />
• The reasons someone may be feeling this emotion. The more intense the happiness, the<br />
stronger the emotion word.<br />
Guided Practice: Have students brainstorm as many different feelings as they can and list them<br />
on the board. Group similar feelings (ie angry, mad, furious, etc.) together. Working together the<br />
students will create their own chart using the list of words from the board.<br />
Independent Practice: Have students practice elaboration using emotions by rewriting<br />
sentences such as, The boy was happy when he won the competition. This sentence can be<br />
revised by adding physical cues and stronger emotion words to create a word picture for the<br />
reader. An example would be, Punching the air with his fist, the boy was overjoyed when he<br />
heard he won the competition.<br />
Publishing/Sharing: Students share their new sentences.<br />
32
Mood Swings<br />
Objective: Students will identify specific emotion words in a passage. Students will replace<br />
basic emotion words with more specific emotion words in their writing.<br />
Anticipatory Set: Start the lesson by playing the song or singing the song, “If You Are Happy<br />
and You Know It, Clap Your Hands.” Explain to the class that they will be focusing on<br />
integrating specific emotion words into their writing. Ask students to make a facial expression to<br />
represent a vague emotion announced. (sad, happy, mad, etc.) Write these words on the board.<br />
Modeling: Refer to the emotion words that are written on the board. Explain to the students that<br />
there are specific emotion words that create a more vivid mental image for each of the above<br />
feelings. Use mentor texts, thesauruses, and student feedback to record more specific emotion<br />
words for the basic emotion words listed on the board.<br />
Sad - unhappy, melancholy, mournful, heavyhearted, anguished, blue, crestfallen<br />
Mad - upset, angry, furious, disappointed, irritated, livid, enraged, frustrated<br />
Happy - delighted, elated, joyful, blissful, ecstatic, jovial, gleeful<br />
Guided Practice: Provide a list of emotion words and a list of situations. The students will<br />
work cooperatively to list all of the emotion words that relate to the situations provided.<br />
Example: Situation- You are at an amusement park and are in line to ride a roller coaster for the<br />
very first time.<br />
Emotions- scared, anxious, nervous, excited, fearful<br />
Situation- You just received an award for making all A’s on your report card.<br />
Emotions- proud, confident, elated, honored<br />
Independent Practice: Provide a list of specific emotion words. The students will choose one<br />
specific emotion word and draw a picture of a face representing that emotion. The student will<br />
title their page with the emotion word. Surrounding the illustration, the student will write down<br />
as many specific emotion words that are synonymous to the title.<br />
Publishing/Sharing: The students will share their final pieces<br />
the pieces on the bulletin board or make them into a class book.<br />
aloud. The teacher will display<br />
33
Flashback<br />
Definition: Breaks the present action of the story to reveal an event from an earlier time. It<br />
provides background information to help the reader understand the story, and flashback often<br />
contributes to the mood, characters, theme, or setting of the story.<br />
Mentor Text:<br />
Wilfrid Gordon McDonald Partridge by Mem Fox<br />
She put a shell to her ear and remembered going to the beach by tram long ago and how hot she<br />
had felt in her button-up boots.<br />
My Ol’ Man by Patricia Polacco<br />
Whenever I get quiet and still inside and wish I was little again, all I have to do is think about my<br />
summers in Michigan. When I do this, it isn’t now anymore, it is then again.<br />
Our Tree Named Steve by Alan Zweibel<br />
I remember there was one tree, however, that the three of you couldn’t stop staring at. Adam<br />
thought it was crying. Lindsay said it looked nervous, and Sari, who was only two years old,<br />
couldn’t pronounce the word tree, and called it Steve.<br />
Other Mentor Texts:<br />
My Mama Had a Dancing Heart by Libba Moore Gray<br />
One Small Bead by Byrd Baylor<br />
Miss Rumphius by Barbara Cooney<br />
My Parents Learned to Eat by Ina R. Friedman<br />
In My Own Backyard by Judi Kurjian<br />
Why the Chicken Crossed the Road by David MacAulay<br />
Pink and Say by Patricia Polacco<br />
The House on Maple Street by Bonnie Pryor<br />
The Wreck of the Zephyr by Chris Van Allsburg<br />
Alexander, Who Used to be Rich Last Sunday by Judith Viorst<br />
34
A Memory Slice<br />
Objective: Students will identify flashback in stories and write one of their own.<br />
Anticipatory Set: Read My Mama Had a Dancing Heart by Libba Moore Gray. The first part of<br />
the book flashes back to when the character was a little girl, then transitions to the present day<br />
toward the end of the story. Use this story to introduce flashback. Define flashback as a literary<br />
skill that breaks the present action of the story to reveal an event from an earlier time. It provides<br />
background information to help the reader understand the story. Flashback often contributes to<br />
the mood, characters, theme, or setting of the story.<br />
Modeling: Share something that is going on right now in your life. For example, describe an<br />
event such as your daily routine of jogging after school. Tell the student that you will go back in<br />
time and tell them about the time when you first began jogging, specifically why you took it up.<br />
Guided Practice: Present a current situation that is happening to the class at school. For<br />
example, describe the fact that everyday the students must have 30 minutes of physical activity.<br />
Then with students create a flashback of why this situation occurred.<br />
Independent Practice: Ask the students to think about something they are dealing with now.<br />
Then go back to the beginning and write down why this situation occurred. Work with<br />
individuals as they compose their short written explanations of why this situation occurred.<br />
Publishing/Sharing: Students share a current situation and then interject their written piece as a<br />
flashback.<br />
35
Turn Back Time<br />
Objective: Students will incorporate flashbacks in an original writing piece as part of their<br />
elaboration.<br />
Anticipatory Set: Arrive wearing scrubs, a surgeon mask, gloves, and a stethoscope. (If these<br />
items are not available, a lab coat from the science lab will be sufficient.) Announce to the<br />
students, “Today we will be performing story surgery. We will be adding flashbacks as part of<br />
our elaboration.” Next, review the definition of a flashback. (It is a literary skill that breaks the<br />
present action of the story to reveal an event from an earlier time.)<br />
Modeling: Read a narrative or expository. This may be a piece that the students have worked<br />
on previously. This particular piece may be lacking elaboration, but have an obvious segue, so<br />
that flashback may be inserted. Read through the story once again and stop at the section where a<br />
flashback may be added. Stop reading the story and begin “thinking aloud” sharing memories<br />
with the class about this particular event. Express how using certain transitional phrases such as,<br />
“I remember when…” “Thinking back…” “One time…” “Let’s reminisce…”, etc. will provide<br />
background information to help the reader understand the story better. It will also add voice,<br />
details, and mood to the piece. Write the flashback on a separate piece of paper. Next, cut the<br />
original piece directly above where the flashback will be inserted. Attach the flashback with<br />
either Band-aids or surgical tape. Finally, discuss how performing “story surgery” enhances the<br />
original piece.<br />
Guided Practice: Pass out a current or previous piece that the students have written. Each<br />
student will draw a stick figure on a blank piece of paper as the teacher draws one on the board.<br />
Each student will reread their paper and identify an ideal place to insert a flashback. Demonstrate<br />
how to use the stick figure as a graphic organizer for recording memories of the flashback. (For<br />
example- the feet can represent the places traveled or where you were, the heart can represent<br />
feelings- the head can represent thoughts, etc.) The students will use their original piece to fill in<br />
their graphic organizer to help them develop their flashback.<br />
Independent Practice: The students will use their stick figure graphic organizers to create an<br />
elaboration paragraph including flashback. Next, the students will perform story surgery on their<br />
original pieces as the teacher demonstrated during the modeling section of this lesson. (If<br />
desired, the students may wear stethoscopes, surgical masks, or even Band-aids while<br />
performing their “story surgeries.”)<br />
Publishing/Sharing: The students’ new stories can be displayed on a bulletin board.<br />
36
Foreshadowing<br />
Definition: Gives the reader a clue that something very important will happen later in the story.<br />
Mentor Text:<br />
Enemy Pie by Derek Munson<br />
It should have been a perfect summer. My dad helped me build a treehouse in our backyard. My<br />
sister was at camp for three whole weeks. And I was on the best baseball team in town. It should<br />
have been a perfect summer. But it wasn’t.<br />
John Henry by Julius Lester<br />
The next morning all was still. The birds weren’t singing and the roosters weren’t crowing…On<br />
the other side was John Henry. Next to the mountain he didn’t look much bigger than a wish that<br />
wasn’t going to come true.<br />
Davy’s Scary Journey by Christine Leeson<br />
Davy Duckling lived with his mother by a stream that flowed through a wood. All summer long<br />
Davy paddled happily in the water, but sometimes he watched other birds flying high overhead<br />
and wondered what lay beyond the trees.<br />
The Graves Family Goes Camping by Patricia Polacco<br />
“I feel like we have forgotten something,” Dr. Graves said thoughtfully.<br />
Other Mentor Texts:<br />
Encounter by Jane Yolen<br />
Owl Moon by Jane Yolen<br />
Where the Wild Things Are by Maurice Sendak<br />
