1. hobbies and interests
2. magic and illusion

Introduction
• Narrative Writing – Personal Experience, Imaginative Fiction
• Expository/Informational Texts • Response to Texts
• Opinion and Persuasive Writing • Letter Writing • Poetry • Research
As standards change and the expectations for students to write more, in a variety of genres, at younger ages becomes
the norm, teachers have to ask, “Is it possible to expand the scope and breadth of what we’re teaching and expect the
same level of mastery from students across the board?” It is an important question. Narrative writing, expository or
informational writing, responses to texts, both literary and informational, opinion/persuasive pieces, writing informed by
research, the friendly letter, poetry…can we expect youngsters to do it all well, all at once?
Without a doubt, developmentally, students cannot “do it all” at once. As educators we need to look at the “big picture” –
scaffolding instruction in such a way that children learn foundational skills that are developmentally appropriate and build
on these with consistent instruction and basic assured experiences over time.
We can no longer focus on a single genre over the course of a “unit of study”, leave it behind, and move to the next.
Instead, objectives for each genre must be pulled, in strands, throughout the entire school year. These strands need to
include numerous powerful exemplars of each genre for analysis and discussion, deconstructing these to build awareness
of the salient features that make it effective. A focus on purpose and audience must become a part of every reading and
writing experience. Lessons that build foundational critical thinking skills that prepare students for specific writing tasks
before putting pencil to paper will be a necessity.
How do the Essential Guides to Writing accomplish
these sweeping goals?
Instruction is designed month by month around a theme. The theme is addressed via integrated reading and writing
experiences in all genres. The specific skills needed for an exemplary piece in each genre are scaffolded across the school
year, building one on the other over time.
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
1
Introduction
Each month you will find:
• Comprehensive teacher background necessary to teach every genre in an informed, confident way
• Detailed lesson plans with clear objectives, plus a handy “Lesson at a Glance” overview
• Powerful exemplars of each genre for analysis and discussion
• Foundational lessons that build necessary pre-writing skills
• Tips on building the reading-writing connection
• Actual student writing samples
• Literature Connections and bibliography for background building
• Designated Portfolio Pieces indicated by icon
Methodology
The proven, research-based methodology for writing activities (as opposed to awareness building activities)
is as follows:
1) I NTRODUCE the concept or skill through the use of published examples. In narrative writing these
exemplars are taken from middle grade and/or young adult novels, depending on the maturity of the
students. In expository or persuasive writing the pieces are taken from published examples, often magazine or
newspaper articles. Empowering Writers also provides numerous examples for your use.
2) MODEL the technique for the class, “thinking out loud” the thoughts and questions of an author. Specific
questioning techniques as well as sample passages and exemplars are provided within the teacher preparation
pages to assist you in this critical step. Students will not demonstrate the skills presented by simply reading,
discussing, and analyzing literature. Modeling is the necessary bridge between recognizing the techniques
and applying them. Each skill is presented discretely, modeled by the teacher who asks productive questions,
translates student responses (in language, expression, or gesture) into powerful, fluent writing.
3) N
umerous GUIDED PRACTICE opportunities for students are provided as reproducible student pages. After the
teacher has introduced and modeled a particular skill highlighted on the student page the class is encouraged
to try the same writing task independently. They benefit through the teacher’s effective use of vocabulary and
specific techniques applied. The teacher circulates, offering suggestions, sharing powerful examples, and assisting
where necessary.
4) After numerous MODELING and GUIDED PRACTICE opportunities the students’ APPLICATION
of these skills will emerge in their writing in meaningful ways.
2
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
Introduction
Additionally, our Comprehensive Guides to Narrative, Expository and Persuasive Writing will further enhance
the opportunities for differentiating instruction.
We highly recommend attending an Empowering Writers workshop to further inform your instruction, and to go to
our Youtube Channel (www.youtube.com/empoweringwriters) to view successful modeling and guided practice in
the classroom.
Planning and Pacing
For ease of use, simply start at the beginning and work your way through the book. You’ll notice that each theme is
designed to be a month long, providing time for thorough exploration and integrated work in all genre areas. Writing
will need to be taught at least three times a week. Foundational lessons that introduce the concepts and critical thinking
students need to inform their writing, will be generally 15 – 20 minutes in length. Lessons that apply these foundational
understandings to writing will take longer – 30 – 50 minutes to allow for modeling and guided practice. In order to
cover the range of grade level objectives, it is important to teach all of the lessons presented. There are enough thematic
chapters for the entire school year, with a flexible chapter of review and reinforcement activities that can be used at the
teacher’s discretion, for test preparation, reteaching, and differentiating instruction.
Here are some ways to adapt the pacing for the needs
of your particular class:
• For students with little prior experience, break the 30 – 45 minute focus lessons into two or three shorter installments
of 10 to 15 minutes each. The Making it Your Own section, pp. 5 -10 allows you to create additional relevant
lessons. We also recommend referring to our respective Comprehensive Narrative and Expository Writing
Guides for the widest range of lessons to meet your differentiation needs.
• If you begin the approach later in the school year, you’ll still want to start at the beginning and proceed in order – to
facilitate proper scaffolding. In the case of seasonal thematic units, adapt to the season at hand or use the Making
it Your Own option, described on pp. 5-10. Later in the school year, you may be able to move more quickly through
the units, as your students will be a bit more mature.
• For review and test preparation, you may refer to Month 6, spending as much or as little time on it, as needed.
You may select the activities that are most helpful based on local and state recommendations and guidelines,
as well as the specific needs of your students. As long as the monthly thematic units are presented in sequential
order (to ensure proper scaffolding of instruction) you may simply insert the test prep when you need it, depending
on your state testing schedule.
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
3
Introduction
Making It Your Own
On pp. 5-10, you’ll find a series of lesson ideas that are generic in nature, allowing you to follow a given lesson plan, while
dropping in your own thematic material. In this way, you can use the lesson provided as a prototype and apply selected
writing activities to your own language arts themes and content area information. For example, if your class is studying
the rain forest in science, and the designated lesson includes a story critical setting such as “the countryside,” simply
substitute “rain forest” and follow the same lesson procedure. This is an excellent way to write across the curriculum
and to reinforce content area knowledge.
Suggestions for Successful Implementation
P Review the Methodology, p. 2 and follow it faithfully.
P B
e sure to schedule writing time throughout your week,
every week, consistently.
P R
eview the elements of successful modeling —
to see video segments of effective modeling go to
YouTube.com/EmpoweringWriters and/or our website.
P When in doubt, model more.
P Work with a colleague — team teach, collaborate, reflect.
P T
ake advantage of the range of resources on our website:
www.empoweringwriters.com.
4
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
Introduction
Clearly, with the range of thematic material covered in language arts and across the curriculum, teachers may feel that a
greater cohesiveness and cross-curricular approach would be helpful, not only in terms of expanding a theme and related
content information, but as a means of streamlining instruction by integrating these themes throughout the school day,
and particularly as a way of writing to learn.
All of the writing lessons that involve MODELING and GUIDED PRACTICE can easily be adapted to whatever
thematic material the teacher chooses. Here are some suggestions for making these student writing experiences
your own:
1) I n narrative writing — simply substitute a different character, setting, or object for the one provided in the lesson,
and proceed similarly, fine-tuning the productive questions to better suit the new theme.
Example: If the elaborative detail lesson provided involves describing
the story-critical character — scarecrow, but you’re reading about a story
about an old grandmother, simply use grandmother as the story critical
character, thus drawing further connections between reading and writing.
Or, to draw upon students’ own experiences, you might have used their
own grandmother as the story critical character they’ll describe. The
lesson procedure and methodology remain the same.
The same process can be applied to all skills — substituting a story critical setting or object, a suspenseful revelation, a
summary statement capturing the essence of a main event.
2) In expository writing — substitute a topic and related main ideas.
Example: You’re practicing crafting powerful introduction paragraphs.
The example provided might be about dogs. The prewriting plan looks
like this:
TOPIC: Dogs
Main Idea #1: Different Breeds
Main Idea #2: Good Companions
5
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
Making It Your Own
Students are asked to use this prewriting summary to craft an
introduction. But, if you’re studying landforms in science/geography,
simply provide an alternative prewriting plan such as this:
TOPIC: South West Landforms
Main Idea #1: Mountains
Main Idea #2: Mesas
Main Idea #3: Canyons
Proceed with the lesson as directed. This substitution process can work
for any topic and any expository writing skill.
3) I n opinion, persuasive, or argumentative writing, simply substitute the issue, experience, or situation about which
the author is to write.
Example: Students are asked their opinion about whether it is more fun to
have a cat or a dog. You’re studying habitats and have discussed deserts and
rainforests. Alter the writing assignment accordingly: Where would you prefer to
visit – the desert or the rainforest? Sentence starters might need to be “tweaked”
to better assist students with this new topic, but otherwise the lesson proceeds
as noted.
In addition, the respective Comprehensive Narrative, Expository, and Persuasive Writing Guides offer an abundance
of valuable material that can be referenced to further enhance and expand instruction.
Teachers are strongly encouraged to adapt the writing lessons in this resource in this way. Not only does this make the
writing more relevant, and maximize instructional time, but, it encourages teachers to examine the lesson design more
closely, thus informing instructional rationale and teacher practice. In short, taking the lesson material and reshaping
it for the particular needs of the class empowers the teacher to become masterful at recognizing and seizing
teachable moments and writing opportunities with confidence.
6
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
Making It Your Own
Additional Suggestions for Making it Your Own
• Identifying Author’s Purpose
With every reading experience, identify the genre, author’s purpose, corresponding graphic organizer, and summarizing
framework. Narrative – diamond: to entertain, Expository – pillar: to inform.
• Identifying a Topic
Read a collection of facts, or a simple expository paragraph about a current science or social studies theme and have
the class identify the topic. You can also read a narrative selection and ask students to name expository topics they
could research that would enhance their understanding of the narrative story.
• Diagramming, Labeling
Select a story critical character, setting, or object from a narrative piece and research it, gathering as much factual
information about it as possible.
Then, using books, articles, websites for reference, have students draw a clear illustration (line drawings are best
to start with) and carefully label the parts, providing visual information.
Example: If you’ve read a narrative story about someone in a hot air
balloon (Liza Ketchum’s Newsgirl) research hot air balloons, (story critical
object), draw one and label all important parts.
• Pick, List, and Choose
Select a story critical character, setting, or object from a narrative story to use as your TOPIC. Chart this topic and
engage students in a PICK, LIST, and CHOOSE session. (see p. 127 for PICK, LIST, CHOOSE from the Comprehensive
Expository Writing Guide) List everything they know about the topic, then guide them in breaking it into a collection
of broad yet distinct main ideas. Chart this using the expository summarizing framework.
• Analysis and Annotation
After reading a narrative story, selecting a story critical element, and creating a bulleted list of facts and information
about it, the teacher uses this information to create an expository essay, complete with an attention-grabbing
introduction, at least two or three fully elaborated paragraphs in the body of the piece, each with a broad yet distinct
main idea and a variety of specific supporting details, and ending with a powerful conclusion. This is followed by guiding
questions to steer the analysis. The teacher projects it and directs the whole class in analyzing and annotating the piece
for organization and all salient features.
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
7
Making It Your Own
• Timelines
Look at the plot of a narrative story with an eye for when things happened. Create a timeline from beginning to end,
marking it with the important action points and main event. The same thing can be created to outline historical events
or science experiments that take place over time.
• Word Referents
Select a story critical character, setting, or object from a narrative story, and brainstorm lists of word referents the
author could have used. Example: in a story about a seaplane — imagine you were planning an expository report
on seaplanes – you might refer to it as “an Alaskan necessity” “tundra lifeline” Or, simpler, for younger students –
in a Frog and Toad story – word referents for a frog or toad: “amphibian” “hopping creature” “insect eater”
See p. 161 for lesson procedure.
• Researching, Gathering, Categorizing Facts
Select a story critical character, setting, or object from a narrative piece and research it, gathering as much factual
information about it as possible. Create a bulleted list of facts, then sort by main ideas:
Example: For a story-critical character
(historical figure, celebrity, sports figure, public servant, etc.)
