This lesson plan is designed to teach students the concept of using facts to support ideas and to interpret (elaborate on) those facts in order to create a synthesized paragraph.
This activity should be completed before reading the essay "Beach People, Mountain People" by Suzanne Britt. Students will combine three sets of kernel sentences based on the first paragraph of Britt's writing. They will then compare their sentences to Britt's. The class will discuss what sentence combining strategy or strategies they used and observe how Britt varies her sentences.
Good writers use precise verbs to make stories interesting and vivid. In this lesson, students will learn to replace boring, redundant, generic verbs with more precise "Awesome Action Words."
This lesson, which features Mark Twain's "Jim Baker's Blue-jay Yarn," is part of an interdisciplinary unit on birds that contains math/science and language arts components. In the language arts wing, students will explore dialects and personification through this very entertaining tall tale full of the antics of talking blue-jays.
This lesson is intended to help children more clearly understand rubrics and how the State of North Carolina grades the writing test.
Students examine the causes and effects presented in a brochure called "Ozone: The Good and the Bad." They also examine the language of the brochure with regard to audience appropriateness. Students then write their own brochures examine their classmates' brochures for cause and effect and for audience appropriateness.
Students select and read a picture book and afterwards create "found poetry" based on the picture book.
The first part of a unit on talking and writing about, as well as creating, Japanese screen and scroll paintings. The purpose of this unit plan is to introduce descriptive aspects of art criticism, while teaching appreciation for the art and culture of Japan. Students use observation and descriptive writing to discover richly detailed Japanese screen and scroll paintings so that another student can illustrate it in the next lesson.
The students will use describing words in their writing based on the book "Go Away, Big Green Monster" while integrating math concepts about shapes.
The students will study archeology, practicing their knowledge of spelling patterns and capitalization and punctuation skills along the way. The students will go to a teacher-created excavation and discover a surprise in a "rock" from the excavation. The students will then write about their experience.
The purpose of this lesson is to incorporate the use of writing in a friendly letter format to foster the spirit of giving and sharing within the classroom. Using word processing, the students will create a friendly letter that will be shared with classmates in the spirit of giving and sharing.
Good beginnings hook readers and make them want to continue reading. Students will learn the features of good beginnings by reading the beginnings of several narrative picturebooks, and then writing good beginnings for their own narratives.
Sometimes authors end their stories with a memory, a feeling, a wish, or a hope. Other times they end the story by referring back to the language of the beginning. In this lesson, students will examine the characteristics of good endings by reading good endings of narrative picture books. They will then practice writing good endings for their own narratives.
This is an integrated science and language arts lesson plan. Students will create individual books that illustrate how pumpkins grow.
Student will read writing prompts and practice identifying RAFT elements: role of writer, audience, writing format, and topic. This is the first lesson in a series of three based upon LEARN NC's 9th grade writing exemplars.
Students will create an Eatonville newspaper depicting the characters and events in Zora Neale Hurston's "Their Eyes were Watching God."
After listening to Arnold Adoff's "Love Letters, students will write and share their own love letters. This lesson is especially fun around Valentine's Day.
Nature journaling is a way to record and re-create an image experienced in nature. By combining drawing and writing, the student uses their senses to record what they feel, see, hear and touch at a particular point in time.
The students view symbols and traditions of world religions in artwork as a source for discussion of the effect of "mission" in world history. This discussion also parallels texts usually taught in English II.
This instructional technique creates a lasting visual image of how relevant details help develop a character and a focus. Students learn to add only details that are related to the main idea of a "Plain Polly" stick figure. These mascots serve as reminders to students to be selective with the details they use to support their main idea.