Amber on the Mountain by Tony Johnston<br />
Shortcut by David MacAulay<br />
Just Plain Fancy by Patricia Polacco<br />
Grandfather’s Journey by Allen Say<br />
The Stranger by Chris Van Allsburg<br />
The Incredible Painting of Felix Classeau by John Agee<br />
The Hat by Jan Brett<br />
How Many Days to America?: A Thanksgiving Story by Eve Bunting and Beth Peck<br />
37
Things to Come<br />
Objective: Students will add a paragraph with foreshadowing in an on-going story.<br />
Anticipatory Set:. Explain that foreshadowing is like a clue of something that will happen later<br />
in the story. Read the examples of foreshadowing from the mentor texts. Ask students if they<br />
ever recall a movie that had foreshadowing in it. Tell the students they must be detectives to find<br />
the clues of foreshadowing.<br />
Modeling: Write an introduction to a story demonstrating foreshadowing. For example, “Sally<br />
raced into town with a smile on her face. She thought this would be the greatest day ever, but she<br />
would soon find out differently.”<br />
Guided Practice: Explain that for this foreshadowing example, the character will lose<br />
something that will be integral later to the story. For example, with the help of the students write<br />
something like, “Bobby pulled out his handkerchief to wipe the sweat from his forehead. He<br />
didn’t see his lucky gold coin drop from his pocket onto the bare dirt floor. The gold coin<br />
sparkled in the midday sun as Bobby got back on his bike and pedaled away from his treasure.<br />
Bobby’s luck had just changed.”<br />
Independent Practice: Challenge the students to write their own introduction to a story with<br />
foreshadowing. Present the mentor text and encourage the students to select one for an example.<br />
Their writing could emulate this example by just changing the words, but keeping the sentence<br />
structure. This could be done as a “quick write” and selected later to finish through the writing<br />
process.<br />
Publishing/Sharing: Students share their quick write foreshadowing piece of writing. At the<br />
conclusion of each student’s sharing the audience responds with a “Da da da dum-m-m!” to<br />
indicate the suspense that will surely follow, IF in fact the author has created foreshadowing<br />
38
Super Sleuthing<br />
Objective: Students will identify foreshadowing in picture books and add foreshadowing to one<br />
of their drafts.<br />
Anticipatory Set: Read Enemy Pie by Derek Munson. Define foreshadowing as an event that<br />
occurs in the story that acts like a clue for something that will happen later in the story.<br />
It should have been a perfect summer. My dad helped me build a tree house in our backyard.<br />
My sister was at camp for three whole weeks. And I was on the best baseball team in town. It<br />
should have been a perfect summer. But it wasn’t.<br />
Modeling: Point out the following sentence: “It should have been a perfect summer. But it<br />
wasn’t.” This is a clue that something not-so-perfect is going to happen in the story. Using the<br />
picture book, Enemy Pie, demonstrate completing one line of the Foreshadowing Chart (follows<br />
lesson). The teacher would write the title, author, event (the summer that the enemy, Jeremy<br />
Ross, moved in), and clue that it would happen (“It should have been a perfect summer. But it<br />
wasn’t.”).<br />
Guided Practice: Working in small groups, hand out several books with foreshadowing. The<br />
students work as detectives to find foreshadowing in the story and tag it with a sticky note. You<br />
may want to note the page ahead of time, and have the students read that one page from the<br />
book, writing down the foreshadowing. If this procedure is followed, then the students could<br />
pass the books among the groups with each group recording the foreshadowing on the tagged<br />
pages. A chart follows for this activity.<br />
Independent Practice: Individually, the students return to their desks, reread former drafts to<br />
find a piece that would work with foreshadowing and insert that clue in an on-going draft.<br />
(This portion of the lesson could be done on day 2)<br />
Publishing/Sharing: Students share their foreshadowing examples in their written pieces.<br />
39
Foreshadowing<br />
Title Author Event Clue It Would Happen<br />
40
Sensory Words<br />
Definition: Words that describe how something looks, sounds, tastes, smells and feels.<br />
examples, sparkles (looks), crunching (sounds), bitter (tastes), moldy (smells), rough (feels).<br />
For<br />
Mentor Text:<br />
All the Places to Love by Patricia MacLachlan<br />
We jumped from rock to rock, across the river to where the woods began, where bunchberry<br />
grew under the pine-needle path and trillium bloomed. Under the beech tree was a soft, rounded<br />
bed where a deer had slept. The bed was warm when I touched it.<br />
Amber on the Mountain by Tony Johnston<br />
When it snowed and the world outside was muffled in white, she huddled under a quilt so only<br />
her hands poked out. Cold and stiff, she formed her letters.<br />
I Love You the Purplest by Barbara M. Joosse<br />
The lake slowed its thrashing to a soft, even beat. The mosquitoes dipped low to the water and<br />
the water bugs skittered on top. The moon glowed on one side of the lake while the sun<br />
shimmered on the other.<br />
My Ol’ Man by Patricia Polacco<br />
Just then the sun streaked through the trees above and made a shaft of light that beamed right<br />
where the rock had been.<br />
Under the Quilt of Night by Deborah Hopkinson<br />
It’s hot. Sweat dribbles down my neck. Thorns rake my arms and legs. In the still afternoon,<br />
mosquitoes whine and tease just like the overseer’s children did.<br />
41
A Room with a View<br />
Objective: Students will identify sensory words and will describe their favorite places using<br />
sensory language.<br />
Anticipatory Set: Read the samples from the mentor text and discuss the sensory words.<br />
Modeling: Ask students: “How would you describe our classroom to a person who has never<br />
seen it? You might say it has four walls and a ceiling. Would that tell them what our room is<br />
like? It probably would not give the person a clear picture of our classroom. For a person to<br />
really understand what our room is like, you need to tell them all the details that make our room<br />
special.” Write the words Our Classroom on the whiteboard or chart paper. Below that, write<br />
the headings: see, hear, smell. Use a different color for each heading to help students<br />
differentiate between categories. Write one sensory word for each of the categories listed and<br />
add the heading: feelings (the word feelings is added after the tone of the lesson is set with see,<br />
hear and smell). Write a sensory word that describes the feelings of the classroom.<br />
Guided Practice: The students will contribute sensory words to the list or chart that describe<br />
how their classroom looks, sounds, feels, and smells. The teacher will add these words to the<br />
whiteboard or chart paper. Once the chart or list is complete, the teacher and students will write<br />
a descriptive paragraph about their classroom. For example, The best classroom at Seaside<br />
Elementary is Mrs. Emerald’s 4 th grade. Colorful writing posters are plastered all over the blue<br />
walls. The bright fluorescent lights buzz throughout the room and the fresh, clean aroma<br />
permeates the air.<br />
Independent Practice: The students will write about their favorite room. The students will<br />
close their eyes and think of their favorite room. Have them imagine themselves in that room.<br />
“What does it look like? Are there any pictures on the walls? What do they do in this room and<br />
how does the room make them feel?” The students will create sensory word charts like the<br />
teacher’s model and will write descriptive paragraphs (using their chart) about their favorite<br />
room.<br />
Publishing/Sharing: The students will illustrate their rooms and will attach their writing and<br />
display them on a bulletin board entitled A Room with a View.<br />
42
A Thrilling Ride!<br />
Objective: Students will be able to identify sensory words and effectively use them to enhance<br />
their writing.<br />
Anticipatory Set: Read samples from the mentor texts and discuss the sensory words.<br />
If possible, students will go to an open computer lab and work independently, or the teacher<br />
may pull up the following web site on the projector:<br />
www.cedarpoint.com<br />
Students will look under rides/thrill rides/roller coasters. Encourage students to “ride” the roller<br />
coasters by clicking on the video links that offer a virtual ride. While on the site, the students<br />
may look up information about the roller coasters: height, maximum speed, number of<br />
inversions, etc.<br />
Modeling: Relay what it would be like to actually ride the roller coaster. Describe the wait in<br />
line, the anticipation before reaching the front of the line, what the actual ride would be like, the<br />
feel of the restraints, the sound of the car climbing the first hill…and after the ride is over, is<br />
there a race to get back in line or to move on to a new ride?<br />
Guided Practice: Place 5 pieces of chart paper on the chalkboard with the words “See, Hear,<br />
Smell, Touch, Taste” written across the top. Break the class into 5 groups and give each group a<br />
different color marker. Have the students “carousel” around the room in their groups, placing<br />
ideas of what they might see, hear, smell, touch and taste before, during and after riding the<br />
roller coaster. Each group must come up with their own sensory images or build upon the<br />
previous group’s. Go over all of the word lists together.<br />
Independent Practice: Leaving the word lists up around the room, have the students write a<br />
descriptive paragraph about a roller coaster ride incorporating sensory words.<br />
Publishing/Sharing: Have the students share their paragraphs with the class.<br />
43
Thoughtshots<br />
Definition: Character’s thoughts that add detail with flashbacks, flash-aheads, and internal<br />
dialogue. Authors use thoughtshots to make their characters more interesting and believable.<br />
Types of Thoughtshots:<br />
