Inclusion+Writing

April 24th, 2008 Writing Wissahickon School District Standards: ** 1.5. Quality of Writing 1.6. Speaking and Listening **Objectives**: -Students will visualize to gain an understanding of the importance of using adjectives in writing. -Students will work with the class and compile a list of adjectives describing a concrete object. -Students will share their brainstorming with a partner. -Students will work independently to write adjectives in their own writings. **Materials**: -student wipe boards and markers (or clip board and pencils) -red hat -teddy bear -Smartboard **Procedure**: Introduction: //Today I am going to teach you a way that will help you become better writers. My goal for you is that you will take what I show you and use it in your very own writing. We are going to work with words. Colorful, juicy, descriptive, WOW words.// 1. Visualizing Activity: (Use Smartboard) Students will create mental pictures in their minds as I read a sentence. As I go I will add descriptive words to help them create a clearer picture. A. Every day I wear a hat when I go outside to play. //Write down what kind of day you pictured in your mind.// Sunny, cloudy, cold? Every **winter** I wear a hat when I go outside to play. //What color hat am I wearing?// Students will have various answers depending on what they pictured. Writers are in charge of what the reader pictures. Every winter day I wear a **red** hat when I go outside to play. These WOW words tell the reader **What Kind** B. I play with my friends and make snowballs. //Picture that in your mind// I play with my **2** friends and make snowballs. I play with my 2 friends and make **many** snowballs. (change to 5 friends and 5 snowballs) These WOW words tell the reader **How Many** 2. Whole class activity: Hold up a teddy bear. Tell the class that we are going to use WOW words to describe this teddy bear. (Stay away from phrases) Make a list on the smartboard. (Soft, brown, lovable, fuzzy, brown-eyed, special, tagless, black nose, huggable, squishy…. Chocolate brown) Reinforce What Kind? and How Many? 3. Independent thinking: Have students write down their favorite toy on top of their wipe board or piece of paper. Have them independently come up with a list WOW words to describe it. (Stay away from phrases) Monitor and Adjust- Be ready to help the students if they are having trouble using expressive words, use example on the board. 4. Partner share: Have the students share their wow words with a partner. (Knee to Knee) Partners can pick which WOW word helped them create a good picture of the toy. Then circle which word the writer wants to use in a sentence. 5. Expanding Activity: Then model how to use the WOW word in a sentence, using the teddy bear example. Have the students create their own sentence using the WOW word properly. Share examples with the class. 6. Independent Writing: Students will go back to their seats and write a short story about what they did on their day off. Encourage them to use WOW words. Big writer will serve as an example to review concept at end of class. 7. Assessment: Have the students underline which words are WOW words within their writing pieces. When the big story writer shares his writing with WOW words, have the students be active listeners and create a “w” with their fingers whenever they see a WOW word in the writing. 8. Closure: Back on the rug explain to the class that another name for WOW words are adjectives. Complete a “Madlib” with the class, which only uses adjectives for blanks. This is just a fun way to end the lesson.
 * Using Adjectives in Writing **