Writing Connections
Your Turn Lesson 2, Chapter 3
Creating a Time Line
Hook: Show some examples of time lines and have students think about what they notice.
Purpose: Introduce students to time lines because in non-fiction writing, authors may provide readers with time lines to further their understanding of events.
Brainstorm: As students to look through their Ellis Island book and brainstorm a list of important dates, not in any particular order.
Model: On chart paper, model 2 -3 dates and how you would place them on a time line. Show students how to also write a small description of what happened on each date.
Shared/Guided Writing: Use a long strip of sentence strip paper and tape it up to the board. Have students each choose one date and write it on a post-it note with a brief description. Have students come up to the board and add it to the timeline where they think it best fits.
Independent Writing: Have students create their own timelines based on the dates that they feel were important to the Ellis Island text. Each date should include a brief description of what occurred on that date and why they felt it was important.
Reflection: Ask students to reflect by answering the following questions - How did you choose what information to include or not include on your time line? How did creating the timeline help you has a writer? Was making the timeline worth the effort? What book have you read that could have included a time line to help you understand something? When will you use the time line strategy again?
Creating a Time Line
Hook: Show some examples of time lines and have students think about what they notice.
Purpose: Introduce students to time lines because in non-fiction writing, authors may provide readers with time lines to further their understanding of events.
Brainstorm: As students to look through their Ellis Island book and brainstorm a list of important dates, not in any particular order.
Model: On chart paper, model 2 -3 dates and how you would place them on a time line. Show students how to also write a small description of what happened on each date.
Shared/Guided Writing: Use a long strip of sentence strip paper and tape it up to the board. Have students each choose one date and write it on a post-it note with a brief description. Have students come up to the board and add it to the timeline where they think it best fits.
Independent Writing: Have students create their own timelines based on the dates that they feel were important to the Ellis Island text. Each date should include a brief description of what occurred on that date and why they felt it was important.
Reflection: Ask students to reflect by answering the following questions - How did you choose what information to include or not include on your time line? How did creating the timeline help you has a writer? Was making the timeline worth the effort? What book have you read that could have included a time line to help you understand something? When will you use the time line strategy again?
Your Turn Lesson 3, Chapter 2
Using a Scaffold for Point-of-View Poetry
Hook: Introduce the topic to students by reading Ellis Island
Purpose: Have students consider point of view when writing, especially in poetry.
Brainstorm: Show the photo from page 30 of Ellis Island and have students brainstorm as many ideas or words that come to mind when they see the picture.
Model: Teacher models how to write the poem by using the phrase "Talking about ____". For example "Talking about immigration, makes me feel admiration for my ancestors"
Guided Writing: As a class, continue that poem using the brainstormed words from earlier.
Independent Writing: have students begin their own writing piece.
Reflection: As students to reflect by answering the following questions - How did the pictures/photographs help you think of ideas for your poem? What type of topics work best? Did sharing ideas help? When might you use this strategy again? What have you learned about point of view?
Using a Scaffold for Point-of-View Poetry
Hook: Introduce the topic to students by reading Ellis Island
Purpose: Have students consider point of view when writing, especially in poetry.
Brainstorm: Show the photo from page 30 of Ellis Island and have students brainstorm as many ideas or words that come to mind when they see the picture.
Model: Teacher models how to write the poem by using the phrase "Talking about ____". For example "Talking about immigration, makes me feel admiration for my ancestors"
Guided Writing: As a class, continue that poem using the brainstormed words from earlier.
Independent Writing: have students begin their own writing piece.
Reflection: As students to reflect by answering the following questions - How did the pictures/photographs help you think of ideas for your poem? What type of topics work best? Did sharing ideas help? When might you use this strategy again? What have you learned about point of view?
Your Turn Lesson 2, Chapter 6
Writing a Family History from an Interview
Hook: Have students discuss what they found in their explorations of the ancestry website. The teacher can also share with the students about where their ancestors came from and other information about their family background.
Purpose: To learn how to use an interview to write non-fiction texts.
Brainstorm: Have students turn and talk with a partner to come up with some interview questions that they may want to ask a family member. Then, as a class, create a list of questions that could be used in the interview, and have students write down 7 - 10 of their choice to ask a family member about their ancestry. Give the students a few days to complete the interviews.
Model: The teacher begins writing on the SmartBoard and models referring back to the interview notes to gain more details and enrich the story. Remember, this is a non-fiction story about your families heritage.
Shared/Guided Writing: Students can help by making suggestions for places to add more detail, or by editing grammar.
Independent Writing: Ask students to begin drafting their pieces. Allow for questions, and circle around the room to monitor writing.
Reflection: Ask students to reflect and answer the following questions - Did the interviews help you focus your thought? How so? How did the mentor text guide your thinking? When could you use this strategy again to gather information for writing?
Writing a Family History from an Interview
Hook: Have students discuss what they found in their explorations of the ancestry website. The teacher can also share with the students about where their ancestors came from and other information about their family background.
Purpose: To learn how to use an interview to write non-fiction texts.
Brainstorm: Have students turn and talk with a partner to come up with some interview questions that they may want to ask a family member. Then, as a class, create a list of questions that could be used in the interview, and have students write down 7 - 10 of their choice to ask a family member about their ancestry. Give the students a few days to complete the interviews.
Model: The teacher begins writing on the SmartBoard and models referring back to the interview notes to gain more details and enrich the story. Remember, this is a non-fiction story about your families heritage.
Shared/Guided Writing: Students can help by making suggestions for places to add more detail, or by editing grammar.
Independent Writing: Ask students to begin drafting their pieces. Allow for questions, and circle around the room to monitor writing.
Reflection: Ask students to reflect and answer the following questions - Did the interviews help you focus your thought? How so? How did the mentor text guide your thinking? When could you use this strategy again to gather information for writing?