Flashback: A character thinks back about something that has already happened.<br />
Flash-Ahead: A character thinks about something that is going to happen or might happen in the<br />
future.<br />
Internal Dialogue: A character thinks about what is happening at that moment in the story.<br />
Mentor Text:<br />
Sylvester and the Magic Pebble by William Steig<br />
He was scared and worried. Being helpless, he felt hopeless. He imagined all the possibilities,<br />
and eventually he realized that his only chance of becoming himself again was for someone to<br />
find the red pebble and to wish that the rock next to it would be a donkey. Someone would surely<br />
find the red pebble- it was so bright and shiny- but what on earth would make them wish that a<br />
rock were a donkey? The chance was one in a billion at best.<br />
Appelemando’s Dreams by Patricia Polacco<br />
All Applemando could think of were the bitter words of the elders, the people who didn’t believe<br />
him, and try as he might, nothing would appear in his mind. There was no dream.<br />
Jumanji by Chris VanAllsburg<br />
Peter looked down at the game board. What if Judy rolled a seven? Then there’d be two lions.<br />
For an instant Peter thought he was going to cry.<br />
Other Mentor Texts:<br />
Miss Spider’s Tea Party by David Kirk<br />
A Chair for My Mother by Vera Williams<br />
The Relatives Came by Cynthia Rylant<br />
Thank You, Mr. Falker by Patricia Polacco<br />
Verdi by Janell Cannon<br />
Thunder Cake by Patricia Polacco<br />
The Old Woman Who Named Things by Cynthia Rylant<br />
44
Objective: Students will recognize the writing technique of thoughtshots (i.e. flashbacks, flashaheads,<br />
and internal dialogue) used in mentor text.<br />
Anticipatory Set: Read the samples from the mentor text and identify the thoughtshots. Identify<br />
each thoughtshot as a flashback, flash-ahead or internal dialogue.<br />
Modeling: Read the book Thunder Cake By Patricia Polacco. As the book is read, identify the<br />
thoughtshots in the story. After reading the book, display the three different types of<br />
thoughtshots found in Thunder Cake. See the examples below.<br />
Flashback Thoughtshot: The sound used to scare me when I was little. I loved to go to<br />
Grandma’s house (Babushka, as I used to call my grandma, had come from Russia years<br />
before), but I feared Michigan’s summer storms. I feared the sound of thunder more than<br />
anything. I always hid under the bed when the storm moved near the farmhouse.<br />
Flash-Ahead Thoughtshot: Eggs from mean old Nellie Peck Hen. I was scared. I knew she<br />
would try to peck me.<br />
Internal Dialogue Thoughtshot: I was scared as we walked down the path from the<br />
farmhouse through Tangleweed Woods to the dry shed. Suddenly, lightning slit the sky.<br />
Guided Practice: Read one of the books from the mentor text list. While reading, the students<br />
will identify the thoughtshots in the book and will classify them as a flashback, flash-ahead or<br />
internal dialogue.<br />
NOTE: Sometimes the thoughtshot is both internal dialogue and a flash-ahead.<br />
Independent Practice: The students will be arranged in small groups and each group will<br />
receive a book from the mentor text list found on the previous page. The group will decide on<br />
one student to read the book aloud while the other students identify the thoughtshots in the book.<br />
One member of the group will record the thoughtshots from the book. Encourage students to<br />
find each type of thoughtshot. After all thougtshots are recorded, the group will identify the<br />
thoughtshots as a flashback, flash-ahead, or internal dialogue.<br />
Publishing/Sharing: Each group will share one thoughtshot and the other groups will identify<br />
the type of thoughtshot that was presented.<br />
45
Adding Character to Your <strong>Writing</strong><br />
Objective: Students will recognize the writing technique of thoughtshots (i.e. flashbacks, flashaheads,<br />
and internal dialogue) used in mentor text. The students will identify these three types of<br />
thoughtshots in the picture book The Old Woman Who Named Things by Cynthia Rylant.<br />
Anticipatory Set: Read the picture book The Old Woman Who Named Things by Cynthia<br />
Rylant. Identify the three types of thoughtshots in the picture book. Examples of the three<br />
thoughtshots are noted below.<br />
Modeling: Prepare a chart entitled Thoughtshots, with the subtitles Flashback, Flash-ahead,<br />
and Internal Dialogue underneath the heading. Identify and record the first thoughshot from the<br />
book (which is on page 14). It was a very pretty puppy, she thought. But it couldn’t stay. If it<br />
stayed she would have to give it a name… Discuss why this thoughtshot is an example of<br />
internal dialogue or flash-ahead.<br />
Guided Practice: Re-read page 21 aloud and ask the students to identify the thoughtshot, which<br />
is an example of internal dialogue: The old woman sat and thought about the shy brown dog<br />
who had no collar with a name…. After, guide the students to the thoughtshot and confirm that it<br />
is internal dialogue, and record the thoughtshot under Internal Dialogue. Repeat the same steps<br />
with the thoughshot on page 24. The old woman thought a moment. She thought of all the old,<br />
dear friends with names whom she had outlived. Record this thoughtshot and the students will<br />
identify it as a flashback.<br />
Independent Practice: For this lesson, the students will need to have a first draft of an original<br />
work that contains at least one human character (this could be a personal narrative or a fictional<br />
narrative). Review and briefly discuss the three types of thoughtshots. Tell students that in this<br />
lesson, they will practice writing original thoughshots. The students will add a thoughtshot to<br />
their writing and will identify it as internal dialogue, flashback or flash-ahead.<br />
Publishing/Sharing: The students will share the thoughtshots that they added to their writing<br />
and their classmates will identify their thoughtshot as internal dialogue, a flashback or flashahead.<br />
Encourage the students to write their thoughtshot in the form of a mentor text on the<br />
board, chart, or document camera.<br />
46
Dazzling Color Words<br />
Definition: Words that paint vibrant pictures in the reader’s mind.<br />
Mentor Texts:<br />
Color Me a Rhyme by Jane Yolen<br />
He gave us chartreuse, olive, leek, emerald, ivy, beryl, amethyst, orchid, lavender, plum…<br />
Teacher Appreciation Day by Lynn Plourde<br />
The next day, when Mrs. Shepherd’s students got ready for school, they dressed in green, all<br />
shades of green- grassy green, lima-bean green, pickle green, olive green and leprechaun green.<br />
The Color of Us by Karen Katz<br />
My name is Lena, and I am seven. I am the color of cinnamon.<br />
My mom is the color of French toast.<br />
Lucy has skin that is peachy and tan.<br />
Aunt Kathy is tawny tan like coconuts and coffee toffee.<br />
Other Mentor Texts:<br />
Go Away Big Green Monster by Ed Emberly<br />
Hailstones and Halibut Bones by Henry O’Neal<br />
47
Color Your World<br />
Objective: Students will be able to recognize color words in literature and accurately implement<br />
them in their own writing.<br />
Anticipatory Set: Read the book, Color Me a Rhyme by Jane Yolen. Discuss basic color words<br />
such as red, green, blue, orange, etc.<br />
Modeling: Set up a page with the basic color word on top. This could be displayed on the board,<br />
document camera, or chart paper. As the book Color Me a Rhyme is read, “think aloud” to<br />
identify basic color words and list more elaborate color words beside them. Discuss the<br />
importance of using more elaborate color words in writing.<br />
Green- chartreuse, olive, leek, emerald, ivy, beryl<br />
Grey- dove, ash, smoke, silver, dust, steel<br />
Purple- amethyst, orchid, plum, lavender, violet, wine<br />
Orange- apricot, pumpkin, carrot, copper, tangerine<br />
Guided Practice: Pass out a collection of vibrant, elaborate colors (from paint swatches, nail<br />
polish catalogs, crayon boxes, etc). The students will work in small groups to observe and<br />
analyze the paint swatches and divide them into categories. The students will add these colors to<br />
their list from the previous activity. The whole class will share their results.<br />
(Day 2)<br />
Independent Practice: Read the book, Teacher Appreciation Day by Lynn Plourde. The<br />
students will listen to the following paragraph:<br />
The next day, when Mrs. Shepherd’s students got ready for school, they dressed in<br />
green, all shades of green- grassy green, lima-bean green, pickle green, olive<br />
green, and leprechaun green.<br />
The class will discuss how the different shades of green may look/differ. If possible, the students<br />
find examples of the colors mentioned above.<br />
Have the students work independently to create an outfit their character might wear on Teacher<br />
Appreciation Day. The students will design an outfit based on a basic color (yellow, green,<br />
black, orange, etc.) Each article of clothing or accessory will be colored in a more elaborate<br />
shade of the basic color. The student will label the article of clothing or accessory with the more<br />
elaborate color word. The students may also write a brief paragraph describing the outfit using<br />
specific color words.<br />
Publishing/Sharing:<br />
The students will share their finished product as a whole group. Examples can be made into a<br />
class book or displayed on a bulletin board.<br />
48
The World Is A Rainbow!<br />
Objective: Students will be able to recognize vibrant color words in literature and accurately<br />
implement them in their own writing.<br />
Anticipatory Set: Choose a mentor text from the list and share it with the class, pointing out the<br />
color words.<br />
Modeling: Choose another mentor text to read to the students, illustrating more vibrant, mature<br />
color words.<br />
Red- scarlet, crimson, cherry, fire-engine<br />
Blue- azure, sky, ocean, periwinkle<br />
Yellow- lemon, sunshine, golden<br />
Guided Practice: Create a large rainbow by cutting basic colors of construction paper. Make<br />
sure each color is large enough to write color words on, so that they are visible when on display.<br />
