Reflection: Checks for Understanding What Would Published Authors Do? - Section 2: With a Peer

 

Sometimes when students read a published piece of writing from a skilled author, they misinterpret higher level strategies for mistakes or poor writing skills of the writer. For example, an author might slowly expose bits of information to create suspense but a student might interpret as the author forgetting to include details. It is important that students are paying attention to how they feel when they are a reading a piece of writing that works and then be able to describe what they think the author is doing. However, I acknowledge what they notice and where appropriate I explain that what they noted is actually a more experienced strategy in writing. For example, before I taught a lesson on include a memory or a vision of the future, a student responded in this lesson that the author didn’t write “seed stories” but instead the author write many stories. I congratulated the student on noticing that and then explain that the author tells you more than just one small part of the story so that you can understand what the author is trying to get across.

  Checks for Understanding: Beyond What We Know Now
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What Would Published Authors Do?

Unit 11: Personal Narratives: Digging Into Our Toolbox
Lesson 1 of 9

Objective: SWBAT analyze a short story for effective writing strategies in the personal narrative genre.

Big Idea: Student writers learn that they can "copy" what published authors do, only if they pay close attention to the strategies published authors use.

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2 teachers like this lesson
Subject(s):
English / Language Arts, Writing, narrative voice, 4th grade, Mentor Texts, personal narratives, publishing, narrative
  30 minutes
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