Writing - Robbinsville Public School District

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Fourth Grade PHASE OF THE WRITING PROCESS TEACHING POINTS COLLECTING CHOOSING DEVELOPING DRAFTING REVISING EDITING PUBLISHING AND CELEBRATING Suggested approaches are listed within these lessons. RA=Read Aloud, SR=Shared Reading, ML=Mini lesson, SW=Shared Writing, MW =Modeled Writing, and OS=Oral Storytelling. Teaching points where a mini lesson is not suggested are not expected to be mastered independently at this grade level. Finally, all immersion decisions are made by the teacher based on the needs of the students. 7. Day 1: Personal narrative writers develop their seed idea by mapping their story onto a story mountain. Climax Rising Action Falling Action Lead Resolution ML Revise lesson: Barb 8. Day 2: Writers develop personal narratives by adding the internal story to their story mountain. (thoughts & feelings) See lesson 7 ML 10. Personal narrative writers develop paragraphs to structure their drafts by using their story mountains to break up their drafts into at least five paragraphs. 9. Personal narrative writers develop and write leads for their stories by studying the leads in mentor texts to name and imitate what mentor authors do. (see chart below) Revise lesson on leads from unit 1: Carol ML They label five pieces of loose leaf with the scenes or events included in their story mountains. New lesson: Linda Z. ML Robbinsville School District page 22
Fourth Grade CONFERRING QUESTIONS Tell me a little about your character. How will you show that in your story Tell me about what you wrote at the climax. How will you slow it down What did you discover when you looked at leads that you can use in your writing What is the heart of your story What do you want the reader to feel POSSIBLE CHARTS Learning About Leads (Calkins & Kesler, page 85) Author’s Lead What the Author Has Done Our Lead, Using the Same Technique Mama and I stand well back from our window, looking down. I’m hiding Jasmine, my cat. We don’t have lights on though it’s almost dark. People are rioting in the street below. Mama explains about rioting. “It can happen when people get angry….” (Smoky Night, by Eve Bunting, p. 5) One summer day, my grandpa arrives home with a tiny pig on a leash. “Pablito, it’s for you,” he says. I am so excited. I do not know what to say. (My Pig, Amarillo, by Satomi Ichikawa, p. 5) The first sentence tells who is doing what, and then there is a comma, followed by a tiny explanation of their main action. Then the story names the circumstance – the rioting – that happens around the characters. The story begins by telling when, then with a main character doing an action in a place, followed by dialogue. Then the narrator expresses her feelings. My classmates and I listened to the story, picturing the scenes in the book. Hermie’s cage was empty. Robert pointed out that he’d left a trail of shavings. “We can follow them.” One fall afternoon, my teacher read aloud in the meeting area. “What’s that noise” I whispered. It sounded like Hermie. I was nervous. I didn’t know what to say. Robbinsville School District page 23
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Fourth Grade My Paper By Jane Medin
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Writing - Robbinsville Public School District

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