Possible Main Ideas:
• Early life • Adult life • Major accomplishments
• Challenges • Appearance • Family
An animal would lend itself to different main ideas:
• Size • Type of fur, feathers, scales, claws, teeth, tail, etc. • Behavior
• Prey and predators • Habitat • Life span • Endangerment
Example: For a story-critical setting
(country, state, habitat, house or other structure)
Possible Main Ideas:
• Climate, weather • Plants, trees, vegetation
• Wildlife • Population • Jobs, industry • Appearance, style
• Size • Defining features • History
8
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
Making It Your Own
Example: For a story-critical object
(invention, artifact, machine, piece of artwork, tool, vehicle,
heirloom, article of clothing, game, food)
Possible Main Ideas:
Age • Appearance • History • Purpose • Inventor/artist • Value
List possible main ideas as children begin simple research. You may limit the main idea categories,
or divide them up between groups of students. Provide different colored post-its or index cards for
each main idea. Students write supporting details on the corresponding color cards or post-its.
OR, for younger students, leave out the color-coding. Simply have them collect facts.
Then, as a group, sort details into main ideas.
• Assigning Facts to Expository Skeleton
Provide students with an introduction, a collection of broad yet distinct main idea sentences,
and a conclusion. Students drop in facts where they belong. Encourage them to elaborate on
simple facts by asking, “What does it look like? Why is it important?”
• Cut and Paste
As you research or explore an expository topic, chart facts in complete sentences. Then, using the Cut and Paste exercises
in Month 1, Lesson 5, p. 56 as prototypes, create an introduction, conclusion, and main idea sentences. Do a whole-class
cut and paste, assigning the charted facts where they best belong relative to each main idea.
• Opinion About a Book
Instead of a typical book report, have students write an opinion piece about the book, backed up
by “reasons” and evidence. Introduce the following sentence starters together with a qualifier such
as because, since, or for the reason that…
• The part I enjoyed most was when .
• It reminded me of the time when .
• The most exciting scene was .
• The funniest part was when .
(continued )
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
9
Making It Your Own
• Templates for Description
1) Narrative
I stared (at/into/around) the .
story critical character, setting, object
Apply the appropriate detail generating questions below.
QUESTIONS ABOUT A STORY CRITICAL CHARACTER • How tall/big was this character? • What color hair/eyes? • How old was the character? • What kind of eyes/nose/
mouth/ears did he/she have? • What kind/color of hair did he/she have? (long, short, curly, straight, etc.) • What
kind of marks, scars, or distinguishing characteristics did he/she have? • What was he/she wearing? • What kind of
expression was on his/her face? • How did this character make you feel? • Who or what did this character remind you of?
QUESTIONS ABOUT A STORY CRITICAL SETTING • What was temperature/weather like? • What kinds of trees/plants grew there? • How did the air feel?
• What kinds of animals were there? • What kinds of buildings were there? • What kind of objects were around?
• What kinds of sounds did you hear? • How did you feel about being there? • What did you smell?
QUESTIONS TO ASK ABOUT A STORY CRITICAL OBJECT • What color was it? • What did it feel like? • What was its shape? • What size was it? • How old was it?
• What was it made of? • What did it smell like? • What kind of sound did it make? • How heavy was it?
• Who did it belong to? • Where did it come from? • What did it remind you of?
2) Expository
Take a statement of fact and apply detail generating questions.
Example: Tigers have spots.
What does it look like? Why is it important?
3) Provide a general statement and ask students to revise it using specifics:
Example: Birds have feathers.
10
The Essential Guide to Grade 5 Writing: | ©2012 Empowering Writers
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Grade 5
Unit Contents by Month
Month 1 – Amusement Parks
Overview
Literature Connection
Teacher Background
Lesson 1: Read Short Paragraphs About Amusement Parks
Lesson 2: Reading All About Amusement Parks (narrative/expository)
Lesson 3: Narrative and Expository Book Covers and Summaries
Lesson 4: Pieces for Comparison (expository)
Lesson 5: Cut and Paste – A World of Dreams (expository)
Lesson 6: Subject/Predicate (grammar)
Lesson 7: Compare These Pieces – Disney World (expository)
Lesson 8: Fact Gathering: Pick, List Choose/Main Idea (expository)
Lesson 9: General or Specific? (narrative)
Lesson 10: Writing an Elaborative Detail Segment (narrative)
Lesson 11: Opinion Writing (persuasive)
Student Exemplars: Narrative and Expository and Persuasive
Narrative and Expository Writing Baseline Assessment
Student Feedback-at-a-Glance Form
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Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 2 – It’s Magic
Overview
Literature Connections
Lesson 1: Read and analyze article – summarize and create a vocabulary list
Lesson 2: Main Idea (expository)
Lesson 3: Overlapping or Distinct? (expository)
Lesson 4: Identify story critical character(s), setting(s), object(s) (narrative)
Lesson 5: Elaborative Detail (narrative)
Lesson 6: Analyze advertisements (persuasive)
Lesson 7: Create an advertisement for a magical object (persuasive)
Lesson 8: Good and Better! (expository)
Lesson 9: Detail Generating Questions(expository)
Lesson 10 and 11: Research project (expository) (Optional Lesson – Using Search Engines)
Lesson 12: Word Referents
Lesson 13: Poetry: What’s in the Hat??
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731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 3 – The Amazing Human Body
Overview
Literature Connections
Lesson 1: Pick, List, Choose/Vocabulary (expository)
Lesson 2: Narrative: Entertaining Beginnings
Lesson 3: Narrative: Extended Endings
Lesson 4: Expository: Introductions
Lesson 5: Expository: Conclusions
Lesson 6: Reading Response: Summarize and Open – ended response
Lesson 7: Grammar – Perfect tense
Lesson 8: Diagram and label body part (expository)
Lesson 9 and 10: Compare/Contrast Expository
Lesson 11: Science Riddles
Lesson 12: Persuasive Letter
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731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 4 – Giving and Receiving
Overview
Literature Connection
Lesson 1: Review Genre – narrative, expository, persuasive
Lesson 2: Pro/Con list – Should you regift? (opinion)
Lesson 3: Persuasive letter for a special gift
Lesson 4: Expository Research - The Seven Natural Wonders
Lesson 5: Building Suspense (narrative)
Lesson 6: Magic of Three (narrative)
Lesson 7: Reader’s Response – The Giver
Lesson 8: Expository Process Piece: Many different kinds of gifts
Month 5 – Wild Weather
Overview
Literature Connection
Lesson 1: Break Up the Grocery List (expository)
Lesson 2: More Powerful Details (expository)
Lesson 3: Research - Storms (expository)
Lesson 4: Expository assessment
Lesson 5: Expository or Persuasive?
Lesson 6: Critical language/Connotation (persuasive)
Lesson 7: Add Some Detail (persuasive)
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8: Main
(narrative)
731 Main
Street,9:
Unit
#1-B3,
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Lesson
Main
Event (narrative)
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Clayton, NC 27529
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203-452-8301
Phone
- 919-333-6799
10: Narrative Process
Piece
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Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 6 – Narrative and Expository Review (Test Prep)
Month 7 – The Wonders of Earth and Space
Overview
Literature Connections
Lesson 1: Expository - Compare and Contrast Sentences: Earth and Mars
Lesson 2: Describing a Story Critical Setting – Seven Wonders of the Natural Wonder
Lesson 3: Mapping Skills – Where in the World are the Seven Wonders
Lesson 4: Persuasive Writing – Travel Advertisement
Lesson 5: Expository – Golden Bricks Using Quotes, Statistics, and Anecdotes
Lesson 6: Expository Process Piece (7-8) days
Month 8 – Transportation
Overview
Literature Connections
Lesson 1: Expository and Persuasive Pieces, Side by Side
Lesson 2: Being Part of a Credible Group/Who am I? (Persuasive)
Lesson 3: Revising Minimally Elaborated Paragraphs (Expository)
Lesson 4: Using Information to Create Well-Developed Paragraphs (Expository)
Lesson 5: Process Writing – Narrative (7-8 days)
Lesson 6: Response to Text – Runaway Hot Air Balloon
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731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Table of Contents
The Essential Guides to Writing (Grade 2, 3, 4, & 5):
Teaching students to write with confidence and read with purpose.
Month 9 – Oceans
Overview
Literature Connection
Lesson 1: Golden Bricks – Powerful Details about Oceans
Lesson 2: Persuasive/Opinion – Become an Oceanographer?
Lesson 3: Describing a Story Critical Setting – Virtual Traveler
Lesson 4: Incorporating Facts into an Expository Paragraph
Lesson 5: Ocean Similes
Lessons 6: Response to Text – What Does This Mean to You?
Lessons 7,8: End of Year Narrative and Expository Assessments
CALL US TOLL FREE AT: 1-866-285-3516 - WEB - www.empoweringwriters.com
731 Main Street, Unit #1-B3,
Monroe, CT 06468
Phone - 203-452-8301
Fax - 203-452-8365
113 LaFoy Drive,
Clayton, NC 27529
Phone - 919-333-6799
Fax - 919-585-2434
3 Winfield Court
Medford, NJ 08055
Phone - 609-682-4433
Fax - 609-682-4433
1424 Custer Avenue
Odessa, TX 79761
Phone - 432-978-2735
Fax - 432-362-2422
Month 2: It’s Magic - Contents
Overview
000
Literature Connection
000
Lesson 1
Analyze and Annotate Expository Piece/Vocabulary List
000
Lesson 2
Fact Gathering: Pick, List, Choose/Main Idea Sentences (expository)
000
Lesson 3
Main Ideas: Overlapping or Distinct? (expository)
000
Lesson 4
Identify Story Critical Characters, Settings, Objects (narrative)
000
Lesson 5
Using Elaborative Detail to Describe a Magical Object
000
Lesson 6
Analyze Advertisements (persuasive)
000
Lesson 7
Write an Advertisement for a Magical Item (persuasive)
000
Lessons 8
Detail Generating Questions/Good and Better! (expository)
000
Lessons 9
Detail Generating Questions:
What Does It Look Like? Why Is It Important? (expository)
000
Lessons 10 & 11
Using Research Notes to Write a Paragraph (expository)
000
Lesson 12
Word Referents
000
Lesson 13
Poetry: What’s in the Hat?
000
107
The Essential Guide to Grade 5 Writing: Month 2 | ©2012 Empowering Writers
Month 2 - It’s Magic
108
The Essential Guide to Grade 5 Writing: Month 2 | ©2012 Empowering Writers
Month 2 – Theme: It’s Magic
(Before you begin the unit, be sure to read the Overview and all background information
that will inform your instruction, and the lesson plan preceding each student activity.)
OVERVIEW
Theme: Magic
Month 2 Focus:
• review of genre
• continued use of basic summarizing frameworks for narrative, expository writing
(organization), and persuasive writing (organization)
• define and study content-specific vocabulary
• determine main ideas in expository and main arguments in persuasive
• write narrative elaborative detail segments
• analyze and create persuasive advertisements
• elaborate on expository details through the detail generating questions “WHAT DOES IT LOOK LIKE?” “WHY IS IT IMPORTANT”
• using research notes to write a short paragraph
• learn powerful word choice through the use of word referents
• write a short poem using highly descriptive words and
phrases
REMEMBER: The lessons in this unit are designed around a theme in order to
build a background base from which students can draw in order to approach
writing with sufficient knowledge and experience. However, the writing
lessons can be adapted to whatever themes you (or your students) choose.
See MAKING IT YOUR OWN, pp. 5-10 for tips on adapting lessons in this
way.for tips on adapting lessons in this way.
