Lesson 10 of 12
Objective: SWBAT categorize a variety of transition words to signal shifts in purpose.
I know that students have used transitions in their writing in previous grades. Today, I wanted students to become aware of the numerous transitions available to them when writing. First, I showed this video that demonstrates the various reasons for using transitions. We all knew that transitions are used to improve our sentence fluency or flow. This video addressed the categories for which transitions are used.
After watching the video, I reminded students that these words are used to build unity within their writing and make their writing more coherent. We then diffused the word “coherent” so that all students understand it address making your writing clear.
Referring back to the video, I asked students if they noticed how the video mentioned that transitions were used for various reasons: agreement, examples, opposition, conclusions.
I explained that I would pass out a list of transition words and students were to categorize them according to how they would be used in writing. I drew a basic tree map on the board, listing the categories from the sheet distributed: Explanation, Example, Comparison, contrast, Cause and Effect, Others’ Experiences .Students took out a sheet of paper; after creating the tree map students will glue this in their notebook for future reference.
Before students began with a partner, I spent a few minutes defining the categories to make sure all understood the meanings. We did two examples together; then students worked with a partner to categorize the transitions.
As a whole class, we reviewed the division of transitions. Students changed an incorrect answers. I explained that we would be returning to these words as they began writing their personal narratives. Then I had them glue this tree map into the notebook for future reference.