Divide the class into groups based on the basic colors they want to expand. Each group will take<br />
a color strip and research more vibrant, mature words to describe that color. For example, on the<br />
red strip, students could write scarlet, crimson, cherry, etc. They will write those vibrant words<br />
onto their colored construction paper using a dark marker so the words will show. Allow each<br />
group to share their colors, and have the students create a color bank in their writer’s binder.<br />
Independent Practice: The students will choose a writing piece from their writing binder.<br />
Using colored pencils, allow the students to add vibrant color words to their writing with carets.<br />
Publishing/Sharing: The rainbow can be placed on display in the classroom for future reference<br />
along with the revised writing pieces.<br />
49
Mature Words<br />
Definition: A higher level of vocabulary words<br />
Mentor Text:<br />
Fancy Nancy’s Favorite Fancy Words by Jane O’Connor and Robin Preiss Glasser<br />
Accessories-fancy word for extra stuff<br />
Guess who has more accessories than anybody in the entire world?<br />
Canine- fancy word for dog<br />
Watch! Frenchy is performing one of her many canine tricks!<br />
Dapper- fancy word for nicely dressed<br />
Usually my dad doesn’t look this dapper.<br />
Excursion- fancy word for a special trip<br />
Mrs. DeVine and Jewel make a weekly excursion to the beauty salon.<br />
Fiasco- fancy word for a big flop, a disaster<br />
I dropped all the parfaits. What a fiasco!<br />
Fancy Nancy Explorer Extraordinaire! By Jane O’Connor and Robin Preiss Glasser<br />
Every class needs a clubhouse. It’s absolutely essential.<br />
That’s just immature, which is a fancy word for babyish.<br />
Fancy Nancy by Jane O’Connor and Robin Preiss Glasser<br />
I like to write my name with a pen that has a plume. That’s a fancy way of saying feather.<br />
Then I get an idea that is stupendous. That’s a fancy word for driver.<br />
The Boy Who Loves Words- by Ron Schotter<br />
His father, a practical man who sold sturdy shoes for a living, wondered what good could<br />
possibly come from a son with such a strange predilection.<br />
One night, Selig had a dream....Alone, in front of an unusual emporium, he encountered an<br />
oversized amphora.<br />
But now, whenever he felt word-heavy, he discovered the ideal places to sprinkle, disburse, and<br />
broadcast them.<br />
Other Mentor Texts:<br />
The Secret Shortcut by Mark Teague<br />
Dinorella by Paula Duncan Edwards<br />
Otto Grows Down by Michael Sussman<br />
50
A Mature Sense of Style<br />
Objective: Students will develop mature vocabulary and use it correctly in the context of their<br />
writing.<br />
Anticipatory Set: Send home a request for each student to bring in a blank t-shirt, preferably<br />
white.<br />
If your school receives any grants or funds from contributing sponsors, you could also ask if<br />
funds could be allocated for the purchase of t-shirts.<br />
The students will create a walking vocabulary bank of mature words to be worn on a certain day<br />
(i.e. every Friday). Using a Sharpie, permanent marker, or fabric paint, the students will place<br />
their favorite mature vocabulary words on their shirts. As the students walk around the school<br />
between activity, lunch, etc, encourage the faculty and staff to ask the students about their words<br />
and how they would use them in sentences. Students would continually add to their shirt<br />
throughout the year.<br />
Modeling: Using the document camera, read the book, Fancy Nancy by Jane O’Connor and<br />
Robin Preiss Glasser. Identify the mature vocabulary. Discuss the meaning of the mature<br />
vocabulary words. The students may want to add additional words to their t-shirts.<br />
Guided Practice: Using a thesaurus, students will gather mature words for use in future writing<br />
assignments. These words could be collected and put in an alphabetized word bank and stored in<br />
their writing binders.<br />
Independent Practice: Using either the students’ own former rough drafts or one of the score<br />
point 3 papers from a previously scored writing piece, the students work independently to bolster<br />
the plain vocabulary and make it “fancy.” Students should be encouraged to refer to their word<br />
banks.<br />
51
You Have a Way With Words!<br />
Objective: Students will identify mature vocabulary within a text and incorporate it in their daily<br />
writing.<br />
Anticipatory Set: Display mature vocabulary words on index cards or sentence strips<br />
throughout the room. The students will pair up and walk around the room reading the words and<br />
discussing the following issues: Have I ever heard or seen this word before? Do I know the<br />
meaning of the word? If not, can I make an educated guess of the meaning of the word? Have I<br />
ever used this word before? Next, the pairs of students will flip the cards over and read the<br />
sentence that is written on the back. This sentence will have the mature word written in a<br />
sentence on the back of the card/strip. The students will use context clues to determine the<br />
meaning of the mature word.<br />
Modeling: Read the book, The Boy Who Loves Words by Ron Schotter. The pages will be<br />
displayed on a document camera. Identify mature vocabulary words as the book is read aloud.<br />
The teacher will discuss with the class the meaning of the mature vocabulary words. The teacher<br />
and students will discuss possible weak vocabulary words that the mature vocabulary words have<br />
replaced (see glossary located in back of story).<br />
Guided Practice: Provide a variety of Fancy Nancy books. The students will be given a piece<br />
of paper that will be folded in half (hot dog style). One side of the paper should be headed<br />
"Weak Words", while the other side should be headed "Mature Vocabulary." The students will<br />
work in pairs while reading through the Fancy Nancy books. The students will record the weak<br />
vocabulary words under the subheading "Weak Words", and then write down the more mature<br />
words under "Mature Vocabulary."<br />
Independent Practice: The students will chose an overused "weak" word such as nice, big, bad,<br />
good, pretty, etc. The students will use a thesaurus and a dictionary to create an "I'm Talkin..."<br />
poem (see example below).<br />
Publishing/Sharing: The students' posters will be displayed on a bulletin board.<br />
BIG<br />
I’m talking big!<br />
I’m talking huge!<br />
I’m talking enormous, immense,<br />
tremendous!<br />
I’m talking hulking, towering,<br />
titanic, mountainous!<br />
I’m talking maximum, massive,<br />
stupendous, gigantic, monumental!<br />
I'm talking BIG<br />
52
Specificity<br />
Definition: Using proper nouns instead of common nouns and/or specific word choice to clarify<br />
meaning.<br />
Mentor Text:<br />
Bedhead by Margie Palatini<br />
Mary Margeret, who sat in the third row, four seats down, one desk across from Oliver in Mrs.<br />
Oppenheimer’s class at Biddlemeyer Elementary.<br />
Nothing Ever Happens on 90 th Street by Roni Schotter<br />
Eva unwrapped a cinnamon Danish, opened her notebook, and stared helplessly at the wide,<br />
white pages. “Write about what you know,” her teacher, Mrs. DeMarco, had told her. So Eva sat<br />
high on the stoop and looked out over 90th Street waiting for something to happen.<br />
My Ol’ Man by Patricia Polacco<br />
There’s our house on Middle Street. There’s our grandma in the winter light. She’s watering her<br />
plants. Those are her crepe-paper parrots. There’s Mr. Barkoviac, trying to get the mail past the<br />
Gaffners’ dog. I was making my way out near Rowley Church. Driving along, sweet and easy,<br />
when near Aunt Elisa’s woods the machine stopped, all by itself. I just sat there.<br />
Other Mentor Texts:<br />
High as a Hawk by T.A. Barron<br />
The Graves Family Goes Camping by Patricia Polacco<br />
My Pony by Susan Jeffers<br />
When Lightning Comes in a Jar by Patricia Polacco<br />
The Graves Family Goes Camping by Patricia Polacco<br />
LaRue for Mayor by Mark Teague<br />
Grace for President by Kelly DiPucchio<br />
53
Specific Nouns<br />
Objective: Students will add specific nouns to sentences.<br />
Anticipatory Set: Review or introduce specificity. Read aloud passages containing specificity<br />
from mentor texts.<br />
Modeling: Show the following vague sentence:<br />
He went to the theater to see a movie.<br />
Model revising the sentence as follows:<br />
Yesterday, Conner went to Cinemaworld to see Madagascar.<br />
Discuss the changes that help the reader learn more about who went, which theater he went to,<br />
and what movie was seen. Continue using the same procedure with the following examples for<br />
using specific nouns. Point out the importance of using specific nouns rather than vague nouns.<br />
Vague Example: He met him at the park.<br />
Specific Example: Grey met Brandon at Rotary Park.<br />
Weak Example: She went to the store to buy dinner.<br />
Strong Example: Cassandra went to Publix to buy meat, taco shells, seasoning, salsa, and cheese.<br />
Guided Practice: Divide the class into groups. Give each group one of the following sentences<br />
written on a note card:<br />
o She saw a dog at the store.<br />
o My friend climbed a tree at his house.<br />
o One day we went to a theme park.<br />
o He went to the city to see a basketball game.<br />
o This year I had a nice teacher at school.<br />
Direct the students to work together to revise the sentences using precise nouns so the reader can<br />
have a clearer understanding. Allow students to share the revisions.<br />
Independent Practice: Have students complete a teacher-created-worksheet to check for<br />
understanding and/or have them revise a piece of writing to include more precise nouns.<br />
Publishing/Sharing: Students share their new sentences.<br />
54
A PROPER PAPER<br />
Objective: Students will use specific, proper nouns to more effectively describe and create a<br />
picture for their reader.<br />
Anticipatory Set: Read several selected passages that contain specificity from mentor texts.<br />
Modeling: Use a student sample from the state writing assessment or a class student sample<br />
(anonymous) and edit the paper for specificity. Wherever a proper noun can be added, cross out<br />
