Text Structure: Description Part 2

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Objective

SWBAT write using description order.

Big Idea

It's all in the details.

Warm Up

15 minutes

Today's class will begin with students logging in and combing through articles on Tween Tribune.  On their daily agenda I have a challenge - locate an article written in description order to share with your table and or the class.  

If you follow me, you know that my students have been using and loving Tween Tribune, and I love hearing them discussing and analyzing text.

Here is one example from students today.

Since students are super excited about Tween Tribune commenting (which we just started a few days ago), I will allow them to continue that today after they complete the challenge above.  All students are live and have comments posted now.  It is exciting to see their reaction to students responding to their thoughts.

Many of my students have been accessing Tween Tribune from home or after school in labs during Extended School Services. 

Lesson

15 minutes

Today's lesson continues from where we left off yesterday, so I will put the "practice" slide in the powerpoint back up on the screen.  The lesson will be a review of the description order practice from yesterday.  We will read the piece aloud and students will share answers, questions, concerns and check or correct themselves as needed.  The goal is for students to have a good example piece with graphic organizer and notes in their binder.

Independent Work/Wrap Up

25 minutes

Using the example piece and graphic organizer as examples, students will write a brief example of description order. This is the final structure.  To help students create an accurate example, I will display and refer students back to the description order examples in the powerpoint. I'm not looking for length so the brief examples found in the powerpoint are perfect to keep them focused on today's structure. Depending on the level of the class, I may even suggest a topic.

I will walk around answering questions and conferring with students about their ideas.

This can be done as a journal entry or separately, depending on whether you'd like to collect it or not.

To wrap up in the last 5-10 minutes, I will ask a few students to share their writing with the class on the SMART board.  We will point out what makes their writing a good example -use of key/signal words, numbers, dates, etc.