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Literature Connection
The following thematic books are suggested as optional resources to build
background and inform and inspire student writing:
Expository Selections:
Make Magic
by Laura Daily
Magic
The Amazing Houdini
by Michael and Debora Smith
Death Defying Magic
by Maria Chang
Diversionary Tactics
by Chris Jozefowicz
Boys’ Life Sept2006, Vol. 96 Issue 9
p.32-37
World Almanac for Kids, 2008
p.120-121
National Geographic Kids, Oct2004, Issue 344 p.26-27
Science World, 11/15/99, Vol. 56 Issue 6
p.13
Current Science, 9/17/2010, Vol. 96 Issue 2 p.8-9
Narrative Selections - Picture Books, Middle Grade Novels:
Folktale: The Magic Paintbrush from China, Skipping Stones
The Magic Serpent
by Soumitra Banerjee
The Magic Pot
retold by Jamie A. Swenson
Milo’s Hat Trick
by Jon Agee
Gorky Rises
by William Steig
Sep/Oct2011, Vol. 23 Issue 4
Skipping Stones, Nov/Dec2011, Vol. 23 Issue 5p.23-23
Spider, Oct2007, Vol. 14 Issue 10
p.18-23
Publisher/Hyperion Books
ISBN: 0786809027
Publisher/Farrar, Straus, and Giroux
ISBN: 9780374427849
Strega Nona’s Magic Lessons
by Tomie DePaola
Publisher/Sandpiper Books
Liang And The Magic Paintbrush
by Demi
The Magician’s Elephant
by Kate DiCamillo
The Magician of Cracow
by Krystyna Turska
p.12-13
ISBN: 9780152817862
Publisher/Henry Holt and Co.
ISBN: 9780805002201
Publisher/Candlewick
ISBN: 9780763644109
Publisher/William Morrow & Co.
ISBN: 9780688800109
Internet sites:
www.davidcopperfield.com
www.seigfriedandroy.com
www.thegreatharryhoudini.com
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TEACHER BACKGROUND
Summarizing Framework for
Reading and Prewriting
TEACHER BACKGROUND
REMEMBER: Every reading experience should also be a prewriting experience. Use the following
summarizing frameworks every time you read to summarize what’s been read, emphasizing
the organizational strategy that shapes the writing, and helping to identify genre and author’s
purpose. Enlarge, laminate, and post these prominently for consistent reference. Then, have
students use these same summarizing frameworks to plan their writing – reading and writing as
flip sides of the same coin!
Narrative Writing Summarizing Framework
• This story is about .
character
• The problem, adventure, or experience was that .
single significant main event
• The problem was solved, adventure/experience concluded when
solution/conclusion
.
• Story critical elements to be described:
_____________________________ ____________________________ ____________________________ character
setting
object
Expository Writing Summarizing Framework
TOPIC: .
MAIN IDEA #1: .
MAIN IDEA #2: .
MAIN IDEA #3: .
MAIN IDEA #4: etc., as needed.
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How does
ve
this impro
expository
d
writing an
research?
TitleLESSON 1
Analyze and Annotate Expository Piece/
Vocabulary List
Lesson At A Glance:
Objective
Students recognize the organizational structure, salient features, and purpose of
a piece of expository writing. They also identify key vocabulary words and define
them using the dictionary, encyclopedia, glossary of relevant nonfiction books, and/
or online sources. While being exposed to a powerful model of exposition, they
practice using text features that will later aid in research.
Preparation/Materials
Photocopy and/or means to project p. 114 It’s Magic! Or is it Science? for each student, note cards, markers
Whole Class Activity
•Annotate and analyze
expository piece
•Identify and define key
vocabulary
•Summarize using the
expository framework
Procedure
1) Explain to students that they will be analyzing and annotating an expository piece of writing and looking for key
vocabulary words.
2) Distribute copies of p. 114 It’s Magic! Or is it Science? and the coordinating annotation directions and questions on
pp. 116-118. Explain that you’ll read it aloud and students should read along silently.
3) Next, annotate the piece, marking in and discussing all of the salient features. Use the annotated teacher’s version,
pp. 116-117 to inform your work. Follow this sequence:
A) Number each paragraph (point to indentation.)
B) Find the title and label it: topic
C) Circle and label the introduction. Explain that this is the part of the piece that tells what the writing is all about.
D) Bracket the body of the piece. Explain that this is the part of the piece where the author delivers information.
E) Underline the main idea sentences at the beginning of each paragraph. Write a blurb in the margin telling the
reader what the entire paragraph is about.
F) Box the conclusion of the piece. Explain that this is the part where the author sums up what was learned.
G) Share the summarizing framework on p. 26 The summarizing framework highlights the topic and each main idea to provide an overall look at what the piece is all about.
112
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LESSON 1
Title
Analyze and Annotate Expository Piece/
Vocabulary List
Summarizing Framework
TOPIC: MAGIC
MAIN IDEA #1: How magicians trick people
MAIN IDEA #2: Scientific principles
MAIN IDEA #3: Research
4) Ask students to answer the guiding questions on It’s Magic! Or Is It Science?, p. 118.
5) Photocopy the Vocabulary List p. 119 for each student and hand out 10 note cards to each. (one for each word)
6) Explain to students that a good way to learn new vocabulary is to write the word on one side of the card and the
definition with a picture on the opposite side. Have students write one vocabulary word, in large letters, on each card.
Then ask them to look up the definition of each in a dictionary, encyclopedia, glossary of a relevant nonfiction book, or an online resource. Then ask them to write the definition on the bottom of the opposite side of the
card. Finally, using markers, ask students to draw a picture of the word to remind them what it means. (Each
student may come up with a different visual to correspond to the vocabulary word – that picture be relevant for
that student.) The picture is a visual aid for students to remember difficult words.
7) Use the vocabulary list throughout the unit on magic and add other unfamiliar words to it as appropriate. A vocabulary quiz at the end of the unit may be given.
NOTE: This vocabulary-building technique can be used as students read expository material in textbooks or non-fiction resources across the curriculum, in all content areas.
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Student Page
Name: It’s Magic! Or is it Science?
“Abracadabra! Hocus Pocus! Shazammm!” The magician chants the incantation,
smoke rises from the stage, and instantly what was once center stage is now gone. Is
this magic or a mind trick? Most magicians would like you to believe in the magic of
their amazing feats; however, scientists know that these illusions are based in physics and
math. Studies are being done on the brain, and the information learned is being used in
the field of medicine as well as in education.
Magicians use many techniques that trick the mind into believing an illusion is real.
If you’ve ever watched a magic show you know there are lights and smoke on stage.
The smoke appears at just the right moment to mask the movement of the magician
or the assistant. When the smoke clears the magic has happened and the audience is
astounded. In the same way, lights blink on and off to keep the eye from seeing the
movement of an object or person. Magicians also move quickly and divert the audience’s
attention away from the “trick” by waving their hands or moving about. The audience,
distracted by the motion, misses the sleight of hand. Long velvet curtains and boxes with
sliding panels also help mask a trick. When the curtain is removed or the box opened the
illusion is over and you believe what the magician wants you to believe. Because timing is
so critical, performing magic requires much practice. Magicians hone their skills for years
to perfect a trick or illusion.
Magicians take advantage of scientific principles in devising their tricks. Some
magic tricks use an optical illusion to force the brain into seeing an unusual pattern. The
brain and the eye usually work together in harmony, however, when presented with an
optical illusion, the brain gets confused. The eye sends a signal and the brain has trouble
interpreting the signal. We see this in ink-blot pictures, collections of dots that form
unusual images, and those pictures that you bring close to your face and then move
farther away until a new picture emerges. This is called The Stroop Effect and it is a
114
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Student Page
powerful scientific principle that measures reaction time of the brain when presented with
mismatched information. An example of this would be writing the word ‘red’ in the color
blue. The magician asks an audience member to state the color, not read the word, and
the brain has difficulty deciding what to do first – recite the color or read the word. This
seems like a simple task, but can be difficult. Another principle at work is math. When a
conjurer claims to know how many coins an audience member has, he is using a simple
math formula to calculate the total. The audience fails to notice what the magician
is doing and believes that he or she really has mystical powers. Physics plays a part in
performances as well. You may have seen someone walk over a bed of hot coals or lie on
a bed of nails. The coals are made of wood and do not conduct heat well. This allows the
performer to walk quickly over the bed without getting burned. Distributing body weight
evenly over a bed of nails keeps the nails from penetrating the skin. In our technical world
tricks are becoming more and more complex thanks to amazing video images, large
screens, and sophisticated machinery.
Scientists are studying magicians in laboratory settings to gain insight into how
the brain is tricked into believing that magic has taken place. This research provides
information about how the brain functions. Findings can later be used by therapists
to rehabilitate people with brain injuries and inform educators on how students learn.
Imagine if a teacher had the power to focus student attention at exactly the right
moment like a magician! Scientists have found that magicians misdirect your attention
for a second and distract the audience just enough to pull off a trick. Sometimes you can
be looking right where the trick is happening and still not see it. There is a momentary
blindness when watching a blur of motion and you miss the trick. This is called a
saccade, where the brain stops processing the information from the eye. Magicians and
neuroscientists are making powerful magic together.
The next time you’re presented with a magic trick, watch carefully and see if you
can catch the illusion. Observe the movements and techniques of the magician, study
the scientific principles behind the magic, and investigate how scientists and magicians
are working together. Is it really magic, or just a trick of the mind?
The Essential Guide to Grade 5 Writing: Month 2 | ©2012 Empowering Writers
115
Annotated Pages
introduction
1
It’s Magic! Or is it Science?
topic
“Abracadabra! Hocus Pocus! Shazammm!” The magician chants the incantation,
smoke rises from the stage, and instantly what was once center stage is now gone. Is
this magic or a mind trick? Most magicians would like you to believe in the magic of
This is where
the author
tells what the
piece is about
their amazing feats; however, scientists know that these illusions are based in physics
and math. Studies are being done on the brain, and the information learned is being
used in the field of medicine as well as in education.
2 Magicians use many techniques that trick the mind into believing an illusion
is real. If you’ve ever watched a magic show you know there are lights and smoke
on stage. The smoke appears at just the right moment to mask the movement of
techniques
the magician or the assistant. When the smoke clears the magic has happened and
the audience is astounded. In the same way, lights blink on and off to keep the eye
from seeing the movement of an object or person. Magicians also move quickly and
divert the audience’s attention away from the “trick” by waving their hands or moving
about. The audience, distracted by the motion, misses the sleight of hand. Long
velvet curtains and boxes with sliding panels also help mask a trick. When the curtain
The body
of the piece
is where the
author delivers
information.
is removed or the box opened the illusion is over and you believe what the magician
wants you to believe. Because timing is so critical, performing magic requires much
practice. Magicians hone their skills for years to perfect a trick or illusion.
scientific principals
Body
3 Magicians take advantage of scientific principles in devising their tricks. Some
magic tricks use an optical illusion to force the brain into seeing an unusual pattern.
The brain and the eye usually work together in harmony, however, when presented
with an optical illusion, the brain gets confused. The eye sends a signal and the brain
has trouble interpreting the signal. We see this in ink-blot pictures, collections of
dots that form unusual images, and those pictures that you bring close to your face
and then move farther away until a new picture emerges. This is called The Stroop
Effect and it is a powerful scientific principle that measures reaction time of the brain
116
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Blurbs in
the margin
tell the reader
what the piece
is mostly
about
Annotated Pages
when presented with mismatched information. An example of this would be writing
the word ‘red’ in the color blue. The magician asks an audience member to state the
color, not read the word, and the brain has difficulty deciding what to do first – recite
the color or read the word. This seems like a simple task, but can be difficult. Another
principle at work is math. When a conjurer claims to know how many coins an audience
member has, he is using a simple math formula to calculate the total. The audience
fails to notice what the magician is doing and believes that he or she really has mystical
powers. Physics plays a part in performances as well. You may have seen someone walk
over a bed of hot coals or lie on a bed of nails. The coals are made of wood and do
not conduct heat well. This allows the performer to walk quickly over the bed without
getting burned. Distributing body weight evenly over a bed of nails keeps the nails
from penetrating the skin. In our technical world tricks are becoming more and more
4 Scientists are studying magicians in laboratory settings to gain insight into how
Body
complex thanks to amazing video images, large screens, and sophisticated machinery.
studying magicians
the brain is tricked into believing that magic has taken place. This research provides
information about how the brain functions. Findings can later be used by therapists
to rehabilitate people with brain injuries and inform educators on how students learn.
Imagine if a teacher had the power to focus student attention at exactly the right
moment like a magician! Scientists have found that magicians misdirect your attention
for a second and distract the audience just enough to pull off a trick. Sometimes
you can be looking right where the trick is happening and still not see it. There is a
momentary blindness when watching a blur of motion and you miss the trick. This
is called a saccade, where the brain stops processing the information from the eye.
Magicians and neuroscientists are making powerful magic together.