the nonspecific noun and change it to a proper noun. Reread the edited text and discuss how the<br />
changes helped to create a more vivid mind picture.<br />
Guided Practice: Pass out a form similar to the example below and have the students write a<br />
proper noun for each item.<br />
Vehicle and Color________ Movie and Theater________<br />
Song and Artist_________<br />
Store________<br />
School and Teacher________ Book and Author________<br />
Vacation Spot________ Clothing/Shoes__________ Pet_________<br />
Food________ Restaurant_________ Beverage________<br />
The students keep this for future reference, either on their desk or in their writer’s binder.<br />
Independent Practice: The students will select an earlier draft from their writer’s binder and<br />
revise, changing the common nouns to specific, proper nouns wherever possible.<br />
Publishing/Sharing: The students will share their revised writing pieces with the class.<br />
55
Vivid Verbs<br />
Definition: Words that better describe the action in the sentence.<br />
Weak: My brother Sam hurt me.<br />
Strong: My brother Sam pinched my arm.<br />
Mentor Text:<br />
A Bad Case of Stripes by David Shannon<br />
Then the specialists went to work on Camilla. They squeezed and jabbed, tapped and tested.<br />
Bedhead by Margie Palatini<br />
Shuffle-slump, shlumped bleary-eyed Oliver out of bed, down the hall and into the bathroom. He<br />
yawned. He yanked, splashed some water. Swished some mouthwash.<br />
Dumpy LaRue by Elizabeth Winthrop<br />
“Pigs don’t dance,” said his mother. “They bellow, they swallow, they learn how to wallow.<br />
They fight, they march, they sport, and they snort. And they’re never ever supposed to cavort.”<br />
I Love You the Purplest by Barbara Joosse<br />
Julian planted his blue boots wide and took deep even strokes. Max braced his red boots against<br />
the ribs of the boat and stroked quickly through the water.<br />
The Great Fuzz Frenzy by Janet Stevens and Stevens Crummel<br />
The prairie dogs pulled it. Puffed it. Stretched it. Fluffed it. Tugged it. Twirled it. Spiked it.<br />
Swirled it. They fuzzed their ears, their heads, their noses. They fuzzed their feet, their tails,<br />
their toeses.<br />
Other Mentor Texts:<br />
In the Small, Small Pond by Denise Fleming<br />
The Secret Shortcut by Mark Teague<br />
Zoom Broom by Margie Palatini<br />
56
Strength Training<br />
Objectives: Students will understand the definition of a vivid verb and will identify vivid verbs<br />
in literature. The students will use vivid verbs in an acrostic poem. The students will replace<br />
weak verbs with strong verbs.<br />
Anticipatory Set: Read the samples from the mentor text and discuss the vivid verbs. Identify<br />
weak verbs verses strong verbs.<br />
Modeling: Model how to create an acrostic poem with vivid verbs. An acrostic poem is a word<br />
written vertically and each letter of the word leads into a word, phrase or sentence. Present the<br />
acrostic poem and identify the weak verbs and replace them with strong verbs.<br />
See the example below, the word is lawn.<br />
NOTE: The verbs are underlined in the acrostic poem:<br />
Leaves of grass burn in the sun (replace burn with sizzle)<br />
As the mower passes by (replace passes with zooms)<br />
Wisps of grass are cut (replace cut with sliced)<br />
Never getting away from the chopping blades (replace getting away with<br />
escaping)<br />
Guided Practice: Brainstorm a list of ideas or words to use in an acrostic poem. Record the<br />
students’ ideas on chart paper or the whiteboard. Write the word “write” on the whiteboard or<br />
doc cam (vertically) and ask students for phrases, sentences or words that contain vivid verbs<br />
that pertain to the word “write.” See the sample below. The vivid verbs are underlined.<br />
Wrangling precise words from a hefty list of possibilities<br />
Recall precious memories and share them on paper<br />
Interesting narrative and expository essays pop with excitement<br />
Telling stories captivates your audience<br />
Excitement rolls through my mind when I get new ideas<br />
Independent Practice: The students will write their own acrostic poem with vivid verbs. The<br />
students will use the brainstorming list that was generated for ideas or use an idea of their own.<br />
57
Building Stronger <strong>Writing</strong> With Verbs<br />
Objective: Students will identify vivid verbs in literature. The students will replace weak verbs<br />
with more vivid verbs.<br />
Anticipatory Set: Tell the class that they are going to play a game of charades. Write weak<br />
verbs (one for every student) on folded pieces of paper and place in a basket. The students will<br />
volunteer to come up and randomly pick out a folded piece of paper. The students will act out<br />
the "weak" verb that is written on the folded piece of paper. The students will try and guess what<br />
word the student is acting out. Record the "weak" verbs that were guessed correctly on the<br />
board.<br />
Modeling: Share several mentor text selections and identify strong verbs.<br />
Write sentences containing weak verbs on the board. Underline the weak verb in each of the<br />
sentences and discuss why it is a weak verb. Next, discuss how they can improve the sentences<br />
by replacing the weak verb with a more vivid verb. Refer again to mentor texts. Finally, rewrite<br />
each of the sentences replacing the weak verb with a vivid verb.<br />
Model how to use a dictionary and/or thesaurus to find more vivid verbs to replace the weak<br />
verbs.<br />
The snake moved across the grass. The snake slithered across the grass.<br />
The child walked down the hall. The child perambulated down the hall.<br />
The boy ran over to the slide. The boy sprinted over to the slide.<br />
The child ate her dinner. The child devoured her dinner.<br />
Guided Practice: Redirect the students to the weak verbs that are written on the board from the<br />
charades activity. The students will write each of the weak verbs in a sentence. Next, the<br />
students will use dictionaries and thesauruses to rewrite their original sentences replacing the<br />
weak verbs with vivid verbs. The whole class will share their responses. The class will discuss<br />
which sentences they thought contained the most vivid verbs. They will also discuss how these<br />
vivid verbs made the sentences more descriptive.<br />
Independent Practice: Each student will receive a template of a barbell (this can be traced on to<br />
construction paper). Each student will write a sentence that contains a weak verb on the bar.<br />
Next, the student will come up with as many vivid verbs as he/she can to replace the weak verb.<br />
The student will write each vivid verb on a weight (template provided by the teacher). Finally,<br />
the student will attach each weight to the barbell (these may be attached with glue, brads, or<br />
staples).<br />
Publishing/Sharing: The barbells with added weights attached will be posted on the bulletin<br />
board.<br />
58
Alliteration<br />
Definition: Two or more words with the same beginning sound.<br />
Mentor Texts:<br />
Miss Alaineus by Debra Frasier<br />
I have a feeling this awesome ailment will cause me great agony soon.<br />
This berserk bacteria had bulldozed me badly.<br />
I am defective and delirious, and soon I will dwindle away.<br />
Can’t you hear my gloomy groans and gruesome wails?<br />
Piggie Pie by Margie Palatini<br />
Gritch the Witch woke up grouchy, grumpy and very hungry.<br />
I need eight plump piggies for Piggie Pie.<br />
The Web Files by Margie Palatini<br />
About how many perfect purple almost-pickled peppers would you say were pilfered,<br />
pinched and picked?<br />
Other Mentor Texts:<br />
Come On, Rain by Karen Hesse<br />
Lilly’s Purple Plastic Purse by Kevin Menkes<br />
59
Come On, Alliterations!<br />
Objective: Students will be able to identify examples of alliteration in text and effectively utilize<br />
alliteration to enhance writing pieces.<br />
Anticipatory Set: Define alliteration (two or more words that begin with the same sound).<br />
Although alliteration may be used in excess for impact, alliteration may merely be two<br />
consecutive words with the same sound. Offer the following as examples:<br />
Two totally terrific tangerines<br />
Sally sincerely says she’s sorry.<br />
Bonnie Blue Butler<br />
Practically perfect<br />
Allison’s apples always taste awesome!<br />
Patty wore her purple poncho.<br />
Modeling: Read Come On, Rain, writing down examples of alliteration found within the book.<br />
Gray clouds, bunched and bulging under a purple sky.<br />
Slick with sweat, I run back home and slip up the steps past Mamma. She is<br />
nearly senseless in the sizzling heat.<br />
Trees sway under a swollen sky.<br />
Guided Practice: As a whole group, the class will brainstorm other alliterations that surround a<br />
theme, such as sport and games, food, candy, etc. Record the list on chart paper or on paper<br />
using the document camera.<br />
Independent Practice: The students will be given a topic from the list of alliterations generated<br />
earlier. Students will respond with a “quick write” (10-15 minutes of writing) that incorporates<br />
alliteration. This piece could be saved and possibly selected at a later date for a starter idea in<br />
process writing.<br />
Publishing/Sharing: Students will share their writing and place it in their writer’s binder.<br />
60
Tongue Twisters<br />
Objective: Students will be able to identify examples of alliteration in text and effectively utilize<br />
alliteration to enhance writing pieces.<br />
Anticipatory Set: Prior to reading Miss Alaineus, define alliteration as two or more words that<br />
have the same beginning sound.<br />
Two totally terrific tangerines<br />
Sally sincerely says she’s sorry.<br />
Bonnie Blue Butler<br />
Practically perfect<br />
Allison’s apples always taste awesome!<br />
Patty wore her purple poncho.<br />
Modeling: Read Miss Alaineus to the students. Write examples of alliteration found within the<br />
text on the board.<br />
I have a feeling this awesome ailment will cause me great agony soon.<br />
This berserk bacteria had bulldozed me badly.<br />
I am defective and delirious, and soon I will dwindle away.<br />
Can’t you hear my gloomy groans and gruesome wails?<br />
