WR082.b
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Writing Standard 2.b - Level 8
Organize ideas so that there is an inviting introduction, logical arrangement of ideas, and a purposeful conclusion.
Standard in Kid Friendly Language
The beginning or introduction to a piece of writing should make the reader want to continue reading. Ideas are organized in a logical way. For example by time, order of steps in a process, spatial (how space is used, east to west, top to bottom, etc.),or order or importance (most to least or least to most). Create a conclusion (ending) that summarizes ideas, connects to the introduction, and leaves the reader with something to think about.
Standard Unwrapped
KNOW
Identify:
- five common organizational patterns for writing:
- chronlogical
- spatial
- process (how to)
- cause/effect
- most to least or least to most important
- introduction, body, and conclusion in material that is read or written.
- Know how to create an introduction that gets a reader's attention.
- Know how to summarize main points and conclude (end) with a memorable statement.
ABLE TO DO
Choose a pattern of organization to fit a specific genre. For example, chronological (time) would be the best choice for writing a narrative.
Create a paragraph from a writing prompt.
Combine paragraphs into an essay, report, or story with identifiable introduction, body, and conclusion, using appropriate transitions.
Instructional Strategies
- To teach spatial order, have students choose between the following related prompts: An alien has landed north of town, and needs to meet friends at the swimming pool. Using five points of interest, give directions that will help the alien reach his/her destination. Use present tense.
- Or: An alien has landed in Brush and wants to tour the town. Using five points of interest, direct the alien to each one and give details to explain its importance. Give directions in present tense.
- To teach process ( how to) have students explain the steps in making a peanut butter sandwich, cooking spaghetti, opening a locker, or getting ready for school. The only limit to how to writing is the teacher's imagination. Middle school students enjoy creating processes to: drive a sibling, parent, or teacher crazy, ensure failure in a class, become the world's biggest nerd, etc.
- To teach chronological order (time), have students create a time line. Depending on the purpose, timelines can be personal or more general. A personal timeline can include a specific number of life events beginning at three to five years of age, and progressing to the currnet time.
- Use a button or sewing box as an example students how to sort and catagorize ideas and details. Empty the contents onto a table and ask students to gather around and make suggestions as to how to sort the items. If the box contains mostly buttons, the possibilities are by color, size, shape, style, or use. If a sewing box is used, the possibilites include buttons, thread, patterns, seam rippers, pins, and scissors. It is a good idea to include some extraneous, unrelated items and make connections to writers including unrelated details in a paragraph. After five to seven minutes, have students return to seats and write a paragraph about the activity. This can be expanded to a multiple paragraph activity.
- Provide an assortment of short selections from a variety of genres for students to read and analyze. For example, news articles, instructions, short stories and anecdotes, jokes,instructional material from other disciplines.
Assessment Strategies
Resources
Projects and Activities
- Do frequent (minimum of twice a week) quick writes from a prompt. Concentrate on different skills such as creating attention grabbers, adding supporting detail, or satisfying conclusions.
- Write an autobiography which includes events that took place during the student's year of birth, description of the family unit, extended family, and community, a personal timeline, a favorite, dramatic, or funny memory, and a look into the future. Follow the writing process for each chapter: Plan, write a rough draft, share with a critical reader, revise, edit, complete a final draft, and publish. Publication will include a cover, title page, a copyright statement, and a works cited page.
- Also see projects and activities for 1.a.