The conclusion
is where the
author sums
up what was
presented
5 The next time you’re presented with a magic trick, watch carefully and see if you
can catch the illusion. Observe the movements and techniques of the magician, study
the scientific principles behind the magic, and investigate how scientists and magicians
are working together. Is it really magic, or just a trick of the mind?
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117
It’s Magic! Or Is it Science?
Name: 1) Number each paragraph. (Remember each paragraph is indented!)
2) Find the title and label it: topic.
3) Draw a ring around the introduction and label it: introduction.
4) Draw a box around the conclusion paragraph and label it: conclusion.
5) Bracket the body of the piece – paragraphs 2, 3, and 4.
6) Look at paragraphs 2, 3, and 4 and underline the main idea sentence in each. Then, in the margin, write a blurb, a word or two that tells what the whole paragraph is about.
7) If you wanted to reread about how the science of physics helps a magician create an illusion, which paragraph would you reread? ________
8) If you wanted to find out what’s being researched for future use, what paragraph would you reread? _________
9) In paragraph number 3 the author uses a word referent in place of the word magician. Write the word referent here: ________________________________
10) What is this piece all about? Fill in the summarizing framework:
TOPIC: .
MAIN IDEA #1: .
MAIN IDEA #2: .
MAIN IDEA #3: .
You’ll be provided with a list of vocabulary words that you’ll find useful throughout this unit. Write
each word on an index card in large letters. Then, using a dictionary or other resource write the
definition of each word along the bottom of the opposite side of the card. Include a picture on this
side to remind you of what the word means. You’ll be asked to add to this list throughout the unit.
Be prepared! You might be given a vocabulary quiz!
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Vocabulary List
Name: Illusion Neuroscience
Conjurer
Optical
DistributeDivert
MagicianSorcerer
Mystical
Sleight of hand
Example of a vocabulary card:
Side one
Side two
Illusion
Something that deceives by creating a false or
misleading impression of reality – being deceived.
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TitleLESSON 2
How does
er
this empow
constudents to
tive
struct effec
ional
organizat
plans?
Fact Gathering: Pick, List, Choose/Main
Idea (Central controlling idea) Sentences
Objective
Students develop critical thinking skills by
participating in a process of sorting and
categorizing details into broad yet distinct main idea
categories through the “PICK, LIST, CHOOSE” procedure. This is the same thinking
necessary for the effective organization of details into main idea categories within
an expository piece. As a CHALLENGE, they can research the topic, magic, in order to
inform their writing in the coming lessons and add to their list of vocabulary words
and general background knowledge base.
Preparation/Materials
Collect a number of nonfiction books or articles about Magic – online resources can
also be used (See Literature Connections).
Procedure
Lesson At A Glance:
Whole Class and
Independent Activity
• PICK the topic: MAGIC and
chart this
• Have class generate all the
details they know and LIST
them
• Group like details into Main
Idea categories
• Write main idea sentences
for each
1) E xplain to students that they brainstorm about the topic, magic. They will then
use the list that they create to organize their ideas into main categories or main ideas. Point out that authors group
like ideas together in one paragraph so that it is easy and logical for the reader to access the information presented.
2) Gather the class and read or review an expository text that gives information about the topic: Magic.
3) W
rite the TOPIC on a piece of chart paper and ask the class to tell you everything they know (details) about the topic.
Chart their responses. If they get stuck, ask some specific, clarifying questions to stimulate more responses.
Magic
magician
eye
brain
coins
Harry Houdini
hat
cards
coals
120
nails
robe
shazam
illusion
animals
wand
abracadabra
sword
water tricks
box
curtain
close your eyes
sorcerer
assistant
science
physics
handcuffs
tricks
practice
move the hand
David Copperfield
Siegfried and Roy
(continued )
The Essential Guide to Grade 5 Writing: Month 2 | ©2012 Empowering Writers
LESSON 2
Fact Gathering: Pick, List, Choose/Main Idea
(Central controlling idea) Sentences
4) W
ith colored markers, underline (color-code) details that “go together” or that can be categorized as belonging to
a particular MAIN IDEA. Underline linked details in the same color (Color code by main idea). List possible sets
of MAIN IDEAS that would work together.
he following boxed Main Ideas (central controlling ideas) can be determined from this list. CHART these 5) T
possible ideas on a separate sheet of chart paper. These will be used later in the lesson to create main idea sentences.
.
NOTE: Depending on the nonfiction texts read and possible discussions before the PICK, LIST, and CHOOSE, the
details may vary, thus the Main Ideas may vary also. Keep in mind that the lists may not be as extensive as the
above list on the previous page - these are just possibilities. You can see how important it is to build background
before engaging in PICK, LIST, and CHOOSE.
TOPIC: MAGIC
Main Idea #1:
Main Idea #2:
Main Idea #3:
Main Idea #4:
People (magicians)
Supplies needed
Tricks
How a magician does a trick
6) W
rite the main idea sentence starters on your chart or whiteboard for those who might need ideas and ask students to write three main idea sentences. Circulate and offer guidance. Be sure to tell students that their sentences
should include the main idea blurb from the summarizing framework.
Possible Sentence Starters:
Amazingly, _______________________.
Magicians use ______________________.
You might miss _____________________.
It’s fascinating to think about __________.
Magic tricks are ____________________.
CHALLENGE: Based on the pick, list, and choose results, ask students what they still need to research. Use the
main ideas to guide students in finding information about the topic - magic. Have them read several articles or
books and look for information to support the main ideas or add other main ideas. They can also look for topicspecific vocabulary as they read and add those words to their vocabulary lists. Allow students to write the other
ideas and information they found on either the pick, list, and choose chart or the main idea chart and keep
these charts throughout the unit for reference.
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How does
er
this empow
ills?
revision sk
TitleLESSON 3
Main Ideas – Overlapping or Distinct?
Objective
Students assess a group of main ideas represented by “blurbs” (words or phrases used
to represent the main ideas in a simple prewriting plan) in order to determine if they
are broad yet distinct, or too narrow. They replace the ineffective main idea with an
alternate, effective main idea and represent each “blurb” in a main idea sentence.
This activity encourages the kind of critical thinking necessary for determining the
effectiveness of the main ideas used in their own expository writing.
Preparation/Materials
Review the introductory information on Main Ideas from last month, pp. 67-69 and
photocopy and/or means to project pp. 123 Overlapping or Distinct? -1
Procedure
Lesson At A Glance:
Whole Class and
Independent Activity
• Discuss need for a
collection of broad, yet
distinct main ideas in a
piece
• Assess prewriting plans
• Replace ineffective main
ideas with effective ideas
• Write main idea sentences
for each
1) E xplain to students that authors need to be able to decide whether the main ideas
they are considering will work together effectively in a piece of writing. They will
be reading several main ideas “blurbs” and will determine whether those “blurbs” work collectively without being either
too general and overlapping, or too narrow to support a variety of details.
2) P hotocopy pp. 123 Overlapping or Distinct? -1 for each student. Discuss the concept of broad, yet distinct main ideas
that encompass a variety of details, versus a main idea that is overly general in nature. Point out that main ideas
should be specific enough not to overlap each other. (ex. fun, great.)
3) R
ead the boxed summarizing framework with students. Discuss the effectiveness of each main idea blurb and ask
them to identify the one that is too general and cross it out. (cool)
4) Encourage them to revise by generating a more effective main idea. Have them share, and discuss their ideas.
5) A
t the bottom of the page, students are directed to write a main idea sentence for each of the “blurbs” using the
sentence starters given or those they create. Remind students to use the “blurb” word in the main idea sentence. MODEL
an example for them, and set them to GUIDED PRACTICE. Circulate and offer feedback, read exemplary sentences out
loud, and check for understanding – students do not have to craft a piece based on these prewriting plans – the objective
is for students to generate a successful prewriting plan around a collection of broad yet distinct main ideas.
Sample Main Ideas: MAGICIANS
MAIN IDEA #1: practice – distinct
MAIN IDEA #2: cool – overlaps – possible alternate distinct main ideas:
dangers, famous illusions, famous magicians
MAIN IDEA #3: costumes – distinct
NOTE: There is a second page titled Overlapping or Distinct – 2, p. 124 with additional examples
122 for continued work, review, reinforcement, or homework to be used as needed.
The Essential Guide to Grade 5 Writing: Month 2 | ©2012 Empowering Writers
Overlapping or Distinct? - 1
Name: Read each main (central controlling) idea and determine if it is distinct or if it overlaps with another main
idea. Cross out the main idea if it is too general. Then replace it with one that is distinct. On the bottom
of the page, write a main idea sentence for each. Feel free to use any of the sentence starters given.
TOPIC: Magicians
MAIN IDEA #1: practice
MAIN IDEA #2: cool
MAIN IDEA #3: costumes
Main Idea #1: _______________________________________________________________
___________________________________________________________________________
Main Idea #2: _______________________________________________________________
___________________________________________________________________________
Main Idea #3: _______________________________________________________________
___________________________________________________________________________
Possible Sentence Starters:
Illusionists____________________________________ .
Amazingly, ___________________________________ .
You might be surprised __________________________ .
Audiences are delighted by_______________________ .
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123
Overlapping or Distinct? - 2
Name: Read each main (central controlling) idea and determine if it is distinct or if it overlaps with another main
idea. Cross out the main idea if it is too general. Then replace it with one that is distinct. On the bottom
of the page, write a main idea sentence for each. Feel free to use any of the sentence starters given.
TOPIC: Magic Tricks
MAIN IDEA #1: card tricks
MAIN IDEA #2: stage tricks
MAIN IDEA #3: amazing tricks
NOTE: if you don’t know any other types of tricks, you will need to RESEARCH to discover some!
Main Idea #1: _______________________________________________________________
___________________________________________________________________________
Main Idea #2: _______________________________________________________________
___________________________________________________________________________
Main Idea #3: _______________________________________________________________
___________________________________________________________________________
Possible Sentence Starters:
Sleight of hand tricks with cards ___________________ .
______________________are sure to delight audiences.
Spectators ooh and ahh when ____________________ .
_______________________ are sure to inspire applause.
People young and old enjoy_______________________ .
124
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his
How does t
the
encourage
riting
reading/w
?
connection
LESSON 4
Identify Story Critical
Characters, Settings, and Objects
Lesson At A Glance:
Objective
Students recognize and identify story critical characters, settings, and objects and
understand that authors stop the story action in order to describe these elements.
Once they recognize the way authors elaborate on story critical elements they can
begin to bring the awareness to their own writing.
Preparation/Materials
Selection of short stories, summarizing framework, photocopy p. 127 Story Critical
Characters, Settings, and Objects
Procedure
1) E xplain to students that in this lesson they will be identifying story critical
elements. Remind them that they worked on this concept last month. Remind
them that authors stop the story action in order to describe story critical
characters, settings, and objects. Point out that as they plan narrative stories it is
helpful to identify these elements as they begin to write so that the resulting story
will include as many significant, entertaining details as possible.
Whole Class and
Independent Activity
• Review story critical
characters, settings, objects, in
narrative stories
• Read a story (Strega Nona)
and identify story critical
elements
• Fill in the summarizing
framework and highlight story
critical elements
• Work through p. 127 Story
Critical Characters, Settings,
and Objects
2) R
ead several narrative stories with students from the Literature Connection list,
p.??. As you read each selection, identify the story critical elements: character(s), setting(s), and object(s), and write
them in the appropriate space on the chart. (example: read Strega Nona by Tomie DePaolo and identify these elements: Characters – Strega Nona and Big Anthony, Setting – Village of Calabria, Object – Magic Pasta Pot)
Characters
Setting
Object
(continued )
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125
LESSON 4
Identify Story Critical Characters,
Settings, and Objects
3) H
ave students choose a narrative story to read independently, photocopy the story plan below and ask them to fill in
the story plan and identify the critical elements, writing them in on the lines provided.
• This story is about • The problem/experience/adventure was that character and setting
main event
.
.
• The problem was solved, experience concluded when
________________________________________________________________________________________ .
solution or conclusion of the story
_____________________________ ____________________________ ____________________________
character
setting
object
4) When students are finished, have them share the story summaries and identify the critical elements.
istribute copies of p. 127 Story Critical Characters, Settings, and Objects. (Option: this can be completed as
5) D
homework.) Explain to the class that they will be reading a number of story plans. Point out that, in each plan, there
are certain characters, settings, and objects that are in some way extraordinary or thought provoking. These are
the elements that an author would take time to describe.
