A. Design an original lesson for students in the first, second or third grade for each of the following two writing styles:
Note: These two lessons should form an integrated unit of instruction.
1. A narrative writing lesson (stressing the telling of a story)
a. Explain how you would use the six traits writing model as an assessment if these students were in your own classroom.
b. Describe two items you would use in your classroom environment to encourage narrative writing.
2. An expository writing lesson (informing the reader of a topic that would include facts, such as book reports or research reports)
a. Describe two items you would use in your classroom environment to encourage expository writing.
B. Design an original activity where students learn an irregular spelling rule (e.g., “child/children”).
C. Design an original read-and-describe activity where students read one of their writing samples to a peer and then the peer describes the content of the writing to the class.
1a. The six traits writing model will be incorporated to writing assignments as an assessment in my own classroom. As a teacher I will create bulletin board on the six traits of writing for the students to reference during the beginning of the year. Each trait can be added to the board as it is introduced. This will keep them focused on the writing components as they are completing writing assignments. It will also help them focus on the characteristics that their papers will be assessed on. Trait icons can then be hung around the room for year long access after the bulletin board is taken down and replaced.
1b. Two items that can be kept in the classroom to encourage narrative writing are a variety of narrative books in the reading area for the students to access at free reading time and costumes/props for the students to use to inspire dialogue.
2b. Two items that can be kept in the classroom to encourage expository writing are children’s scholastic magazines or children’s discovery