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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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 />
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