Jackie Butler

EDU432: Summer 2014

Your Turn Lessons

#1 - Writing Leads

Hook:
Read the first two paragraphs of Drums, Girls, and Dangerous Pie by Jordan Sonnenblick. Discuss
the two types of leads that he uses snapshot (describing the moment) and questioning.

Options for Mentor Texts: (with other types of leads)
The Giver by Lois Lowry (flashback)
The Witches by Roald Dahl (fact/hook the reader)
Report to the Principals Office by Jerry Spinelli (dialogue)
Frederick by Leo Lionni (snapshot of setting)

Purpose/Domain Focus:
The purpose of this lesson is to expose my class to leads that catch the readers attention, so that
they may write interesting pieces that catch the attention of their audience from the start.

Brainstorm:
In their notebooks, students will divide their paper into two columns and label them Snapshot and
Questioning. Tell them that we will be focusing on our classroom as the setting to write about.
Students will describe the setting under the Snapshot column, and write questions about the
classroom/classmates under the Questioning column.

Model:
I will show my two columns to the class, and then reread the first two paragraphs of Drums, Girls, and
Dangerous Pie. As a class, we will first work with the Snapshot column to create a snapshot of our
classroom. Next, we will create questions that go together about the classroom, that will catch our
readers attention.

Shared/Guided Writing:
Students will write a lead using either the snapshot or questioning technique for the event they have
chosen. Ask for volunteers to share with the class.

Independent Writing:
Students will go back into their notebooks and pick a previous entry to write a new lead to. Students
should pick one of the strategies that we discussed today snapshot or questioning (or another type
of lead, if we read a different book).

Reflection:
Think, pair, share students will think of the following questions:
How did todays strategy work?
How did my piece improve by adding a new lead?
Would a different type of lead work better for my story?
How did my lead help my writer to visualize the setting/characters?

Extension:
Use other mentor texts to demonstrate other types of leads.

#2 Word Choice (Show, not Tell)

Hook:
Read The Seashore Book by Charlotte Zolotow. Discuss how the mother in the story transports her
son to the beach with her descriptive language. As a class, list all of the descriptions that she uses in
the book and record them on the board for the class to see.

Options for Mentor Texts:
The Giver by Lois Lowry
The Witches by Roald Dahl
Flying Over Brooklyn by Myron Uhlberg
The Relatives Came by Cynthia Rylant

Purpose/Domain Focus:
The purpose of this lesson is to help students expand their word choice as they write by showing,
not telling. I am hoping that providing students a strong example of descriptive language will
encourage them to describe their surroundings using all of their senses, and with powerful verbs and
adjectives.

Brainstorm:
Ask students to pick a special place to describe. In their notebooks, they will create a five column
chart, and record how their place looks, sounds, smells, tastes, and feels.

Model:
On the board, I will model my own five-column chart to describe our classroom. I will write about the
desks, students, and decorations in our classroom; about the scent of pencil shavings mixed with our
air freshener; the feel of the hard desks as we sit, or of the pencils in our hands; the sounds of the
bells and other students and teachers; and the tastes of the starbursts that students receive as a
reward.

Shared/Guided Writing:
As a class, we will write a paragraph describing our classroom. Encourage students to use powerful
verbs, adjectives, and nouns as they discuss our classroom. We will go around the room, and each
student will add one description to our writing.

Independent Writing:
Students will revisit their five columns and write a descriptive paragraph about their special place.
Remind students to describe all of the senses as they write their paragraphs, and that they may add
to their columns as they are writing. Students may volunteer to share their answers.

Reflection:
How did todays strategy work?
How can I improve past writing samples by using this strategy?
Which senses are easier to describe? Which are harder?
How does this strategy help my readers?

Expansion:
Take the class outside (or into another new setting) and have them describe their environment as it
relates to their five senses.