6) R
ead the first story plan with students and direct them to circle the story critical element(s) in the story plan. Discuss
each.
7) A
s a CHALLENGE for students, ask them to write their own original story plan using the story summary framework, and
identify the critical elements they would want to describe in the story.
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Story Critical Characters, Settings, and Objects
Name: In every story there are certain people, places, and things that are especially important. These are
called the story critical characters, settings, objects. Authors highlight these story critical characters,
settings, and objects by stopping and taking time to describe these. Read each story plan below. Think
about the characters, settings, and objects that would be most interesting to the reader. Circle the story
critical character, setting, and object in each sample.
1) This is a story about hiking in a forest. While walking through the forest I find a talking monkey. The
monkey hands me a magical key and tells me to find what it unlocks in order to get back home.
2) I was at the ocean swimming in the water when I spotted an unusual rock in the water. When I picked
up the rock I immediately grew gills and fins and went swimming with a mermaid.
3) A snake was coiled in the rocks while I was exploring the desert one day with my dad. Little did I know
that the snake had magical powers!
4) One beautiful spring day and I decided to explore a cave, Inside I saw a magical landscape with
hundreds of bats hanging on the ceiling.
• This story is about character and setting
• The problem/experience was that main event
.
.
• The problem was solved, experience concluded when
_________________________________________________________________________________.
solution or conclusion of the story
_________________________
character
_________________________ __________________________
setting
object
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LESSON 5
Objective
Using Elaborative Detail to Describe a Magical
Object (2 day lesson)
Lesson At A Glance:
Students apply detail generating questions to create a segment of elaborative detail
describing a story critical object. They learn to apply and internalize specific detail
generating questions and use a variety of sensory details within the context of strong
sentence variety.
Whole Class and
Independent Activity
Preparation/Materials
• Post detail generating
questions
Chart paper, photocopy and/or the means to project The Magical Object p. 134
Identify story critical object to
describe
• Chart students’ responses
Procedure
1) G
ather the class and remind them about the elaborative segment they wrote
last month, describing the story critical setting: amusement park. Explain that
together you will write a description of a magical pencil – when it is their turn they
can describe a magical object of their choice.
2) C
HART a variety of detail generating questions to use when discussing the object.
Then answer those questions using student responses and input. (See sample
chart next page.)
• MODEL sample paragraph
incorporating student
responses
• Students write their own
descriptive segment during
GUIDED PRACTICE
s students call out their answers to each question, chart the wide variety of
3) A
responses. Ask more specific questions when necessary in order to pinpoint specific vivid information. Provide students
with powerful descriptive words that are implied in their responses. (See sample chart next page.)
ith students, MODEL the segment in paragraph form, engaging the class in the process, incorporating responses
4) W
generated from specific detail generating questions. Chart this in front of the class, encouraging them to read along and
to offer suggestions as they go. Keep in mind that the teacher will always model in the extreme, producing a written
response that is larger in length, depth, and scope than what will be expected from students. (See the modeled segment
p. 130) Remember that when modeling, you are showing students the thought process of an author by sharing
your considerations out loud as you create the segment using their input and responses. The vocabulary used in
the modeling should be challenging and stimulating to students. The use of vivid vocabulary in a meaningful
context encourages students to visualize and grasp the vocabulary and later apply it in their own writing.
UIDED PRACTICE: On another day, review the chart and the modeled segment with students – keep this sample
5) G
posted. Then photocopy and distribute The Magical Object p. 134. Direct students to choose a magical object that
they would like to write about. Offer sentence starters as a way of creating strong sentence variety. Remind them that
the detail generating questions you’ve charted will remain the same for their selected magical object. While students
practice, circulate and offer suggestions and feedback. Pay particular attention to sentence variety. Hold students
accountable for spelling, mechanics, and grammar you’ve taught. Make corrections as they go, rather than at the
end, which gives them the message that revision and editing are ongoing processes, not tasks left for the end.
CHALLENGE: Create the magical objects by drawing or painting them and decorating with glitter, sequins, tissue
paper, and other collage materials. Set up a display in the classroom along with the written descriptions and
invite other classes in to see the Magical Museum.
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LESSON 5
Using Elaborative Detail to Describe a Magical
Object (2 day lesson)
Possible Detail Generating Questions:
• What is it shaped like?
• What color(s) is it? Be specific!
• How large/small is it?
• Does it remind you of anything?
• What texture does it have?
• What is it about the object that makes it magical?
• What sound(s) does it make?
• What can you do with your magical object?
• AND…any others you can think of!
Sample Modeled Responses to Questions:
Student responses appear in italics and teacher questions and “translations” appear in bold print.
What is it shaped like? It’s long – is there a science word we can include for the shape of this pencil? Cylinder – a
long cylinder shape (Notice how the teacher continues to probe deeper for more specific description – use follow up
questions to help students answer more fully.)
What color is it? Be specific! Red with sparkles – red with sparkles covering it, blue - anything coming out of it?
Flames – blue with flames shooting out (allow as many responses as possible – write several and tell students that the
other ideas they have can be used in their own writing.)
How large/small is it? About 6 inches – great – about 6 inches long, really big – can you compare it to something
in the classroom? Bigger than the side of my desk – great- larger than the side of the desk (when responding to size
try to use comparative language, like: fits in the palm of my hand, larger than a ruler, arm’s length)
Does it remind you of anything? A twig – it reminds me of a thick twig – anything else? A rocket – a rocket about
zoom off (Notice how the teacher adds to the simple vocabulary that students give)
What texture does it have? Bumpy – bumpy in places, smooth – cool and smooth to touch
What is it about the object that makes it magical? Invisible ink – writes with invisible ink, changes colors –
changes colors as you write
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129
LESSON 5
Using Elaborative Detail to Describe a Magical
Object (2 day lesson)
What sound does it make? Jingling sound – jingles when I write, zoom – a loud zooming sound
What can you do with your magical object? Write in colors – magical colors appear, make words disappear – make
words disappear
How does it make you feel? Special – special feeling, like a wizard – like a wizard (some responses are great as given.)
Magical Object Description - Magical Pencil
Sample Modeled Segment:
The magical pencil seemed to glow and sparkle. Each time I picked it up the light grew brighter and brighter. When
I ran my fingers along the edge, it felt smooth and cool. The amazing writing utensil was the color of fresh raspberries, a rich
red. Holding it in my hand, I realized it was the size of an ordinary pencil – about five inches long. I couldn’t believe how it
wrote in dazzling colors. Each time I scribbled a word on the page it changed colors. My writing went from blue, to violet,
and green in an instant. All of my friends gaped at the sparks flying out as I put point to paper. Using the magical object
made me feel as though I was glowing on the inside.
Possible Detail Generating Questions:
• What is it shaped like?
• What color(s) is it? Be specific!
• How large/small is it?
• Does it remind you of anything?
• What texture does it have?
• What is it about the object that makes it magical?
• What sound(s) does it make?
• What can you do with your magical object?
• AND…any others you can think of!
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LESSON 5
Using Elaborative Detail to Describe a Magical
Object (2 day lesson)
Possible Sentence Starters:
The ____________ was shaped like _____________________________.
It seemed to be_____________________________________________.
All of my friends stared at ____________________________________.
Listening closely I heard_______________________________________.
This magical object made me feel ______________________________.
Looking carefully I noticed ____________________________________.
I wondered________________________________________________.
When I ran my fingers across it, it felt ____________________________.
Surprisingly, ________________________________________________.
It was the color of___________________________________________.
The ___________must have been at least________________________.
I couldn’t believe how ________________________________________.
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Student Sample
This author described
the Magical Key using
specific detail...scraped,
cold surfaced ancient
artifact, silver glint of
the feature full tool.
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Teacher’s Notes
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Elaborative Detail
Name: The Magical Object
REMEMBER: • When you elaborate, you STOP THE ACTION and observe.
• Use the five senses!
• Your description should make the reader feel as though he or she is right there
with the main character.
• Your elaborative segment should be at least 3-4 sentences.
• Remember sentence variety is important!
Write an ELABORATIVE SEGMENT describing a magical object. Tell specifically what it looked like (color,
features, size), what it reminded you of, what was magical about it, and how it made you feel. Do NOT
write a grocery list. Use interesting words and make it entertaining!
I stared in wonder and amazement at the magical ____________!
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________________________
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TEACHER BACKGROUND
Introduction to Main Arguments
For example, look at these two author’s plans for pieces supporting efforts to ban the wearing of hats in
school:
Author #1:
Position: Hats in school should be banned.
MAIN Argument #1: Hats are a distraction.
MAIN Argument #2: Hats can be used to hide illegal substances or weapons.
MAIN Argument #3: Hats can still be worn outside for those who want to make a
fashion statement.
Each argument is clear, and distinct from the others. This author can build a strong case for her position.
Now read Author #2’s main arguments:
Author #2:
Position: Hats in school should be banned.
MAIN Argument #1: Wearing hats in school is bad.
MAIN Argument #2: Hats in school can be negative.
MAIN Argument #3: Most schools don’t allow hats to be worn in school.
Notice how Author #2’s main arguments are overly general and overlap in many ways. With these main
arguments as the basis for a piece, this author will write a rambling, redundant, ineffective persuasive essay.
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TEACHER BACKGROUND
In persuasive writing, as in expository writing, it is critical that each argument (or, in expository writing, each
main idea) is distinct from other arguments in the piece. If the arguments are too similar and overlap in
many ways, the overall piece will have redundant, general feeling that is ultimately unconvincing.
LESSON 6
Analyze Advertisements
Objective
Students are introduced to persuasive writing techniques as they read and analyze
advertisements for products. They begin to see the value and power of choosing
main arguments that are specific and distinct from one another as they generate
a list of effective arguments (reasons) why those products should be used by the
consumer. (In the next lesson, lesson 7, they will be asked to write an advertisement
for a magical object – possibly the one that they described in lesson 5.)
Preparation/Materials
Assorted magazines and internet ads for consumer products, worksheets p. 138
Generating Specific, Distinct Arguments, and p. 139 Why You Need This!.
Procedure
1) E xplain to students that they will be identifying reasons why a consumer would
want to buy a specific product. In order to write effective persuasion it is
important to provide compelling reasons
Lesson At A Glance:
Whole Class and
independent Activity
• Discuss purpose of
advertisements
• Refer to “magic pencil”
description, lesson 5
• Discuss p. 138 Generating
Specific Distinct Arguments
• Distribute print
advertisements and discuss
• Analyze ads using p. 139
Why You Need This!
• Proceed to Lesson 7 - Write
an Advertisement, p. 140
sing the elaborative detail segment modeled from the previous narrative lesson, ask students to imagine the magical
2) U
pencil as a consumer product. Discuss why a person would want to have this amazing object. Reproduce and
distribute p. 138 Generating Specific, Distinct Arguments. Read through and discuss with the class.
3) S can and project several advertisements for consumer products. Discuss each one, paying attention to the artwork as well
as the written content of the ad. Look for either stated or implied reasons why the consumer would purchase this product.
Some questions to lead your analysis/discussion: (you may want to write these
on chart paper for student reference)
• What is the advertisement trying to do? What is it selling?
• What is the general feeling or mood it evokes? Happy? Jealous? Hungry?
• How do the pictures and written words correlate?
• What action is taking place? How does it relate to the consumer?
• If there are people in the ad – what are they like? Facial expressions? Age? Occupation?
• Who do you think is the intended audience?
• Why do you need this product or service? What is the main reason or argument?
• How does the product intend to help the consumer?
• What is the call to action (what the writer wants the reader to do)?
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LESSON 6
Analyze Advertisements
4) On chart paper create a list of reasons why a consumer “needs” each product.
Examples:
• make your teeth shine like the sun
• bring you lots of friends
• help you drive in style
• make you taller, shorter, skinnier, happier
istribute collected advertisements and the worksheet on p. 139 Why You Need This! and direct students to read and
5) D
analyze each one using the discussion questions at the bottom of the page.
6) H
ave students fill in the worksheet with as many reasons as possible why a consumer should buy their designated
product.
