Writing

toc =Extensive Writing Project= Extensive Writing Project - this outlines an entire year-long project, but you can also use the 11 writing units individually.

=Dictation= 1. Read a text adn have the students make notes by writing down key words. 2. Have the students re-build the paragraph based on their notes. 3. This will help the teacher see what grammar they missed.

=Heart Poems= A type of free verse poems that encourages students to write what's deep in their hearts. You'll find a powerpoint attached that describes the steps for students, and gives some examples.

[|heart_poems_explained.pdf]

Adapted from: Routman, R. //Writing Essentials: Raising Expectations and Results While Simplifying Teaching.// (2005) Portsmouth: Heinemann.

=ReadWriteThink= A FANTASTIC site! Hundreds of [|lesson plan ideas] around reading and writing, and the best part is the [|student materials] section that has for example, a [|comic creator], [|character analysis mapping], [|crossword puzzle generator], [|CD cover creator] (and those are just some of the Cs!) and then it also [|lists] possible lessons you can use the interactive tools in.

=Script Writing= 1. Take a scene from a book that the students are familiar with. 2. Students write the scene into a script in small groups. 3. Present script reading the different roles.

=Summarizing with Poetry= The following are two similar writing exercises that are good way to have students summarize or synthesize their thoughts. I’ve used them at the end of a lesson about Native Americans, and also after a lesson about slavery. I have found that the following teaching process works best:
 * 1) Explain the “recipe” and show finished examples of 5-line/cinquain poems
 * 2) The teacher models writing a poem on the chalkboard. Choose a topic on the spot and talk out loud as you think through the process of writing the poem.
 * 3) Invite the class to brainstorm nouns that could start the poem.
 * 4) Choose one of the nouns and have the class write a poem collectively (you write it on the board).
 * 5) Allow students the chance to write on their own. I usually ask them to write a minimum of 3 poems.

__Noun__ - person, animal, place, thing (Late last **year** our **neighbours** bought a **goat**.) __Adjective__ - describing, identifying, or quantifying a noun (The **small** boat foundered on the **deep dark** sea.) __Verb__ - express actions, events, or states of being (Dracula **bites** his victims on the neck.) __Adverb__ – modifies the verb indicates manner, time, place, cause, or degree and answers questions such as "how," "when," "where," "how much". (The seamstress **quickly** made the clothes.)

Five Line Poem
From Andreas Lund, professor ILS
 * 1) On the first line write a **//noun//** of your choice
 * 2) On the second line write **//two adjectives//** joined by **//and//** to describe this noun
 * 3) On the third line write a **//verb//** and an **//adverb//** to describe this noun in action
 * 4) Start the fourth line with **//like//** or **//as//** followed by a comparison
 * 5) Start the final line with **//if only//** followed by **//a wish//**

Example by Stephanie Drake: Heroes Brave and Strong fighting courageously like there is no tomorrow if I only had the courage that they have

Cinquain
From Sarah Armstrong, //Teaching Smarter with the Brain in Focus//
 * 1) Write a one-word title (usually a noun)
 * 2) Describe the topic in two words (usually two adjectives)
 * 3) Show several actions associated with the topic, in three words (usually three –ing words)
 * 4) Express a feeling in a four-word phrase about the topic
 * 5) Write a one-word synonym that restates the essence of the topic.

Examples: Words, stories Thinking, sharing, learning Travelling in our minds Books
 * Reading**

Always balancing Solving, equalling, operating Both sides treated fairly Solution
 * Equation**

Light, energy Transporting, tubing, turning Carbon dioxide into sugars Chlorophyll
 * Photosynthesis**

=Stream of Consciousness= 1. Ten minutes of free writing at the beginning of each class on a given topic. 2. Once a month students choose their favourite piece and submit it.

Topic ideas: How would it feel to be (book in our classroom, a piece of dynamite in the building of a road, the joker in a deck of cards) Obituary Story from childhood Dreaming If I were a superhero Adverb poems (Andreas Lund) Recipe for something How To instructions (instructables website) Text messages One action in great detail (slow-motion) (highlight adverbs and rephrase: “he walked slowly and fearfully up to the door” gives an idea of how the character is moving, but isn’t interesting or descriptive. Versus “he crept up to the door, terrified that the floorboards might creak and give him away”) Many actions in a day (fast-forward) Collaborative writing Dialogue Reaction to a picture First memory Relationship Opposites Invent a word – write the definition 5 new words from the dictionary- look them up and write using them Interview Wikipedia entry Letter to someone Toy’s story (favourite toy as a kid) Ghost/Scary “It’s a small world” Want ad Historical figure Reaction to a piece of music Interaction with an animal Associations (one thought, another thought…) Prop or object Describe a sense (taste, smell…) Bag of words - student draws a word out of a bag Imagine a storm – describe what you see/feel/hear… What do you hear standing on a street corner A conflict Read a paragraph, write the next Shocking poem (no swear words) Review a film/book/restaurant Witness statement Comic strip Perspective of a spectator Perspective of a competitor Doing homework 1 word and it's importance, meaning Comparison between 2 pictures (food for a month: Germany, Somalia) Persuasive letter (something to change at school, send to principal) Hero letter Something that worries me You’ll never guess what happened when… Dear Mum and Dad… (or parental figure) Day 1: When I grow up I’m going to be, Day 2: If I could be anything I would be, Day 3: Discuss difference between what they wrote Advice (everything a 9th grader needs to know) Newspaper headlines

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