Guided Practice: Set up a collection of books with examples of alliteration (see mentor texts).<br />
The students will work in groups or pairs to identify and record alliteration from the books.<br />
Independent Practice: The students will create an alliteration alphabet. Either assign a theme<br />
(colors, foods, etc.) or let students choose random alliterations. Each alliterative sentence needs<br />
to contain at least two consecutive words with the same beginning sound.<br />
Publishing/Sharing: Each student will have an alliteration alphabet book to keep in their<br />
writer’s binder.<br />
61
ALL CAPS/Onomatopoeia/Stretching W-o-r-d-s<br />
Definition: ALL CAPS - writing screams on paper for emphasis<br />
Onomatopoeia – sound effects<br />
Stretching Words – dragging out the sound of a word<br />
Mentor Text:<br />
The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel<br />
BOINK! THUMP! PLUNK.<br />
The Pout-Pout Fish by Deborah Diesen<br />
BLUB. BLUB. BLUB. So I’ll SMOOTCH!<br />
Night Noises by Mem Fox<br />
CREAK, CRACK went Lily Laceby’s knees as she got to her feet. SNICK, SNACK went the bolts<br />
on the door.<br />
A Bad Case of Stripes by David Shannon<br />
“Mmmmm,” said Camilla.<br />
Bullfrog Pops by Rick Walton<br />
Bullfrog raced away. But when he looked back to see who was following him, WHAM! he ran<br />
into an apple tree. “Ohhhhh!” moaned Bullfrog.<br />
Piggie Pie by Margie Palatini<br />
THUMP-P-P! THUMP-P-P! ERRRRCH-CH!<br />
Other Mentor Texts:<br />
Achoo! Bang! Crash! The Noisy Alphabet by Ross MacDonald<br />
Bedhead by Margie Palatini<br />
Dog Breath by Dav Pilkey<br />
Lilly’s Purple Plastic Purse by Kevin Henkes<br />
Web Files by Margie Palatini<br />
When Marcus Moore Moved In by Rebecca Bond<br />
The Tide by Nick Pollard<br />
Zoom, Broom by Margie Palatini<br />
62
Word Play<br />
Objective: Students will insert ALL CAPS, onomatopoeia, or stretched-d-d words into a simple<br />
paragraph.<br />
Anticipatory Set: Read Bullfrog Pops by Rick Walton. Using the document camera, note the<br />
examples of word play: onomatopoeia, ALL CAPS, and stretched-d-d words. Re-read Bullfrog<br />
Pops, but this time assign each student a page so that the student makes the sound when the page<br />
is read.<br />
Modeling: Present a paragraph void of word play. This could either be a paragraph from a book<br />
or one created by the teacher or student (see below for a possible example). Using the doc cam,<br />
read the paragraph and decide where a type of word play would work to enhance the writing.<br />
Insert ALL CAPS, onomatopoeia, or stretched-d-d words into the paragraph, explaining why this<br />
insertion improved the piece.<br />
Guided Practice: With the students, select another paragraph and add word play (being careful<br />
not to insert excessively). Re-read to make sure such insertions have not diminished the clarity of<br />
the paragraph. Be sure to caution the students that “a little goes a long way.”<br />
Independent Practice: Students refer to their writer’s binder, select one of their drafts, and<br />
reread looking for a place to insert word play. Taking a highlighter, the students highlight their<br />
insertion.<br />
Publishing/Sharing: Students share their revised pieces on the doc cam. On a second read, have<br />
the audience read the word play insertions with gusto.<br />
Sample paragraph without word play:<br />
The squirrels gathered on the tree branch for a meeting. Chattering<br />
wildly they were convinced that they could develop a plan to tackle<br />
the new bird feeder. Why did the new owners make the bird feeder<br />
so difficult to climb? It was in the middle of the yard, so squirrels<br />
couldn’t jump from a tree to the bird feeder. Last week, one of the<br />
squirrels had tried to do just that and slid slowly off the aluminum<br />
shield that covered the top of the feeder. What a racket. His claws<br />
sounded like nails on a chalkboard. As they continued to discuss<br />
their predicament, the back door crashed open and Wolf, the family<br />
dog, came tearing out of the house.<br />
63
I've Got That...<br />
Boom, Boom, Pow<br />
Objective: Students will identify sound or motion words (onomatopoeia words) within a text<br />
and incorporate these words in their daily writing activities.<br />
Anticipatory Set: Bring in a variety of household items that make noise (alarm clock, blender,<br />
telephone, pager, electric toothbrush, vacuum cleaner, toaster, bell, toy car, etc.). The student<br />
will be given a household item and asked to orally make the sound the item makes and then write<br />
the word of the sound. If these props are unavailable, the teacher could retrieve these items from<br />
the internet for the students to see and hear (www.findsounds.com).<br />
alarm clock- beep, beep, beep<br />
clock- tick-tock, tick-tock<br />
electric toothbrush – buzz, buzz, buzz<br />
telephone- ring, ring, ring<br />
toy car- vroom, vroom<br />
Modeling: Read the poem, Noises by Danielle Caryl. Next, display the poem on the document<br />
camera, board, or chart paper. Highlight the onomatopoeia in the poem and underline the object<br />
the sound represents.<br />
Highlight- click; Underline- clock<br />
Highlight- creak; Underline- stair<br />
Highlight- squeak; Underline- mouse<br />
Highlight- swoosh; Underline- air<br />
NOISES<br />
The click of the clock, the creak of the stair,<br />
The squeak of a mouse and the swoosh of air.<br />
The groan of the house as it settles below,<br />
And outside the window, the patter of snow.<br />
The scruff of the dog’s paws below where I rest,<br />
The rattle of the window that seems to face West.<br />
The jingle of bells from a wind chime next door<br />
The unearthly sounds of a truly loud snore.<br />
The crunching of snow under an animal’s feet,<br />
The honk of a horn from right down the street.<br />
So many noises I just want to weep,<br />
Is it too much to ask for some sleep?<br />
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Guided Practice: Provide a variety of mentor texts for the students to read in pairs. Each pair of<br />
students folds a piece of paper in half (hot dog style). The students label the left side of the<br />
paper Onomatopoeia Words and the right side Object. As the students read the provided texts,<br />
they will identify the onomatopoeia words and write them down on the left side of the paper. On<br />
the right side of the paper, they will record the object that matches the sound.<br />
Independent Practice: Share slogans or jingles from famous products that use onomatopoeia.<br />
Rice Krispie Cereal- “Snap, Crackle, Pop”<br />
Alka-Seltzer- “Plop, plop, fizz, fizz…oh what a relief it is!”<br />
Next, list products the students may use to create their own slogan or jingle. The students will<br />
create a slogan or jingle that includes at least one example of onomatopoeia. The students will<br />
write and decorate their slogans on a piece of construction paper or by using the computer.<br />
Publishing/Sharing: The students’ slogans will be shared orally, on a bulletin board, or through<br />
use of technology (video, commercial, etc.).<br />
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Sandcastle <strong>Writing</strong><br />
Objective: Students will use stretching words, ALL CAPS, and onomatopoeia to enhance their<br />
writing.<br />
Anticipatory Set: The students will make permanent sandcastles.<br />
Making the Sandcastles:<br />
One week or so prior to the activity, send home the parent letter requesting donations/volunteers<br />
(follows lesson).<br />
Materials:<br />
• 6 cups of sand ("play sand" from the hardware store works if you don't have "beach<br />
sand")<br />
• 3 cups of cornstarch<br />
• 3 cups of water<br />
• Non-stick spray<br />
• Paper- to put the mixture on to cool<br />
• Decorations – glitter, buttons, beads, seashells, sequins<br />
• Small sandcastle molds<br />
• Large pot (Caution – it will get scratched, so use an old pot)<br />
• Hot Plate<br />
• Wooden spoon<br />
Yields: 4 - 5 small sandcastles<br />
Procedure:<br />
1. Bring the water to a boil.<br />
2. Mix sand and cornstarch together in a bowl- add to boiling water.<br />
3. STIR! STIR! STIR! The mixture will eventually become the consistency of cookie<br />
dough. The key is not to let it burn on the bottom, keep turning it over.<br />
4. When it looks like cookie dough, turn it out onto the paper.<br />
5. Spray the mold with non-stick spray and pack the mixture tightly into the mold.<br />
6. Turn the mold over onto the paper plate and BANG it down. The sandcastle should slide<br />
out and remain intact. If the mixture is too mushy- cook a bit longer or reduce the<br />
amount of water. **The smaller the mold, the better it will turn out, and the less<br />
sand/stirring you will have to do.<br />
7. Decorate immediately. The craft pieces will stick to the wet sandcastle without glue.<br />
Modeling: Use the mentor texts to show examples of ALL CAPS, onomatopoeia, and stretched<br />
w-o-r-d-s.<br />
Guided Practice: Brainstorm a list of words (ALL CAPS, onomatopoeia, stretched words) that<br />
might be used at the beach.<br />
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Independent Practice: The students will write to the following prompt and include word play<br />
where applicable:<br />
You have just built a sandcastle on the beach. Suddenly, you hear voices coming from<br />
the sandcastle!<br />
Think about what happens next.<br />
Now, write a story telling the reader about the time you heard voices coming from your<br />
sandcastle.<br />
Remember when writing to a prompt, first use a graphic organizer to organize and plan your<br />
story.<br />
Publishing/Sharing: The students will display their final revised/edited draft and decorated<br />
sandcastle. This is a fun activity to do prior to open house or other parent night.<br />
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Dear Fourth Grade Family,<br />
Your fourth-grader will be participating in a fun project that incorporates<br />
art and writing. The week of ___________________, we will be making permanent<br />
sandcastles. Who hasn’t created a beautiful castle at the beach and wished they<br />
could take it home? We’re going to show the students that through Science,<br />
combining sand and water with just one other ingredient, sandcastles last forever.<br />
