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Lesson Title: "All About Me" Paragraph - Grade 5 Writing
Topic/Focus Area: Using Advance Organizers:
"6-Traits Writing Worksheets" & "The 10-Point Writing Checklist"

Lesson Overview

This is an introductory lesson for students in the beginning of the school year, based on a collection of ideas from "The 6-Traits in Writing" (rubrics adapted to be kid-friendly), and also the "10-Point Writing Checklist." This collection of organizers is a review of paragraph writing. The process involves an initial pre-writing (rough draft), peer-to-peer editing, and revision (final draft typed on computers).

Student Learning Objectives

• Students will preview the "6-Traits Writing Worksheets" and the "10-Point Writing Checklist" and complete a weekly homework / journal entry for the topic "All About Me" . . . this will be done with paper and pencil (rough draft). There will be peer-to-peer editing in class with the use of editing symbols for correcting mechanics, as well as a list of typical comments editors can refer to for writers to later enhance the content of their writing.
  Students will use edited papers and their classroom thesaurus to re-write their paragraphs in the school computer lab. Demonstration will be given on how to use a word processor (AppleWorks). Students will print a final copy of their writing for display in the classroom.

Activities

1. As the school year begins, we will have teacher-directed review on how we organize writing in paragrah format. This can be a class-directed lesson via note-taking.
   
   Then students will use notebooks to draw a graphic organizer (web-diagrams), and fill in background information about themselves.
   
   The students will use their notes to create a paragrah (or multi-paragraph essay) for the homework topic writing "All About Me" . . . the purpose of this at the beginning of the year is to draw upon a student's own prior knowledge, and to share personalized information with others.
   
   There will be time for pairwork so that students follow the classroom "10-Point Checklist For Writing" to edit one another's work. Also, instruction on the use of a thesaurus will help students in the editing process.
   
   Finally, we will learn the use of school computers to re-write the paragraphs. For students who type more quickly, they may continue on to "publish" their essay by spending time choosing new fonts and sizing, and adding a clipart picture.

Resources

File Attachments

Students will have a prior assessment by creating their unedited writing (first drafts). They will be assessed by how well they edit with peers, follow suggestions on their writing checklists, and change vocabulary with a thesaurus. They will be evaluated on their ability to use computer skills to type their assignment (final drafts).

While this assignment is for the base of introductory writing skills, I feel it is important to support students with a solid background for writing and editing skills. Learning typing / word processing skills takes much time -- and visual demonstrations first via TV or projector are recommended. Later, of course, with more practice, there will be the opportunity for lengthier writing by learners, but keeping it simple at first is important. The introduction of an Advance Organizer (the Checklist) will set goals up front.

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