Text Structures: Description

Informational Writing Workshop

Sara Chatfield 3/16/14

Introduction Grade 4 Informational writing workshop Approximately 40 minutes in length

Learning Objectives/Lesson Outcomes The student will be able to use description to organize information Common Core Standards o CCSS.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. o CCSS.W.4.2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. o CCSS.SL.4.1 Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher led) with divers partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. Teaching and Learning Sequence

Introduction/Anticipatory Set o I will ask students to pull out their informational writing and the list of text features that I gave them. o I will explain that the text features we learned about the previous day are going to be useful in todays writing. o I will explain that we are going to learn how to best organize our chapters with different text structures over the next few days. Today, were going to start with description.

Lesson Development o The following sequence is an outline of how the lesson will go 1. I will explain that one way to organize information is to describe it. The author describes something by giving details about its characteristics or actions. 2. I will explain that certain key words and text features need to be used when writing description. 3. I will model a chapter that I have drafted using description and ask the students where they can find precise adjective and descriptive text features. 4. I will pass out to them the list of text structures and remind them that we are only looking at description today. 5. The students will have time to revise one of their chapters in order to organize it using description.

Modeling the Behavior (5-6 minutes) o I will display a chapter of my book that I have drafted using description. o I will explain that I used precise adjectives and a descriptive text feature to describe my information so that it is clear.

Check for Comprehension (1-2 minutes) o I will ask questions along the lines of, What kinds of precise adjectives did I use? What kind of descriptive text structure did I use? How do they make the information easier to understand?

Guided Practice (5-6 minutes) o I will pass out a Text Structures list to each student and allow them to look it over. o I will explain, Today we are only going to focus on the text structure named Description. This chart explains how a descriptive text structure is organized. You may also notice some diagrams that can be used in a descriptive text structure. These diagrams are also extra text features that you can add to make your chapter descriptive. o I also included other text features that students can use in a descriptive text structure: illustration, diagram, magnification, cross section, cutaway, and size comparison. They are all defined on the Text Features list.

Independent Practice (25-30 minutes) o I will tell the students to use my example, and the list I handed out to them as guides for their own writing. o I will tell them to choose a chapter from their book that they can organize using a descriptive text structure. This may mean re-writing a chapter, or it may mean adding in more precise adjectives, details, and maybe even text features. o The main focus is on adding details and descriptive adjectives. o If they finish early and their work meets my approval, they may work on unfinished chapters, free write or work on a story starter for the remainder of class.

Closure (3-5 minutes) o To end the lesson, I will summarize and reinforce the focus of the days teaching point that writers use description to organize information.

Assessment/Evaluation

I will be using formative assessment for this lesson by walking around and conferring with students at their groups. I will redirect those students who need help.

Before students may move on, they will need to meet with me to approve their text structure. They will gain my approval if they meet the following requirements: o They have used at least three descriptive adjectives. o There are details about the subject throughout the chapter. o They have included a descriptive text feature.

Materials

My own writing sample as an example Access to document camera/projector Writers notebooks & pencil Text Structures list for each student

Modifications for Students with Disabilities

If the student cannot write, another student or a paraprofessional can translate the students words into writing.

Technology Integration

I will use the computer to display a sample of my writing on the board. I will use visually appealing, computer generated text features as an example in my sample writing.

Mechanics and References o This lesson was adapted from the MAISA Nonfiction Writing Matters writing unit. The Text Structures list is from session 8 of this unit.