As part of our poetry unit, the fifth grade wrote Limericks. They then presented their Limericks under the Document Camera in what is called an Author’s Chair. Check out the pictures below!
As you know, our “little writers” have jumped into the world of research writing. Below you will find an outline of the students’ journey throughout this unit.
Before beginning the process of research writing, the students analyzed a sample research report, in order to understand the expectations for their own report.
To get started with this unit, our “little writers” brainstormed three potential topics and explained why they wanted to learn more about each topic. Based on their explantaions, the best topic was chosen for them.
Students began to frame their essays by developing questions to guide their research.
As a way to prepare for the research phase of this unit, our “little writers” learned how to site various sources. Using a graphic organizer, students worked in pairs to practice citing a non-fiction book and an online article.
As a way to understand the concept of plagiarism, our students viewed a BrainPop video. Following the short video, the students recieved and recited a check-list for ways to avoid plagiarism. With the checklist in hand, our students can successfully begin their research.
To begin the research process, our fifth graders were given Research Graphic Organizers. As the students read through their sources, they will record imformation gathered onto this graphic organizer. Check out some of the completed Research Graphic Organizers below.
To begin structuring their research papers, our writers constructed an outline. During the drafting stage of the writing process, our students used their outlines to direct them through their writing. Check out some sample outlines below.
Using their Research Graphic Organizer and outline, our students tackled the drafting stage of the writing process. As each student drafted a paragraph of their research paper, I also drafted my own paper. Check out below the Research Paper Bulletin Board the students referred to for assistance, along with other pictures that illustrate the drafting stage.
Through peer conferences, our students worked with each other in an effort to revise and edit the research papers. Below are some pictures illustrating peer conferences in action.
Nearing the end of the writing process, our students typed their Research Papers! Check out how productive they are in the pictures below.
As our writers near the end of the writing process, they learned how to construct a bibliography. To assist students in writing their bibliography, they used the reference sheet below.
As a way to celebrate our writing, the fifth graders shared their reports in small groups. What great fun we had listening to our peer’s work and learning about their topics!
To kick off a series of mini-lessons on personal narratives, the students listened to the picture book, Shortcuts, by Donald Crews, read aloud. After the read aloud, the students worked as a class to develop a detailed definition of a personal narrative. Once students had a deep understanding as to what a personal narrative was, our writers began a two day journey through the pre-writing stage of the writing process.
The first day involved reading a personal narrative with a partner and recording information regarding the experience described in the book. All the students then came together as a class and created a list of personal experiences based on the books they read.
The second day allowed the students to hone in on one personal experience they encountered, and begin to think about how they could stretch that memory into a personal narrative. To help students understand how an author takes one moment and stretches it into a book, I read aloud the picture book, Roller Coaster, by Marla Frazee. This read aloud showed students that through the use of figurative language, the five senses, character’s actions, and descriptive detail, one single moment can be stretched into a well-written story.
Check in with your child this week as they begin to draft their personal narratives!
As a way to assess all that our “little writers” learned during the figurative language unit, each student was randomly assigned a figure of speech. Their task was to write, illustrate, and explain their example.
After our writers completed the task, they participated in an Author’s Chair. What is an Author’s Chair you ask? Well, it allows each student to “publish” their writing by sharing out their work with the class. Therefore, each student shared their writing by dispaying their work under the document camera. Check out the work of our writers below!
This week in writing, our “little writers” learned how to SHOW rather than TELL in their writing. One strategy they were introduced to was the use of figurative language. Throughout the week, the fifth grade read, analyzed, and discussed examples of similes, onomatopoeia, personification, and metaphors in Shiloh. They also had some practice in utilizing these forms of figurative language in short writing assignments.
Below you will find pictures of the anchor charts I used to reel the students into all things figurative language. You will also find a series of comic strips. These particular comic strips were done online, and allowed the students to practice using onomatopoeia in their writing.
As you know, several weeks ago, our students began their journey through the writing process as they wrote their narratives on wordless picture books. During this process, they were introduced to the various “Editor’s Marks” that are intended to be used to make corrections during the Revising and Editing Stages of the writing process.
As a way to practice utilizing these marks, our “writers” participate in a daily proofreading exercise. For each day of the school week, students work independently on an assigned proofreading exercise. Once all students complete the exercise, a student is then chosen to be the “teacher.” As the “teacher,” the student leads the class in reviewing the exercise on the SMARTboard.
Check out Colin below as he reviews an exercise with 5B!
Last week, our fifth graders were introduced to the rules of dialogue writing through the picture book, One Cool Friend, by Tony Buzzeo. Once the rules of dialogue writing were established, the students practiced writing lines of dialogue through various activities.
Then, to officially kick off our unit in Narrative Writing, our students were exposed to the wordless picture book, Wave, by Suzy Lee. After “reading” the picture book, the students listened to my interpretation of the storyline. They then shared their own interpretation of the story.
Once it was understood that people can interpret wordless picture books differently, the students were divided into partnerships and assigned their own wordless picture book. With their partner, students developed a storyline to go with the illustrations. They used post-its to write the text for each page, and placed the post-its on the coordinating pages of the book.
This week, students will use their wordless picture books as the foundation for their narrative writing piece. They will write their narratives utilizing dialogue. What an exciting week we have in store!