7) Keep these lists in student folders for use in the following lesson, Write an Advertisement p. 140.
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Generating Specific, Distinct Arguments
Name: In order to build powerful, effective persuasive pieces, the author needs to begin with a number of specific
distinct arguments or reasons for their position.
The use of overly general adjectives weakens any argument. It is never enough to simply state that the reader
should do something, or change his/her mind about something because your position is right, good, fun, nice, or
cool. These general adjectives are not distinct from one another and weaken the writing.
Here is an example of an overly general, weak collection of arguments:
Issue: Should you buy the magic pencil?
Argument #1: it’s cool.
Argument #2: it’s amazing.
Argument #3: it’s fun.
Would you buy this pencil if these were the arguments that an advertisement showcased?
These kinds of overly general arguments will hamper the author’s ability to develop and support these
arguments with relevant elaborative detail. In other words, the arguments are vague and similar. Instead, the
author needs to identify the PROs and CONs of owning a magical pencil and choose the three or four that will
become the main arguments.
This would be a stronger pre–writing plan:
Issue: Should you buy the magic pencil?
Argument #1: writes in a rainbow of colors.
Argument #2: has flames that shoot out of the eraser.
Argument #3: will make you feel like a wizard.
These arguments (reasons) are more specific and allow the writer to persuade or convince someone to buy this item.
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Why You Need This!
Name: Read and analyze several advertisements. Identify one product and generate a list of reasons why a
consumer should buy that product. Use the reflection questions below to guide your analysis. Write the
list below.
Some questions to lead your analysis:
• _What is the advertisement trying to do? What is it selling?
• _What is the general feeling or mood it evokes? Happy? Jealous? Hungry?
• How do the pictures and written words correlate?
• _What action is taking place? How does it appeal to the consumer?
• _If there are people in the ad, what are they like? Facial expressions? Age? Occupation?
• Who do you think is the intended audience?
• _Why might you need this product or service? What is the main reason or argument?
• How does the product intend to help the consumer?
Why buy ___________?
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
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LESSON 7
Write an Advertisement for a Magical Item
Objective
Students practice crafting persuasive arguments to create an advertisement for a
magical item of their choice using digital media and recognize the importance of
identifying audience and purpose in creating those arguments.
Preparation/Materials
Write An Advertisement worksheet p. 142, computer for publishing work
Procedure
1) After completing Lessons 5 and 6 from this unit, explain to students that they will
create their own advertisement that will persuade someone to buy a magical item
for use in a magic trick.
2) Ask students to decide on a magical item that they’ll use to write an
advertisement. (Refer to the elaborative detail segments written in Lesson 5 of
this unit if students need ideas.)
Lesson At A Glance:
Whole Class and
independent Activity
• Students refer to the
magical object they
described in Lesson 5
• Discuss the sample ad for
the Magic Pencil on the
student reference sheet
p. 141
• Define rhetorical questions,
band wagon adjectives,
product features
• Students create an ad for
their magical product
3) Direct them to write a list of reasons (main arguments) why someone would want this item. (Refer to the lists
generated in Lesson 6.)
4) Use the advertisement on student reference sheet, p. 141 as a sample for students. Point out the use of a rhetorical
question in the ad – “Want to impress and amaze your friends?” A rhetorical question is one in which the answer is
obvious – who wouldn’t want to impress their friends?!
5) Also discuss the use of bandwagon adjectives – “Artistic, stylish people, “Guaranteed to make you extraordinary!” –
this appeals to audience’s desire to share in these admirable characteristics, implying that if you buy a Magic Pencil,
you too will be artistic, stylish, and extraordinary.
6) Point out the list of appealing features listed – what the product can do or provide.
7) During GUIDED PRACTICE, encourage students to include a rhetorical question, bandwagon adjectives, as well as the
features of their magical object. Remind them to think about what would most appeal to their intended audience.
While they write, circulate and read exemplary work out loud, and offer feedback as needed.
8) Edit and revise the ads.
9) Publish: Have students generate a digital advertisement. Allow the use of clip art, google images, etc for the artwork or
ask students to draw the images.
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Student Reference Sheet
Name: Sample Modeled Advertisement
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Write an Advertisement
Name: Magical Item ________________________
Why you need this:
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
Written copy: ________________________________________________________________
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Possible Sentence Starters:
Amaze and delight _____________________.
This_____________ is __________________________ .
Serious consumers _______________________. (Substitute a bandwagon adjective for “serious”)
You need ____________because __________________ .
Without a doubt, ______________________________ .
Did you know _________________________________ ?
The most incredible ___________________________ .
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TEACHER BACKGROUND
Elaboration – Detail Generating Questions
Here’s a sample of this:
Original Student Version in which the author simply states the facts:
Magicians are able to make people believe they have seen something amazing. They use tricks of
the mind to fool people. Sometimes they hide behind a screen. Other magic tricks include hand
movements and hidden objects.
Typical Student Revision based on an ineffective cue: “Could you add some more
details?”
Professional magicians are able to make people believe they have seen something amazing. They use
incredible tricks of the mind to fool people. Sometimes they hide behind a dark screen. Other magic
tricks include fast hand movements and secret hidden objects.
Clearly you can see how the student added some “details”, but how these “details” add little to the writing. In the next
example, the author “shows” rather than “tells”, using details in powerful, effective ways.
Professionally trained magicians are able to create illusions that make people believe they have
seen something amazing. They use incredible tricks of the mind that require skill and practice
to perform. They understand how the brain works and use that to deceive an audience. For
example, they might hide behind a dark screen and appear as a shadow while opening a hidden
door to escape. The audience never sees the door but only the shadow. Other magic tricks include
fast, sleight–of–hand movements that make it hard for the viewers to follow with their eyes and
secret hidden objects like coins or cards hidden in a sleeve or compartment that con the observer.
The first educational objective in regard to creating “supporting details” is for students to develop an awareness of the
power of “showing” rather than “telling”. Instruction begins with opportunities for students to compare simply stated facts
to vivid, fully elaborated details.
In order for students to eventually apply these concepts to writing, we change our teaching cues – the quality of the
questions we ask will determine the quality of the responses students give. Eventually, students internalize the
questions, and begin to apply them independently.
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TEACHER BACKGROUND
So often, when students begin expository writing, they will simply write a number of facts, without elaborating or
expounding on these facts. When we, as teachers, respond by asking, “Could you add some more details?” students
generally locate nouns and insert adjectives. These adjectives are often color words, size words, or number words. They
have, in fact, followed our directions: however, this simplistic approach to elaborative detail does little for the overall
strength of the piece. The problem is not in students’ responses – the problem is that our directive to them is ineffective.
LESSON 8
his
How does t
vision
improve re
skills?
Detail Generating Questions/
Good and Better!
Objective
Students recognize the difference between simply stated facts and fully elaborated
details. They must be able to recognize fully elaborated details before they can
generate their own.
Preparation/Materials
Student reference sheet p. 146 Detail Generating Questions, Good and Better
p. 147, grab bag with assorted items.
Procedure
1) Ask the class if they’ve ever read a boring article or report. Explain that often
the writing is dull and boring because the level of detail is overly general. Before
writers can improve their detail writing ability, they need to recognize the
difference between weak and powerful detail. Tell them that they will identify
details in expository writing that are fully developed versus those that are simply
stated.
Lesson At A Glance:
Whole Class and
independent Activity
• Discuss Detail Generating
Questions p. 146
• Present grab bag of simple
Magician’s tools
• Students pick an item and
report it (orally) as a fact
• Students follow fact with
“What does it look like?
“Why is it Important?”
• Independently, students
complete Good and Better
p. 147
2) Distribute the student reference sheet, p. 146 Detail Generating Questions. NOTE: This is to be put in student writing
folders for ongoing reference.
3) Project the detail generating questions and discuss each one.
4) Prepare a grab bag with items that a magician might use. Example: deck of cards, marble, coins, unusual rock, wand or
stick, hat, stuffed rabbit (or a picture of a real rabbit), small box, set of plastic cups in many colors, dark colored cloth,
silk handkerchief, plastic handcuffs, eight ball, metal ring, etc.
5) Ask one student to pull an item out of the bag and tell the class what it is. Ex. “It’s a deck of cards.” Say to the class,
“Was that a detail, or just a statement of fact?” (a fact)
6) Now, ask that same student, “What does it look like? – in other words, describe it to me using your five senses.”
7) Now, ask that same student, “Why is this item important?” Allow the student to explain why a magician might need
this item.
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LESSON 8
Detail Generating Questions/
Good and Better!
Example:
Student pulls out the silk handkerchief.
Just give me the fact: “I have a handkerchief.”
What does it look like? “This silk handkerchief is light pink and soft to touch. It is longer
than my arm, about the length of my leg.”
Why is it important? “A magician places this handkerchief in a box or up his sleeve and
then begins to pull it out a little at a time, amazing the audience as it keeps going and
going; it appears to be endless.”
8) C
ontinue in this fashion with the other items in the grab bag. This should be kept engaging for students as they orally
describe and explain the items. As you play the game reiterate, the Detail Generating Questions.
9) Next, distribute p. 147 Good and Better.
10) Read each pair of sentences with students. In one sentence the author simply states a fact. In the other sentence,
the author presents the fact along with what it “looks” like and why it’s important. Label each sentence GOOD if the
author presents the fact, and BETTER if the author fully elaborates through the use of the detail generating
questions.
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Student Page
Name: Detail Generating Questions
• What does it “look” like?
sound like? feel like? taste like? smell like? seem like?
• Why is it important?
Why is that important to your main idea?
• Is each detail in a separate sentence?
Separate the Grocery List!
• Did you give a specific example?
Avoid general language such as “stuff” “things” “nice”, etc.
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Good and Better
Name: Read each pair of sentences. In one sentence the author simply names a detail. In the other sentence
the author presents the same detail along with what it “looks” like and why it’s important. Label each
sentence GOOD if the author names the detail, and BETTER if the author fully elaborates.
1.) _________ I picked a magic pebble from the table.
_________ I picked up a glowing pebble with magical qualities from the collection
of items on the long table to use in my magic show.
2.) _________ In a matter of minutes Harry Houdini was able to escape from locks
and handcuffs made of strong metal and steel, amazing audiences
around the world.
__________ Famous magician Harry Houdini quickly escaped from locks and
handcuffs.
3.) __________ The amazing magician waved his hand and made a rabbit disappear,
bringing the spectators to their feet in disbelief.
__________ The magician performed some tricks for the audience like making a
rabbit disappear.
BONUS: Draw a wiggly line under the “What does it look like?” part of the “Better” sentences,
and circle the “Why is it important?” part.
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LESSON 9
Detail Generating Questions What Does it Look
Like? Why is it Important?
Objective
Students learn to elaborate through the use of two basic Detail Generating
Questions: What Does it Look Like? Why is it Important? and apply this to their
writing.
Preparation/Materials
Photocopies and/or means to project p. 149 Detail Generating Questions: What Does
it Look Like? Why is it Important?
Procedure
1) E xplain to students that they will use detail generating questions to fully develop
their details in expository writing. Remind them of the grab bag activity from
Lesson 8.
2) Write this sentence on a piece of chart paper or whiteboard:
Lesson At A Glance:
Whole Class and
independent Activity
• Review the detailgenerating questions for
expository writing
• MODEL an example of
the application of “What
does it Look Like? Why is it
Important?”
• During GUIDED PRACTICE
students apply detail
generating questions in a
revision exercise
Everyone likes Harry Potter movies.
3) Explain to students that this sentence simply names the detail, Harry Potter movies.
Instead, the author needs to fully elaborate using the Detail Generating Questions: What Does it Look Like? Why is it
Important?
4) MODEL this revision for students:
The exciting, blockbuster (what does it look like?) Harry Potter movies offer movie-goers intriguing
mystery and edge-of-your-seat chills and thrills! (why is it important?).
5) Next, write this sentence on chart paper or whiteboard:
A magician needs a magic wand.
6) Ask students to apply the Detail Generating Questions: What Does it Look Like? Why is it Important? in order to revise it.
7) Circulate, offering feedback, reading exemplary work out loud.
8) Finally, ask students to revise the additional examples on, p. 149 Detail Generating Questions: What Does it Look Like?
Why is it Important?
