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

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Week Four, Day Three: You Have an Opinion, and You Want to be Heard! Students will use questioning strategies to provide evidence to expand opinion statements with concrete examples. • Model a personal statement. [e.g. I am good at quilting.] • Instruct students to write a sentence about something they are good at. • Ask student volunteers to share their opening statements of opinion. • Tell all students to “Prove It”: to prove their statement. Ask if they have any trophies, honors, compliments, prizes or products. Show students by modeling. [e.g I was invited to exhibit my quilts at our local public library.] • Invite students to share their written proof to show possibilities to those who are slower in responding. • Then ask them “Who Says So?”, modeling with the teacher’s example. [e.g My friends and family say my quilts are beautiful and ask me to make them one.] This step adds detail and personalizes the example. Extension: • Students write a narrative vignette. A teacher model might begin: [Last year I made a quilt for my sister’s baby. She loved it. . . . etc.] Invite students to exchange with a peer or read aloud to the class. • Finally, ask students to make a comparison. The teacher might model: [e.g. I’d rather make quilts than crochet.] Once more, students share. Elaboration skills targeted in this lesson: • DEFINITION: What do you mean? • PROVE IT: Give a specific detail. • AUTHORITATIVE QUOTE: Who says so? • NARRATIVE VIGNETTE: Tell a one or two-sentence story. • COMPARISON: Use an –er or –est word or a “rather than” sentence. 62
Week Four, Day Four: Revise Outrageous Opinion Letter Students will revise draft essays using questions to guide their elaboration. • Distribute the REWRITING FOR ELABORATION worksheet (next page), and students’ Outrageous Opinion letters. Students will reread their essays, making sure all relevant questions are answered or addressed. If the questions are not answered or addressed, the students should incorporate these new ideas. Note to Teacher: Students need to view rewriting as more than editing, polishing, or proofreading. Rewriting is more than correcting flaws in papers that have already been graded. Although a draft represents an initial attempt to express a message, most writers don’t find its meaning and form until they’ve reviewed the draft. Students need time to let their compositions grow. They need to examine every level of the discourse, review the decisions they made, and incorporate responses from teachers and other students. They may need to rewrite the piece several times until they’re satisfied that it says what they mean. The questions on the worksheet will help them do so. 63
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Thirty Days to FCAT Writing Success
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Day Three, Four and Five: Conclusio
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Week Six, Day Two and Three: ......
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Week One: Sunshine State Standards
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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 25 and 26: Conventions The student produces fi
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 and 60: Using “DRAPES” for Elaborating
Page 61: Dear Zagat Guide, I have a bone to
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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