Once we have created our sandcastles we will be writing a story to go along with it.<br />
We will need just a few things from you. First, if a few families would<br />
donate play sand that would be GREAT! You can purchase it at any garden center.<br />
We would also like to decorate our castles, so donations of old buttons, seashells,<br />
glitter and sequins would be nice. Additionally, we would appreciate the donation<br />
of your time. This is a labor-intensive project and the more helping hands we have<br />
the better! Your child’s writing time is at the bottom of this letter. Please check if<br />
you are able to volunteer and return the bottom portion.<br />
Thanks so much for your help and participation in this project. At open house<br />
on ________________________ you will be able to come and observe our completed<br />
sandcastles! See you then!<br />
(teacher’s name)_______________________________________________________________________<br />
(school name)__________________________________________________________________________<br />
(phone number)________________________________________________________________________<br />
__________ I will be able to come help make sandcastles at ___________ on _______________.<br />
(time) (date)<br />
__________ I cannot help at this time.<br />
______________________________________<br />
Student’s Name<br />
_____________________________________________<br />
Volunteer’s Name<br />
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Nifty Names<br />
Definition: Names given to characters that relate to their job and/or personality and add pizzazz<br />
to writing.<br />
Mentor Text:<br />
The Bad Case of the Stripes by David Shannon<br />
Dr. Bumble- confused physician<br />
Mrs. Cream- mother of a girl who has skin problems<br />
Mr. Harms- Principal that kept Camilla from attending school<br />
Dr. Sponge- a specialist<br />
Dr. Gourd/Dr. Mellon- scientists that didn’t have a clue about Camilla’s problem<br />
The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel<br />
“Oh no, it’s Big Bark!” “Big Mouth is more like it.” “He’s the meanest dog around.”<br />
But before anyone could move, Little Pip Squeak raced past Big Bark, reached out, and poked<br />
the big round thing.<br />
How I Became a Pirate by Melinda Long<br />
“Well , Jeremy Jacob,” he said, “you’re lookin’ at Braid Beard and his crew. We’ve been<br />
needin’ a digger like yourself. We’ve a chest of treasure to bury.”<br />
Other Mentor Texts:<br />
Skippy Jon Jones by Judy Schachner<br />
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Nifty Names<br />
Dr. Cure<br />
Objective: Students will identify Nifty Names in text that relate to a character’s job or<br />
personality traits. The students will create Nifty Names for a character that they develop.<br />
Anticipatory Set: Discuss the significance of using Nifty Names to add pizzazz to writing.<br />
Explain that the Nifty Name must correspond with the character’s career or personality traits.<br />
Read A Bad Case of Stripes by David Shannon.<br />
Modeling: Display the names and personality traits of each character from A Bad Case of<br />
Stripes. Discuss why the author might have chosen particular names for some of the specific<br />
characters. Suggest other Nifty Names that the author may have used for the same character. For<br />
example, Mrs. Cream could have been called Mrs. Derma or Dr. Bumble might have been called<br />
Dr. Clueless.<br />
Guided Practice: Ask the students to brainstorm a list of careers of which they are familiar.<br />
Record all of the careers on the board. Next, “think aloud” some Nifty Names for characters that<br />
could correspond to that career. The students will have the opportunity to add Nifty Names of<br />
their choice for each career as well. Finally, record a list of various personality traits. The class<br />
will work to create Nifty Names of characters to match the listed personality traits.<br />
Examples: Bus Driver- Mr. Wheels, Custodian- Mr. Clean, Teacher- Mrs. Smarty<br />
Independent Practice: Provide all of the students with templates from the Ellison machine of a<br />
boy or girl. The students will create a Nifty Name for their character. Then, the students will<br />
dress and decorate the character to fit their Nifty Name. Finally, the students will write a detailed<br />
paragraph describing what their character looks and acts like. If applicable, the student will<br />
describe the character’s job.<br />
Publishing/Sharing: The student’s character can be glued to a piece of construction paper with<br />
the Nifty Name on the top of the page and the detailed paragraph underneath the character.<br />
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What’s In A Name?<br />
Using Personality Traits for Nifty Names<br />
Objective: Students will identify Nifty Names in text that relate to a character’s personality trait<br />
and incorporate these techniques into their writing.<br />
Anticipatory Set: Read The Great Fuzz Frenzy by Janet Stevens and Susan Stevens Crummel,<br />
discussing how the character names relate to the character’s personality.<br />
Modeling: Give an example of a character with a specific personality trait and a Nifty Name that<br />
would correlate with that character. The student should understand how the Nifty Name can<br />
correlate with the character’s personality trait.<br />
“Oh no, it’s Big Bark!” “Big Mouth is more like it. He is the meanest dog around.”<br />
But before anyone could move, Little Pip Squeak raced past Big Bark, reached out and poked<br />
the round thing.<br />
Guided Practice: Display a list of character traits, either searching the web or from the specific<br />
web site:<br />
http://cte.jhu.edu/techacademy/web/2000/kochan/charactertraits.html<br />
In groups or pairs, the students will create Nifty Names for characters based on the character<br />
traits that they have been given.<br />
Independent Practice: The students will create an illustration of their Nifty Name character for<br />
display on a bulletin board. The students can also pull from a previous writing piece and add<br />
Nifty Names to the characters in their writing piece to enhance their writing.<br />
Publishing/Sharing: Students will display their Nifty Name character illustrations on a bulletin<br />
board and share their revised writing pieces with the class.<br />
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Book Title:<br />
Hook<br />
Strong Verbs<br />
Mature Words<br />
Alliteration<br />
Word Play<br />
Onomatopoeia<br />
Transitions<br />
Hyperbole<br />
Similes/Metaphors<br />
Dazzling Color Words<br />
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Games<br />
Outside Games<br />
Duck, Duck, Duck …Target Skill<br />
• This game is played just like duck-duck goose. When a child is picked, the “ducker”<br />
will say, “Duck-duck-duck-onomatopoeia!” Then the “goose” will have to chase the<br />
“duck” around, saying an onomatopoeia word as he/she runs around the circle and<br />
back to his/her original spot.<br />
• If you are using target skills such as color words, the ducker will say, “Duck, duck,<br />
duck, purple.” Then the “goose” will have to say a juicy color word for the color<br />
purple (lavender, lilac).<br />
• If you are using the target skill sensory words- the “ducker” will say, “Duck, duck,<br />
duck, (smell, see, hear, feel, or taste).” The goose will have to say a sensory word for<br />
the sense that the ducker called out (taste – salty), (feel – smooth), (smell- smoky).<br />
• If you are using the target skill specific emotion words, the ducker will say, “Duck,<br />
duck, duck, (sad, mad, happy, etc.).” The goose will have to say a specific emotion<br />
word to replace the emotion word (sad- melancholy, unhappy, mournful).<br />
• If you are using the target skill strong verbs- the ducker will say, “Duck, duck, duck,<br />
(walk, said, ate, ran, etc.).” The goose will have to say a strong verb to replace the<br />
weak verb (walk-perambulated, said-whispered, ate-devoured).<br />
Target Skill Tag<br />
This game is played like the original version of TV tag. One person is the “tagger” or “it” and<br />
the other students run in a specific area trying to avoid being tagged. The “tagger” gets to pick<br />
the Target Skill. The “tagger” will call out a Target Skill of their choice (for example- color<br />
words). As the “tagger” runs around trying to tag the other students, the other students must<br />
kneel down and shout out an example of that Target Skill before being tagged by the “tagger.”<br />
For example, if the tagger is close to another student and the target skill is color words, the<br />
student about to be tagged must quickly kneel down and shout out a color word (lavender,<br />
emerald, ruby) before the “tagger” tags him/her. If the student cannot think of a color word or<br />
gets tagged before kneeling down and shouting out a color word, then that student is now “it” or<br />
the “tagger.”<br />
Bowling for Target Skills<br />
This game can be adapted to fit any specific skill’s focus.<br />
As many bowling pins as needed may be set up. The teacher writes basic color words on index<br />
cards and tapes them to the pins. Each student will roll the ball once trying to knock down as<br />
many pins as possible. For every pin the student knocks down, he/she will have to create a juicy<br />
color word to replace the basic color word. This same concept may be used for vivid verbs,<br />
specific emotion words, specificity, mature words, and sensory words.<br />
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Onomatopoeia Balloon Pop<br />
Each student will think of an onomatopoeia word and write it on a small post-it note or small<br />
piece of paper. (It would be best if each student wrote down a different word.) Fold the post-it<br />
note in half. Give each student a balloon and have the students put their post-it note inside the<br />
balloons. Blow up the balloons. Have all of the students trade their balloons with another<br />
classmate a few times to ensure that they do not end up with their original balloon. All of the<br />
students will go outside while carefully holding their balloon. The students will line up in a<br />
straight, single file line facing a chair that is placed approximately 50 feet away. Each student<br />