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Detail Generating Questions What Does it Look Like? Why is it Important?
Name: It is not enough for an author to simply list the details in a paragraph. Instead, the author needs to
elaborate. One way to elaborate is to explain how something looks, feels, sounds, and to explain why
that detail is important. Read the detail sentences below. Help the author elaborate by applying Detail
Generating Questions: What Does it Look Like? Why is it Important? to the underlined detail.
EXAMPLE: Read this detail sentence from a paragraph about magicians.
It just states a fact:
Magicians sometimes use a screen.
The revision:
Magicians keep a dark screen on stage in order to hide a complicated trick from the audience.
1) Read this detail from a paragraph about magicians:
The magician wore a hat.
Your Revision:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
1) Read this detail from a paragraph about magical objects:
Every magician has many magical items.
Your Revision:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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LESSONS 10 and 11
Objective
Using Research Notes to Write a Paragraph
Students refer to research notes on a famous magician and apply the detail
generating questions to write a paragraph about that magician. If more information
is needed to complete the paragraph, they may research via the internet, books, and
articles relevant to the topic, or other teacher provided materials, and take research
notes. (NOTE: an optional lesson on utilizing search engines to explore and narrow a search is included on p. 159.)
Lesson At A Glance:
Preparation/Materials
• Assess available information
and select a main idea
Research materials, Research Notes p. 155 ( MLA formatting directions can be found on the internet at mlaformat.org), David Copperfield p. 156, Harry Houdini
p. 157, and Seigfried and Roy p. 158.
Whole Class and
Independent Activity
• Introduce research notes
and read example
• Conduct additional research
if necessary
• MODEL a sample paragraph
Procedure
1) D
iscuss with students that they will be referring to research notes to write about
famous magicians. They might also conduct additional research to inform their
writing. When finished they will write a well elaborated paragraph about the
magician using the detail generating questions.
• Assist students during
GUIDED PRACTICE.
2) Photocopy Research Notes, p. 155, David Copperfield p. 156, Harry Houdini p. 157, and Seigfried and Roy p. 158 for
each student.
NOTE: each set of research notes has already been grouped according to main ideas. Students should select the
main idea that interests them most and then determine whether enough information has been provided. (In
some cases there is only one detail following the main idea - clearly not enough on which to build a paragraph.)
If there is insufficient information, or if any of the information provided needs further clarificatioin they will
need to supplement it with their research.
3) Using the David Copperfield research notes, MODEL a full paragraph for students. Read the notes through together. Then ask students to think about which main idea they prefer:
Possible MAIN IDEAS:
• Quotes
• Notable Illusions
• Performances
• Awards and Honors
• Accidents and Injuries
Say to students, “Notable Illusions” stands out as one that would be interesting. Let’s use that one.”
(Use the sample scripted modeling lesson, pp. 152-154 to continue.)
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LESSONS 10 and 11
Using Research Notes to Write a Paragraph
4) Once you’ve modeled a full paragraph, it’s time for students to use the research notes provided and/or use the internet
and other materials gathered to research their chosen magician.
5) Ask students to read the set of notes on the magician they have chosen. As they read the notes, they should begin to
categorize them based on a strong main idea. Have them write the main idea on notebook paper.
6) Provide students with Research Notes, p. 155. Tell the class that they can include additional information by researching
the magician they’ve chosen. Allow time to use the internet, and other informational sources. (see the literature
connections on p. 110.)
7) Look at the Research Notes paper on p. 155 with students. Instruct them to include citations for their notes so that
when they write their paragraph they can include them, the way you did in the model. Show them how to cite
reference material, internet sources, and books or articles. (MLA formatting directions can be found on the internet at
mlaformat.org) Copy the MLA formatting on chart paper for students and refer to it every time they do a research
project.
8) On another day, ask students to finish their research. Then begin GUIDED PRACTICE: Remind them that they will be
applying the Detail Generating Questions when writing this paragraph. When students have finished gathering their
notes they may begin writing the full paragraph. As they write, circulate and offer specific feedback. Look for ways
they’ve applied the detail generating questions and read those sentences out loud for others to hear.
9) Offer sentence starters to students (see possible starters, below).
10) On another day, when students have finished writing their paragraphs ask them to edit and revise as necessary. Some
revision suggestions: have students color code the detail generating questions – What does it look like? – blue, Why is it
important – red, specific example – green – they will visually see whether they have included these powerful details or
not and can revise accordingly, and include sentence variety through the use of sentence starters.
11) Direct students to type a final copy and add pictures, drawings, graphs, timelines, etc. to the final piece. Collect them
in a binder for a class book: FAMOUS MAGICIANS.
NOTE: This lesson should be broken into several days. Day one – introduce the research project, model the
paragraph, and start to conduct research, Day two – finish the research and guided practice, Day three – edit and
revise as necessary.
Chart these possible sentence starters for the class:
______(name of the magician) performs
Tricks and illusions Audiences adore
.
.
.
Most people agree .
This amazing conjurer,
.
You won’t believe .
Have you ever seen .
It is critical for the magician .
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TEACHER BACKGROUND
T: (teacher): Pass out the research notes on David Copperfield. We’ll be using these research notes today to write a
paragraph about a famous magician. Our challenge will be to apply the detail generating questions to elaborate on
the information provided.
T: Let’s look at these notes and see if we can determine a main idea about this magician that would work.
Read the notes out loud – notice that there are several NOTABLE ILLUSIONS listed for this magician.
T: I notice that there’s a lot of information here. Can anyone group some like-details in such a way as to reveal a
possible main idea?
S: He had a bunch of accidents.
TEACHER BACKGROUND
TEACHER BACKGROUND
SAMPLE SCRIPTED MODELING LESSON
T: It looks like he did – that could be interesting to write about but, we might have to do more research for that one in
order to generate more details.
S: He performed on TV.
T: Yes that’s true – but do you think there is enough there for a full paragraph?
S: There’s a whole section of notable illusions – maybe we can use that.
T: Yes – I think we can. So, what I hear you saying is that a main idea about notable illusions would work well based on the information provided about this magician.
Go to the chart and write a main idea sentence:
David Copperfield has created and performed many famous illusions.
T: Now that we’ve selected a workable main idea with an adequate number of supporting details, let’s look at each detail and write about it, applying “What does it look like? Why is it important?
Read the section on notable illusions out loud.
T: Ok – let’s start with this one: He made the Statue of Liberty disappear. I wonder what that was like for those
people standing on Liberty Island?
S1: One minute it’s there and the next – POOF!
S2: People must have been rubbing their eyes.
S3: WOW! That must have been so cool! The people must have been speechless.
S4: I saw the Statue of Liberty once – it was huge and green. She was holding a torch and a book too.
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TEACHER BACKGROUND
SAMPLE SCRIPTED MODELING LESSON
TEACHER BACKGROUND
S5: He must have practiced that one a long time – how did he do that?
T: Wow! You’ve given me a lot of great details to include. Let’s use that now in our writing.
You told me (point to S4) that the Statue of Liberty is huge. Write: The Statue of Liberty stands hundreds of feet
tall on Liberty Island and holds a torch the size of a large building. (That answers the question – What does it
look like?) Continue writing – (S2 and S3 said) People rubbed their eyes and a hush fell over the crowd as David
Copperfield made that huge statue disappear. (and S1 told us) One minute it’s standing there and POOF!
The next minute it’s gone. (S5 added) This professional practiced for years before performing this amazing
deception that amazed and impressed his audience. (Why it is important?)
T: That tells us what it looks like and why it’s important. Let’s move on. The next illusion is that he walked through the
Great Wall of China. What might that have been like for him?
S6: It must have hurt to walk through a big wall.
S7: How does he do this stuff?
S8: Maybe he just makes people think he did it.
T: Oh that’s a good thought – maybe that’s why it’s called an illusion – remember we’ve learned a lot this month
about tricks and how a magician can fool the brain. What do you think that wall looked like? What was it made of?
How thick was it? We might need to research that to find out more. (This is a great time to search the internet for
information about the Great Wall of China and to watch a YOUTUBE video of David Copperfield going through the
wall.)
S9: The Great Wall is over 15 feet wide. People stand on it.
S10: It’s made of brick and stone – solid, not hollow.
S11: He just put one hand in and then disappeared.
T: Ok – so now we know what the wall is made of and we saw Mr. Copperfield go through it – let’s use that in our writing.
Write: Another famous trick is when he went through the Great Wall of China. This famous landmark is
over 15 feet thick, and people stand and walk on it. It’s constructed of solid brick and stone. (Point to the
appropriate students – this is what S9 and S10 told me.) David Copperfield put one hand into the wall and
then disappeared. It’s possible that this illusion was a trick of the mind, but, in order to be entertained we
willingly suspend our disbelief.
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153
TEACHER BACKGROUND
The teacher continues in similar fashion. In order to use a wide variety of vocabulary, the teacher models in much
greater detail than what will be expected from students during guided practice. Notice the way in which the
teacher takes students’ responses and expands on them, translating them into more sophisticated vocabulary,
then, acknowledging and affirming student contributions. The teacher operates on the idea that students all know
more than they can often articulate clearly. By careful listening and observing, the teacher can, from a position of
greater life experience, tap into their ideas, assign effective language to these ideas, and then empower students by
expressing their ideas clearly, fluently, and with interesting, evocative vocabulary. Students then feel they “own” the
vocabulary and will later emulate it during GUIDED PRACTICE. At the end you will need to show students how to cite
the information.
T: Some of the information we used today came from the internet. Here is how I can explain to the reader that we
found that information online: cite the internet reference: www.davidcopperfield.com February 2012 (internet address
and date obtained)
Sample Paragraph:
David Copperfield has created and performed many famous illusions. The Statue of Liberty stands hundreds
of feet tall on Liberty Island and holds a torch the size of a large building. People rubbed their eyes and a hush
fell over the crowd as David Copperfield made that huge statue disappear right before their eyes. One minute it’s
standing there, and POOF! The next minute it’s gone. This professional practiced for years before performing this
amazing deception that amazed and impressed his audience. Another amazing trick is when he went through the
Great Wall of China. This famous landmark is over 15 feet thick, and people stand and walk on it. It’s constructed
of solid brick and stone. David Copperfield put one hand into the wall and then disappeared. It’s possible that
this illusion was a trick of the mind, but, in order to be entertained we willingly suspend our disbelief. His other
notable illusions prove this point. During his Broadway shows he seemingly flew through the air with no ropes
or wires attached. This master of illusion would start at one end of the theatre and wind up on the other side
instantly as though he had flown there. People were left gasping and wondering how he did it. At another time
he made the Oriental Express railroad car disappear. This magician practices for years before he ever performs any
of these tremendous mind-blowing tricks. David Copperfield is certainly an amazing entertainer and master of
illusion who has captured the imagination of a generation. www.davidcopperfield.com February 2012.
Post this model for use during the guided practice session. Students can refer to the transition words, powerful
vocabulary, and application of the detail generating questions. They will need to use all of these strategies in their
own paragraphs after their research is completed.
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TEACHER BACKGROUND
TEACHER BACKGROUND
SAMPLE SCRIPTED MODELING LESSON
Research Notes
Name: Research Notes - Magician
Main Idea:
Research Questions:
Resource:
Internet Site:
Author:
Date Accessed:
In your own words, include specific examples, dates, description of the detail, etc.
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
• ______________________________________________________________
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155
David Copperfield: The Magician
Name: These are some facts about the famous magician, David Copperfield. Some of these facts will be useful when creating a
paragraph about him. Write a main idea and choose the facts that will best support your main idea. You may need to do
additional research on this magician in order to write your paragraph.
• QUOTES
1) David Copperfield exclaims, “I love to challenge my team and myself by pushing the envelope
and working on new methods and ideas. Sometimes, the ultimate solution requires months of
brainstorming, miniatures and mock – ups, and testing just to make an idea a reality.”
(cite: www.davidcopperfiled.com/html/biography.html, February 2012)
• PERFORMANCES
1) David Copperfield has performed live shows both in person and on television. Both CBS and
ABC aired special live performances each year that amazed audiences.
