RER+lesson+plan+1

__ ** Grade Level ** __Fifth grade__Subject___Literacy_Date___March 1, 2011__

** Instructional ModelSmall group and whole group DI **

** lesson_”Voice Check”_ **

** Content ** ** Established Goals: **[] /  These typically include national, state, local or professional content standards or district learner/targeted outcomes.

English Language Arts: Writing: 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

English Language Arts: Writing 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. B. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations

 · English and Language Arts: Speaking and listening: 4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

__ Sidenote: Writing group was originally based on the 6 + 1 traits, and was focused on the trait of voice for this lesson. The lesson was also focused on the big idea of “Everybody has a story” __

__ ** Understandings: Students will understand that …. ** __ __ ** Student Name_Rebecca RuschSchool/Placement ** ___Burdick Elementary___ ** Lesson Title **__”Getting to know you and small group writing__ Voice is what makes writing unique They way voice is used may be different for each person. Emotions, personality, style, point of view and experiences are all part of voice. ||
 * Voice is a part of all writing is some manner

**Essential Questions:** How do I make my writing unique? Is voice important in writing? What is personality in writing? How do I use it? What is emotions in writing? How do I use it? What is style in writing? How do I use it? What is point of view in writing? How do I use it? What is experience in writing? How do I use it?

** Knowledge and Skill Objectives: Content aligned with product **  What content and processes are needed to demonstrate understanding?

 **1.** **Student will know about…the five components of voice (personality, emotions, style, point of view, and experience** 5. **Students will be able to verbally share at least 2 things about their partner.**
 * 2.** **Students will be able to create examples using a chosen topic and connecting it to the components of voice on a graphic organizer.**
 * 3.** **Students will be able to create a short narrative (at least 1 paragraph) using one of their examples on the graphic organizer.**
 * 4.** **Students will be able to interview each other asking at least 3 appropriate questions.**

** Materials/Resources/Technology: Voice Handout, Lined paper, sticky notes, poster board with prompt. **

** Product ** **Assessment of Student Outcomes**:

The student asked at least 3 questions of their partner and accurately report at least 2 things about their partner.

The student filled in examples of voice in each bubble of the graphic organizer connecting to the component

The student wrote a short paragraph using the prompt and one of the voice traits from the graphic organizer.

** Process Whole Class (30 minutes) (getting to know you) Done with partner teacher **

Explain that they will be interviewing each other and sharing at least 2 things about their partner because we want to get to know them. Explain that we want them to choose interesting question to find out something new about their partner that they didn’t know before.

Model an interview as well as introducing the information about partner teacher. Questions: What is your favorite part of Language Arts What is a hobby of yours? If you could be a leader in any activity at school what would it be?

Check for understanding of directions (Thumbs up/thumbs down)

Walk around the room and learn about the students from dialog and answer questions.

Have the students introduce their partner and tell 2 things about them to the class.

** Process: Small group (30 minutes each) (a small group of 8 students would go out into the hall with me for a writing lesson, There is three small groups total. The lesson is taught three times.) **

Handout the Voice handout and introduce the concept of voice. Explain the five components of voice and give an example for each and how you see it in writing. Example: (Experience is when you use a real life story from your life and write about it)

Explain the big idea from the story ( A Dog’s Newpaper)

Using the poster and the prompt from the literature story “If your _ could talk what do you think he would say” Have the students brainstorm topics to fill in the blank on sticky notes and place them on the poster. Each student should put at least 2 on the poster Explain that they will be picking a sticky note from the poster and placing that idea in one of the bubbles. Model it using the emotions bubble: Write Aaron Rodger’s shoes in the bubble. “I’m also going to write down an emotion that I would use if I were actually writing a story about the shoes, I’m going to pick proud because I like to think that his shoes might be proud of winning the superbowl” Write Proud in the bubble.

Have the students take a sticky note and fill in the emotions bubble.

Explain that we are going to work together on the bubbles, We are going to work on bubble. Tell the students to place their sticky note back on the poster and pick a new one.

Comprehension check: Ask the students: What is an example of a _(personality trait, style, life story, point of view)?pers: (lazy, good listener, hard worker) style: (Slang, dialog, reporter, ) experience (life story) POV (discuss perspectives) Which one would you choose with your topic –write it down.

Explain to the students that they will be choosing one of the bubbles and writing a short story only about a paragraph or two. Connect back to the prompt and model using aaron Rodgers football shoes and emotion. Read example writing: If Aaron Rodger’s foot ball shoes could talk… they would be proud because he helped the football team win the superbowl. The shoes were so proud that they cried at the end of the superbowl in the locker room because they were so happy and couldn’t wait to brag to all the other shoes in the football players closets at their houses. They hoped that maybe one day they might be put up for sale at an auction like Michael Jordan’s shoes.

Handout sheets of paper Check for understanding (thumbs up thumbs down)

Walk around the room to help clarify and help with writing.

Closing: Reflect as a class on how the voice and perspective of the writers came through in their descriptions. Discuss that when a writer’s voice comes through in writing, readers experience their unique viewpoint, experiences, and perspective

Work Samples

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Links to Voice handouts:

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