will take turns running with the balloon in their hand towards the chair. As the student<br />
approaches the chair, he/she will place the balloon on the chair and sit/bounce on it until it pops.<br />
The student will open up the post-it note and read it to the class. The student will then sit behind<br />
the chair and the next student in line will go. The game will end once everyone has had a turn.<br />
Immediately following the game, the students will return to the classroom and either orally put<br />
their onomatopoeia word in a sentence or write it in a sentence to share aloud or display in the<br />
classroom.<br />
Target Skill Relay Race<br />
The teacher will have two brown paper grocery bags filled with index cards that have Target<br />
Skill categories listed on them. The teacher may decide which Target Skill categories to include<br />
in the bags, but both bags have to be the same and there should be enough cards for every player<br />
. The students will divide into two teams. The teams will line up (in 2 separate lines) facing each<br />
of the brown paper bags which will be placed approximately 40 feet away. The first player of<br />
each team will run to the bag when the teacher gives the signal (blows a whistle, says, “Ready,<br />
set, go”, etc.). The teacher will be standing behind the two paper bags. Once the players reach the<br />
team’s bag, they will pull an index card from the bag and read the Target Skill out loud. Then<br />
the player will give an example of the Target Skill. If the answer is correct, the team receives a<br />
point. The player runs back to the next player in line, tags his/her hand, and then it is that<br />
player’s turn. You may end the game once every player has had a turn and determine the<br />
winning team by which team has the most points.<br />
Consider these outdoor games when planning the 30 minutes of required<br />
outdoor physical activity.<br />
74
Inside Games<br />
Color Words War<br />
If desired, the teacher may purchase two different types of armor (bronze and silver) from the<br />
local Dollar Store. The class will be divided into two teams (the bronze team and the silver<br />
team). The teams will face one another in a straight, single line fashion. The first player in line<br />
from both sides will face off. The first player in each line will wear the armor while competing.<br />
The teacher will pick a specific Target Skill and announce it to the class. For the first trial,<br />
determine a fair way to decide which team goes first (flipping a coin, pick a # between 1-10,<br />
etc.). As soon as the teacher announces the target skill (example: color words for blue), the first<br />
player in line says a more dazzling color word for the basic color word announced (sapphire).<br />
Then the first player from the opponent’s team says a different dazzling color word for the basic<br />
color word announced (cobalt). The war continues until one of the players cannot think of a<br />
dazzling color word. The other team gets the point and the two first players move to the back of<br />
the line and the second players from each side move to the front of the line. The team that<br />
received the winning point gets to choose the next color word for the next round.<br />
This same concept may be used for vivid verbs, specific emotion words, specificity, mature<br />
words, and sensory words.<br />
Silent Speedball<br />
This game requires a soft, sponge-type ball or small stuffed animal to toss around the room.<br />
The students are instructed that there is no talking unless they have the ball. They are also<br />
instructed that if they throw the ball “wild” or too aggressively, they will have to sit out for this<br />
round. The teacher then gives a target skill and tosses the ball to a student. That student says an<br />
example of the target skill and gently tosses the ball to another student. That student says an<br />
example of the target skill and gently tosses the ball, and so on. If at any point a student drops<br />
the ball, talks out of turn, throws the ball wild, or cannot think of an example to say, they are<br />
then “out” and have to wait until the next round.<br />
• Vivid color words- ruby, chartreuse, lavender<br />
• Onomatopoeia- bang, slurp, wah-boom<br />
• Proper nouns- Ford, Sketchers, Disneyland<br />
• Verbs- dashed, ventured, perused<br />
Eraser Slide<br />
Divide the class into two teams. Assign a team leader for each team (this is a perfect opportunity<br />
to announce in the morning that you will be observing the class for the rest of the day looking for<br />
those individuals that have leadership skills).<br />
The teacher clears the chalkboard or white board and sections it off by writing 0, 5, 10, 15, 20<br />
across the board with lines drawn to indicate the boundaries for each score point. For this game,<br />
the chalkboard or white board must have a tray the length of the board in order to slide an eraser.<br />
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With the teams sitting in a circle of chairs on either end of the room, the teacher begins with<br />
Team A’s captain and asks a writing question. The captain has one minute to respond and may<br />
ask his team for help with the answer. When the captain feels confident with the response, the<br />
captain stands and gives the answer. The answer he/she gives does not necessarily represent the<br />
group’s response. In other words if the captain feels the group is off the mark, he/she may decide<br />
to choose a response of his/her own. The respondent has 1 minute to answer.<br />
If the answer is correct, the person representing the group (first one called is the captain) comes<br />
to the chalkboard and slides the eraser. The team scores the number of points that the eraser<br />
lands within. If the eraser lands on the line separating the numbers, the person sliding the eraser<br />
gets a “do-over.” If the eraser falls to the floor, the person gets a “do-over.” There can only be<br />
two do-overs total for each person standing at the board and the resulting score would be 0.<br />
If the answer is incorrect when the person stands to answer, that person sits down and no<br />
opportunity to slide the eraser is given.<br />
Although the captains start the process by answering first, every student is given a chance to<br />
answer moving in a clock-wise rotation.<br />
If the team answers incorrectly, the same question is given to the opposing team, so it would<br />
behoove all participants to whisper as they consult and discuss possible answers.<br />
Lightning Round:<br />
Once all questions have been asked, the teacher asks the same questions again, but in a lightning<br />
round situation. Each standing student only has 10 seconds to answer the question, so listening to<br />
the initial round becomes paramount.<br />
The game is over when the writing class is over. Scores are tallied.<br />
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Gimmicks<br />
Food for Thought:<br />
• Pop Rocks- (teacher discretion) sizzling vocabulary, sizzling verbs, or onomatopoeia “pop”<br />
• Gummy Bears or Teddy Grams– “beary” good writing<br />
• Laffy Taffy or Snickers- humorous piece or section<br />
• Bubble Gum- (teacher discretion) onomatopoeia “pop” or “Your writing blew me away!”<br />
• Wax Lips- Voice<br />
• 100 Grand Bar- million dollar words<br />
• Good and Plenty- The piece was “just right”. It was good and had plenty of details or target skills<br />
in it.<br />
• Now and Later- circular endings<br />
• Skittles- color words (give them a few- one of each color)<br />
• Smarties- (teacher discretion)- mature vocabulary<br />
• Sour Heads- sensory words<br />
• Red Hots- Your writing is red hot!<br />
Trinkets and Treasures:<br />
Most of these items can be worn during your writing time and collected to be used again.<br />
• Bubbles or balloons-“You’re writing blew me away!”<br />
• Tiaras and crowns- <strong>Writing</strong> King or Queen of the Day<br />
• Paper money or plastic dollar sign rings- million dollar words<br />
• Chattering wind up teeth- voice<br />
• Wand- Walk around the room and spread some of that magic!<br />
• Plastic hook- beginnings (hooks)<br />
• Plastic grabber tool or mini sticky hands- grabber beginnings<br />
• Rubber band- stretching your words<br />
• String- your beginning and ending tie together<br />
• Rainbow stickers – color words<br />
• Happy face stickers- emotion words<br />
• Noise makers- onomatopoeia<br />
• Clapper hands- used to applaud someone after sharing a piece<br />
• Kaleidoscope – colors<br />
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Mentor Texts<br />
A Bad Case of Stripes by David Shannon<br />
All the Places to Love by Patricia<br />
MacLachlan<br />
Amber on the Mountain by Tony Johnston<br />
Amelia Bedelia by Peggy Parish<br />
Bat Loves the Night by Nicola Davis<br />
Bedhead by Margie Palatini<br />
Bullfrog Pops by Rick Walton<br />
Color Me a Rhyme by Jane Yolen<br />
Come On, Rain by Karen Hesse<br />
Dumpy LaRue by Elizabeth Winthrop<br />
Enemy Pie by Derek Munson<br />
Fancy Nancy by Jane O’Connor and Robin<br />
Preiss Glasser<br />
How I Became a Pirate by David Shannon<br />
I Love You the Purplest by Barbara M.<br />
Joosse<br />
John Henry by Julius Lester<br />
Miss Alaineus by Debra Frasier<br />
More Parts by Tedd Arnold<br />
My Mama Had a Dancing Heart by Libba<br />
Moore Gray<br />
My Ol’ Man by Patricia Polacco<br />
Night Noises by Mem Fox<br />
Nothing Ever Happens on 90 th Street by<br />
Roni Schotter<br />
Owl Moon by Jane Yolen<br />
Piggie Pie by Margie Palatini<br />
Teacher Appreciation Day by Lynn Plourde<br />
The Boy Who Loved Words by Roni<br />
Schotter<br />
The Color of Us by Karen Katz<br />
The Girl Who Loved Wild Horses by Paul<br />
Goble<br />
The Great Fuzz Frenzy by Janet Stevens and<br />
Susan Stevens Crummel<br />
The Hickory Chair by Lisa Rowe<br />
The Lotus Seed by Sherry Garland<br />
The Pout-Pout Fish by Deborah Diesen<br />
The Old Woman Who Named Things by<br />
Cynthia Rylant<br />
Through Grandpa’s Eyes by Patricia<br />
MacLachlan<br />
Thunder Cake by Patricia Polacco<br />
Two Bad Ants by Chris Van Allsburg<br />
Under the Quilt of Night by Deborah<br />
Hopkinson and James E. Ransome<br />
Where the Sidewalk Ends by Shel<br />
Silverstein<br />
Who Let the Cat Out of the Bag? By 4 th<br />
Grade Students of Newcastle Avenue Elem<br />
78