• NOTABLE ILLUSIONS
1) Made the Statue of Liberty disappear in front of a live audience on Liberty Island
2) Walked through the Great Wall of China
3) Flew through the air during his Broadway show
4) Caused the Oriental Express railroad car to disappear
• AWARDS and HONORS
1)
2)
3)
4)
21 Emmy awards for his TV shows
The Living Legend award from the Library of Congress
Guiness World Records
Magician of the Century and Magician of the Millenium
5) A star on the Hollywood Walk of Fame
• Accidents and Injuries
1) Became tangled in a chain underwater and had to be pulled up
2) Cut off the tip of his finger performing a rope trick
3) An assistant was sucked into a giant industrial fan and required stitches
Main Idea Selected: _____________________________________________________________
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Harry Houdini: The Most Famous Magician in History
Name: Below is a list of some facts about the famous magician, Harry Houdini. Some of these facts will be useful when creating a
paragraph about him. Write a main idea and choose the facts that will best support your main idea. You may need to do
additional research on this magician in order to write your paragraph.
• EARLY LIFE
1) Born in Budapest, Hungary and moved to Wisconsin at the age of 4
2) first performed as a nine year old as a trapeze artist
3) Family was poverty stricken and Harry was poorly educated
4) Started to perform at the age of 17 and teamed up with Jack Hayman - their specialty was the
Crate.
• APPEARANCE
1) Small man - 5’5”
• FAMOUS ESCAPE ARTIST TRICKS
1) The Needle Trick was a cornerstone of his act” he would swallow needles and thread and then
spit them up with the needles actually threaded
2) A master of escape - an escape artist - he would be handcuffed and shackled and still be able
to escape - able to escape any handcuffs offered and from most locations suggested: jail cells,
handcuffed from a bridge, thrown into a river, locked canvas bag
3) Even more daring - he would be handcuffed and sealed inside a milk can filled with water and
still manage to escape: The Milk Can trick
4) Chinese Water Torture Cell: his feet were locked in stocks and he was lowered upside down into
a tank filled with water. The tank had a glass front that the audience could see through - a
curtain was drawn and the magic man escaped.
5) The Straightjacket escape: he was strapped into a straightjacket and hung upside down over a
high building or attached to a crane - he then escaped in full view of the crowd
6) Buried Alive: buried under 6 feet of dirt - had to claw his way out - at one point he became
unconscious and had to be pulled from the grave
• other pursuits
1) Created a film company but it was not successful
• AWARDS and HONORS
1) A star on the Hollywood Walk of Fame in 1960
• death
• Died of a ruptured appendiz that he refused to seek medical attention for
• At his funeral the magicians in attendance honored him with a “Broken Wand” ceremony to
symbolize the loss of his powerful magic
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Main Idea Selected: _____________________________________________________________
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Siegfried and Roy: Entertainers and Magicians
Name: Below is a list of facts about the entertainment team, Seigfried and Roy. Some of these facts will be useful when creating a
paragraph about them. Write a main idea and choose the facts that will best support your main idea. You may need to do
additional research on these magicians in order to write your paragraph.
• EARLY LIVES
1) This duo were born in Germany
2) 1947 Seigfried buys his first magic book
3) 1955 Roy befriends a cheetah at the zoo in Germany
• Most famous illusions
1) Seigfried and Montecore (w white tiger) magically switch places from within separate locked,
transparent enclosures
2) The trunk escape: with tremendous speed the pair magically trade places - one inside a cloth sack that
is locked in a trunk - the other stands on top and places a curtain around himself - instantly the curtain
drops and the two have changed places. Then, as if that isn’t enough - an animal cage is presented
and one gets into the cage while the other covers it with a cloth. The cloth is ripped away and a roaring
lion is in the cage and the man is in the trunk with another jungle beast.
3) The show’s climax: a white tiger jumps on a large flaming silver ball and Roy leaps onto its back - the
two disappear at Seigfried’s magical command.
• AWARDS and HONORS
1) 1976 receive Magician of the Year Award
2) 1982 asked to save the white tiger and receive cub as a gift
3) 1997 grant awarded for the College of Magic in Cape Town South Africa
4) 1999 IMAX film, Magic Box, opens
5) 1999 given a Hollywood star on the Walk of Fame
6) 2000 honored as Magicians of the Century
• work with animals
1) Roy is known for his work with exotic animals while Seigfried is a traditional magician
2) Performed in Las Vegas at the Mirage hotel - the Mirage now has a wild animal area called, The Secret
Garden and Dolphin Habitat, which includes a white tiger
3) Together this team used wild animals as part of their illusions
4) 1970 Las Vegas popularity soars - add a jaguar and Siberian tiger to the performance
5) Met on board a cruise ship: Seigfried was a performer and Roy had smuggled a cheetah onto the ship
and convinced Seigfried to use it in the act.
Main Idea Selected: _____________________________________________________________
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Optional Lesson
Title
How does
this inform
expository
writing?
Research – Utilizing
Search Engines for Research
Lesson At A Glance:
Objective
Students become familiar with search engines and techniques that will help
narrow their search when getting information off the web (world wide web.) This
is a necessary skill when students are preparing for an expository report requiring
research.
Preparation/Materials
Computer and photocopies and/or the means to project Research! Using Search
Engines p. 160.
Procedure
Whole Class and
independent Activity
• Discuss use of internet
search engines
• Walk through search steps
on Research! Using Search
Engines, p. 160
• Project searches so that the
class can follow the process
1) D
iscuss with students how the internet can be used to find information. Ask what
they know about the internet and the web and if they have ever searched for
information there. Explain that there are millions and millions of websites. Finding information can be tricky if they
don’t know how to look for it.
2) Explain that they will be using the internet to research information but before they begin they must clearly identify
what they want to know. Being specific will help them narrow their search.
3) Distribute the student reference sheet p. 160 Research! Using Search Engines.
4) Read and discuss this reference sheet together. If possible, use a computer and project a search engine homepage so you can demonstrate each technique for them. Note the number of results you find as you continually
narrow your search.
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Research! Using Search Engines
Name: Have you ever looked for information on the Web? Interested in finding the perfect puppy, looking for information on the
best vacations for kids? That is where search engines come in, but the problem with doing research on the web is that you
often find way too much information!
Some of the more popular search engines are google, bing and yahoo. Understanding how to use search engines will help you
narrow your search so that you can find exactly what you’re looking for. These are just a few techniques to help you get started.
1) Be Specific
The more specific you are, the more information you’ll find. Use key words that tell the search engine
exactly what you are looking for. For example, if you are looking for famous magicians, and enter magicians,
the search engine will present millions of hits. But if you want information on a specific magician, ex.
Criss Angel, enter ‘Criss Angel magician’ instead. This will yield fewer, more specific results. Looking for
information about a specific Criss Angel illusion – say, body suspension, enter ‘Criss Angel body suspension’
illusion. Each time you revise the entry and focus your key word you will narrow your search.
2) The + Symbol
To ensure the search finds pages with all the words you’re looking for, put the + symbol in front of each
word. For example, you want information on both the magicians Criss Angel and Blaine put the “plus” sign
in front of their names. +criss angel+blaine. Only documents that have both their names will be found in the
search. (Also, no need to capitalize proper nouns or titles when entering information in the search box.)
3) Using Quotation Marks
When you put your search terms in quotation marks, it’s called a “phrase search.” The search engine will
give you pages that have the terms in the exact order of the words in quotations. For example, if you’re
looking specifically for information on “David Blaine on television” enter it just like that and you will only get
the documents that have those words in that order.
4) Notice the Results!
Finally, notice that when you narrow the search the number of results or “hits” changes. This information
is usually found at the top of the page and indicates how many documents were found containing the key
words you searched. For example, when magicians was entered there were 2,940,000 documents found but
when Criss Angel magician was entered, there were 894,000. Criss Angel illusionist yielded 250,000, and
Criss Angel body suspension illusion, 122,000.
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LESSON 12
Word Referents
Objective
Lesson At A Glance:
Students expand vocabulary and sentence variety by learning to generate word
referents.
Whole Class and
Independent Activity
Preparation/Materials
• Define and discuss use of
word referents
Word Referents p. 162,
Procedure
1) E xplain to students that a word referent is word or phrase that can be used in
place of a topic word, which, in the context of an entire piece of writing, would
likely be repeated numerous times. It is often an adjective coupled with a noun.
2) Distribute the Word Referents p. 162.
3) D
iscuss and MODEL the sample below: Magical Character: Leprechaun. Ask
students to help create a list of adjectives and nouns that mean Leprechaun.
When these are put together they create words and phrases that refer to the
character, setting, or object without naming it. The combinations are countless. below.)
• MODEL generating a
list of word referents for
“leprechaun”
• Have students create word
referents for “fairy” and
“rabbit”
(See the modeled sample
4) If needed, practice the first example (fairy) on p. 162, Word Referents – discussing nouns and adjectives might work.
5) GUIDED PRACTICE: Ask students to complete the other sample
Sample Model for Word Referents
Magical Character: Leprechaun
ADJECTIVE
NOUN
magicalbeing
Irish
jokester
gold
hider
rainbow
rider
little, green
man
diminutive
person
red haired
legend
tricky
fellow
mischievous
elf
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161
Word Referents
Name: Imagine that the author wants to build some interesting word choice and sentence variety. One way
to do this is by using word referents instead of naming the character or object. See how many different
ways you can refer to each character or object.
Character: Fairy
Describing Word(s)
Character Word(s)
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
Object: Rabbit
Describing Word(s)
Character Word(s)
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
______________________________
_______________________________
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LESSON 13
Poetry: What’s in the Hat??
Objective
Students write a free verse poem using the five senses and including word referents to
hint at what the magician pulled out of the hat, adding a bit of suspense to the writing.
Preparation/Materials
Photocopies and/or the means to project What’s in the Hat? p. 164.
Procedure
Lesson At A Glance:
Whole Class and
Independent Activity
• Discuss, define free form
poem
1) A
sk students if they’ve ever read a poem. Discuss and define poems as
compositions that use words and rhythm to “paint pictures” and provide evocative
images that reflect ideas, emotions, or images, in creative ways. Explain that they
will write a free form poem using word referents.
• Encourage the use of word
referents
2) Distribute What’s in the Hat? p. 164.
• Have students compose
poems during GUIDED
PRACTICE
3) E xplain to students that they can use word referents to add a bit of suspense to a
free form poem.
• MODEL an example, using
questions to elicit detail
4) E xplain that we can write this type of verse using words and phrases in any way
we choose. The words don’t need to rhyme.
ODEL a free form poem using word referents in place of the object that comes out of the hat, and then reveal the
5) M
object in the last line. (see the sample modeled poem) Point out that poets often eliminate any words that are not
necessary – for example, if written in prose, the first line of the poem, below, would probably read: There he stood
with his hat in his hand. The magician was extraordinary. Notice how the rhythm and tone changes with the
elimination of these small words.
6) G
UIDED PRACTICE: Direct students to write their own poem and circulate as they write. Be certain that they are using
a sense of anticipation as they refer to what might come out of the hat.
Sample Free Form Poem (word referents appear in bold print)
If students get stuck, asking questions can help. Some helpful questions appear in italics.)
What’s in the Hat??
There he stood with hat in hand,
Magician extraordinaire. (Ask: Describe the magician in a word or two)
Reaching in, pulling out (Ask: What did the magician do?)
A short snouted beast. (Ask: Can you assign a word referent or two for your magical creature?)
This curly tailed critter,
All pink and prickly. (Ask: describe the creature)
This mud covered creature Not dove, nor rabbit! (Ask: what are examples of creatures NOT in this hat?)
Mud splattered the magic man, (Ask: What happened as the magic creature emerged?)
As the rotund animal shook.
An OINK! (Ask: What might you hear?)
Imagine – a PIG in a hat!! (Ask: What was it?)
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163
What’s in the
Student
Hat? Page
Name: One form of poetry is a free form poem where the author uses words and phrases of choice. It does not need to rhyme,
although some lines can rhyme if the author chooses. For this poem, think about an unusual object or animal that a magician
could pull out of his/her hat. When you go to write the poem, use word referents to describe what comes out of the hat.
BrainstormDirections
a list of word referents before you begin. Remember - don’t name the unusual object or animal until the last line of
the poem. The first line of the poem is given, after that you are in charge!
There he stood with hat in hand,
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
_____________________________________
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4 Writing: Month 2
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