Writing 6 on Dec. 06, 2010   -   Meets from 12:45 PM to 1:47 PM

WSU Fact Story to Fiction Story

Public Information:

Draft and Revise event and object memoir for mentors. 


Where do we get writing ideas?




Writers Workshop guidelines


Mentor Schedule


Event Memoir




Add Introduction (quote/question) and Conclusion 


Lesson Focus

Read: Titanic 16-18


Setting:


Problem:




Lesson: Description 


Story: Meme Ortiz




Partner project


Draft story from memoir


Week Summary

Prewrite, Draft, Revise, Confer, Edit, Publish Object Memoir.




Revise, Confer, Edit, Publish Memoir.




Reflect in notebook on knowledge and application of elaboration strategies. --detail, description, dialogue, strong verbs, examples, emotions, thoughts


Web Links
  • After draft, review revision tips and revise - What Else? / Revision Tips 2 Visit
  • Assignments - Writing 5-8 Visit
  • Notebook Draft Strategies Visit
  • Wiki drafting after prewrite - Coyote Winks Visit
  • Coyote Talks / Story Planning 2 Visit
Curriculum standards covered in this lesson:
  • G6W3.2.1 - 3.2.1 Applies understanding that different audiences and purposes affect writer’s voice. ·       Writes with a clearly defined voice appropriate to audience. ·       Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., informal vs. formal voice). ·       Writes expository text using either first or third person. ·       Supports a position in persuasive text from first-person or third-person point of view (e.g., I think vanilla ice cream is the best; According to an expert, vanilla ice cream is the best.). ·       Writes in a character’s voice (e.g., retells a story using the point of view and voice of a character in the story; explains a historic event in the voice of a participant in that event). -
  • G6W1.2.1 - 1.2.1 Produces multiple drafts. ·       Refers to prewriting plan. ·       Drafts by hand and/or electronically. ·       Rereads text and continues drafting over time. ·       Rereads text, puts it away, and returns to it later. -
  • G6W1.6.2 - 1.6.2 Uses collaborative skills to adapt writing process. ·      Delegates parts of writing process to team members (e.g., during prewriting, one team member gathers Internet information while another uses the library periodicals). ·      Collaborates on drafting, revising, and editing. ·      Collaborates on final layout and publishing/presenting. -
  • G8W3.1.1 - 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Presents a central idea, theme, and manageable thesis while maintaining a consistent focus (e.g., “Commercials influence the spending habits of teenagers.”). ·       Selects specific details relevant to the topic to extend ideas or develop elaboration (e.g., quotations, data, reasons, multiple examples that build on each other). ·       Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., relevant data to support conclusions in math, science, social studies; appropriate anecdotes to explain or persuade; information synthesized from a variety of sources to support an argument). ·       Develops convincing characters (e.g., using details of thoughts, actions, appearance, and speech) and convincing settings (e.g., through the character’s point of view or described during action) within a range of plots (e.g., suspense, flashback) in narratives. -
  • G6W4 - W6 EALR 4: The student analyzes and evaluates the effectiveness of written work. -
  • G6W1.3.1 - 1.3.1 Revises text, including changing words, sentences, paragraphs, and ideas. ·      Rereads work several times and has a different focus for each reading (e.g., first reading — adding transitions; second reading — deleting unnecessary details; third reading — identifying areas where evidence is lacking and adding relevant information). ·      Seeks and considers feedback from adults and peers. ·      Records feedback using writing group procedure (e.g., records the first four words of each sentence to encourage variation of sentence beginnings). ·      Evaluates and uses feedback (e.g., “I’ll use the word transformation to improve my word choice.”). ·      Uses multiple resources regularly to identify needed changes (e.g., writing guide, adult, peer, criteria and/or checklist, thesaurus). -
  • G8W1.2 - Component 1.2: Produces draft(s). W -
  • G6W3.1.2 - 3.1.2 Uses an effective organizational structure. ·       Writes unified, cohesive paragraphs (e.g., topic sentence with logically presented details; spatial order; chronological order). ·       Constructs an introduction using varying approaches (e.g., question, statistics/interesting facts, brief history). ·       Constructs an ending/conclusion that goes beyond a repetition of the introduction (e.g., a summary, an interesting fact, echo from the beginning of the piece). ·       Varies leads, endings, and types of conflicts in narratives. ·       Sequences ideas and uses transitions to link events, reasons, facts, and opinions (e.g., degree transitions, such as most important and least important, within and between paragraphs). Organizes clearly: - explanations (e.g., cause and effect, point-by-point comparisons) - persuasion (e.g., least to most important arguments) - narratives (e.g., flashback) - poetry (e.g., stanzas/chorus) -
  • G8W1.3 - Component 1.3: Revises to improve text. W -
  • G6W1.1.1 - 1.1.1 Applies more than one strategy for generating ideas and planning writing. ·       Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece of writing). ·       Maintains a journal or an electronic log to collect and explore ideas; records observations, dialogue, and/or description for later use as a basis for informational or literary writing. ·       Uses a variety of prewriting strategies (e.g., story mapping, listing, webbing, jotting, outlining, free writing, brainstorming). ·       Gathers information from a range of resources and uses an organizer to analyze, synthesize, and/or evaluate information to plan writing. -
  • G6W3.1.1 - 3.1.1 Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples. ·       Narrows topic with controlling idea (e.g., thesis statement or sentence that states the narrowed topic — “The ancient Romans contributed to technology in many ways.”). ·       Selects details relevant to the topic to extend ideas and develop elaboration (e.g., multiple examples, anecdotes, statistics). ·       Uses personal experiences, observations, and research to support opinions and ideas (e.g., data relevant to the topic to support conclusions in mathematics, science, social studies, and literature; appropriate anecdotes to explain or persuade). ·       Varies method of developing character (e.g., how the character looks, talks, acts, and thinks) and setting (e.g., develops setting as character changes location) in narratives. -