Developing Artistic Writing.pdf - Brevard Public Schools

We Like To
Move It- Move It!
Objective: Students will be able to identify and effectively implement transitional phrases to
successfully move their writing along.
Anticipatory Set: Read Through Grandpa’s Eyes by Patricia MacLachlan, making sure to
highlight all of the transitional phrases throughout the text and reiterating how they move the
story along.
In the morning, the sun pushes through the curtains into my eyes.
When I open my eyes again…
After breakfast…
Later,
While she works…
Modeling: Create a list of day-to-day activities. As a non-example, on one side of a paper, write
“First, my alarm goes off. Next, I get out of bed,” etc. On the other side, brainstorm with the
students how to make those transitions better. “At 5:30 in the morning, my alarm goes off.
After hitting the snooze three times, I get out of bed,” etc.
Guided Practice: In pairs, the students will work on the steps-in-a-process for the last 30
minutes of school (or any consistent time period in the school day), creating a lesson plan for a
substitute. The emphasis will be on the transitional phrases. “At 2:00, we close our social
studies books. Once the books are closed, we will put them into our desks and pull out our
planners. Placing them on our desks, we open them to today’s date,” etc.
Independent Practice: The students will prepare a recipe for the class. They could make a
peanut butter sandwich, root beer float, s’mores, or any quick snack that could be made in front
of the class. Again, the emphasis will be on the transitional phrases. The students write their
recipe and prepare to bring it in and share it with the class. If the student is not able to bring in
the actual materials, they can create them from craft items (construction paper, containers, etc.)
This would also work if the student wanted to create an “outside-the-box” recipe.
Publishing/Sharing: While reading directly from the recipe they have created, the students will
prepare their snack in front of the class.
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