Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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Week Four, Day One and Two: Practice Persuasion: The Outrageous Opinions Letter Analyze Models, Brainstorm, Then Write Your own Outrageous Opinion. Day One: Give students a few examples of outrageous opinions, such as: “Everybody should start saving cat hair”, No one should be allowed to eat strawberry yogurt.” Students (with the teacher’s help) brainstorm crazy opinions on their own. These ideas are then compiled into a class list. Statements with “always” and “never” are particularly good. Examples: All people should live in caves. People should be allowed to drive as soon as their feet can reach the pedals. Schools should be outlawed. The President of the United States cannot be older than 30 when elected. People should be allowed to live in Walmart. Using PAC or RAFT, students write out their entire prompt. Be sure that they identify a specific audience/person who has the power to make their opinion happen. Pre- write on their topic, focusing on support and elaboration. Remind the students to use the strategies they learned last week. (You may want to spend one day doing only prewriting to make sure the support and elaboration is quality.) Day Two: Students write a persuasive letter to their intended audience. Example Creating the Prompt RAFT Role: Taco Bell Fan Audience: Editor of Zagat Dining Guide Format: Letter Topic: To convince Zagat that Taco Bell is authentic ethnic food PAC Purpose: To convince Zagat that Taco Bell is authentic ethnic food Audience: Editor of Zagat Dining Guide Context: Letter 60
Dear Zagat Guide, I have a bone to pick with you. Last night, as I do many nights, I sat down to choose a dinner restaurant. I was in the mood for Mexican, so I perused your ethnic foods section. To my shock, I discovered that Taco Bell was not listed. No problem. I figured it was simply an oversight; some editor had clearly mistakenly removed the page with the Taco Bell listing. I figured it was my civic duty to make you aware of the situation. So I called the 800 number on the back of the book. To my shock, Tammy, your not-sohelpful customer service representative, informed me that Taco Bell was not included because it is not “real” Mexican food! Well, I beg to differ. Taco Bell is clearly real Mexican food. I mean, have you looked at the menu? Every item is in Spanish. Tacos, burritos, quesadillas . . . there isn’t an English word to be found. Having a menu in a language the typical American doesn’t understand is the very definition of an authentic ethnic restaurant. Taco Bell surely qualifies. Furthermore, even their mascot is Mexican! Taco Bell’s Spanish-speaking Chihuahua should be proof enough. For goodness sake, the “Yo quiero Taco Bell” puppy is even named after a Mexican state! What more do you want? If you still aren’t convinced, compare the Taco Bell menu to the offerings of any given “authentic” Mexican restaurant. Notice any similarities? Tacos? Check. Burritos? Check. It seems to me that there are more similarities than differences. Even where there are culinary differences, Taco Bell still steps up to the plate. Sure, they don’t serve sopapillas, but they have those crunch cinnamon twists, right? They are practically the same thing. Sure, Taco Bell might serve Pepsi instead of Horchata, but does that make my friendly drive-thru restaurant any less Mexican? I think not! Do you now see that you have unfairly excluded a bona fide culinary treasure? Every year, millions visit Mexico via their taste buds with a Taco Bell taco, and I believe they deserve to have their voices heard. Be reasonable. To my mind, Taco Bell is as authentic Mexican as you can get. Please add them to your world famous dining directory. Millions of Americans will thank you. Sincerely, Ms. Rehceat PS. Would you also consider adding Dominoes Pizza under your Italian dining section? 61
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Thirty Days to FCAT Writing Success
Page 3 and 4:
Day Three, Four and Five: Conclusio
Page 5 and 6:
Week Six, Day Two and Three: ......
Page 7 and 8:
Week One: Sunshine State Standards
Page 9 and 10: Conventions The student produces fi
Page 11 and 12: The RAFT Strategy: with Carousel Br
Page 13 and 14: Use RAFT to Create Content-Specific
Page 15 and 16: Day Three, Four and Five: Writing R
Page 17 and 18: Week One Additional Activities: Gro
Page 19 and 20: 2. Teach (Model). Select a piece of
Page 21 and 22: SOAPS Organizer, With Explanations
Page 23 and 24: Week Two: Planning and Organizing,
Page 27 and 28: Day One: Review the Writing Process
Page 29 and 30: FLEE Map Write For the Future Compl
Page 31 and 32: Day Two: Introductions Right from t
Page 33 and 34: Introductions: A Few Words for Stud
Page 35 and 36: I am Capable of More Than I Think I
Page 37 and 38: Dirt Bike Daniel-Oxford, Connecticu
Page 39 and 40: Leave the Last Cookie Emily- Austin
Page 41 and 42: Famous Last Movie Lines “Because
Page 43 and 44: Directed Free Writing Directed Free
Page 45 and 46: Reflecting on your Rough Draft: Rea
Page 47 and 48: To Conclude, a Few Strategies for S
Page 49 and 50: • Week Four, Day Five: • Using
Page 53 and 54: Week Three, Day One: Defining and U
Page 55 and 56: Elaboration Using Sensory Language
Page 57 and 58: Week Three, Day Two: More Strategie
Page 59: Using “DRAPES” for Elaborating
Page 63 and 64: Week Four, Day Four: Revise Outrage
Page 65 and 66: Week Four, Day Five: Gallery Walk A
Page 67 and 68: Week Five: Sunshine State Standards
Page 71 and 72: After the large pieces had fallen,
Page 73 and 74: Article C: The Farside Comes to Lif
Page 75 and 76: Tree Map Two: Categorizing by Audie
Page 77 and 78: Bill Gates I have just released eCh
Page 79 and 80: Through Different Eyes Directions:
Page 81 and 82: Additional Combinations of Activiti
Page 83 and 84: One Syllable Words Big words can ma
Page 85 and 86: Week Six: Sunshine State Standards
Page 89 and 90: 5. During the last 10 minutes I wil
Page 91 and 92: Week Six, Day Four and Five: Fine-t
Page 93 and 94: Verda, by Albert Guasch. Used by pe
Page 95 and 96: The Optimist, by Chris Scarborough.
Page 97 and 98: Chiaroscuro 2, by Igor Kraguljac. U
Page 99 and 100: Nathan, by Igor Kraguljac. Used by
Page 101 and 102: Uri, by Igor Kraguljac. Used by per
Page 103 and 104: 12. How many sentences did it take
Page 105: Sentence ElaborationWorksheet: Writ
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Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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