r11-24-08

= November 24, 2008 =

Directions:

 * 1) Get your notebook.
 * 2) Copy today's learning objectives.

__Learning Objectives__

 * Learn to add sensory details and dialogue to paragraphs.
 * Learn to use adjectives to create paragraphs with good sensory details.
 * Improve upon last week’s narrative assessment score.

1. You copy this paragraph on the white board and have students fix the paragraph by adding sensory details and dialogue:
 * On Saturday I had fun. I went to the park. I played soccer with my friends. The game was tied and I kicked the winning goal. After playing in the park my friends and I went to get something to eat. Finally, we all said goodbye to each other and we went home.

There is a lot students can do to make this paragraph more vivid with sensory details. Feel free to offer students a few examples of how they can improve this paragraph. Read student paragraphs to the class—one from each group.

2. Pass out the “Sensory Detail Word Bank” one for each student. Review several of the words from each section (from both sides) with the students. Help them understand what unfamiliar words mean by giving them examples and/or acting them out. Have the students pick a few words from each section to write a story about what they did this weekend. Encourage students to work together. Each group will develop one story. Walk around to each group to ensure that they are using words from the word list correctly.

3. If time permits, pass out an “Incident Map” to each student. Explain to students (some students can translate for others) that this graphic organizer is a pre-writing activity to help them develop a good story with lots of sensory details and dialogue. Tell students to pick an incident (an event) that happened to them. It could be a time they were injured, their first date, getting in to a fight, dancing at a party, going to a wedding, etc. Have the students fill in the incident map to prepare to write a story about their incident.

Learning Objectives
 * Learn to add sensory details and dialogue to paragraphs.
 * Learn to use adjectives to create paragraphs with good sensory details.
 * Improve upon last week’s narrative assessment score.

Students will copy these learning objectives into their planners at the beginning of class while you take roll.

Today’s Agenda (students do not copy this)

After students copy the learning objectives, have students form groups (they are used to doing this—they move their desks and work together). Feel free to change the groups if necessary.

1. You copy this paragraph on the white board and have students fix the paragraph by adding sensory details and dialogue: On Saturday I had fun. I went to the park. I played soccer with my friends. The game was tied and I kicked the winning goal. After playing in the park my friends and I went to get something to eat. Finally, we all said goodbye to each other and we went home. There is a lot students can do to make this paragraph more vivid with sensory details. Feel free to offer students a few examples of how they can improve this paragraph. Read student paragraphs to the class—one from each group.

2. Pass out the “Sensory Detail Word Bank” one for each student. Review several of the words from each section (from both sides) with the students. Help them understand what unfamiliar words mean by giving them examples and/or acting them out. Have the students pick a few words from each section to write a story about what they did this weekend. Encourage students to work together. Each group will develop one story. Walk around to each group to ensure that they are using words from the word list correctly.

3. If time permits, pass out an “Incident Map” to each student. Explain to students (some students can translate for others) that this graphic organizer is a pre-writing activity to help them develop a good story with lots of sensory details and dialogue. Tell students to pick an incident (an event) that happened to them. It could be a time they were injured, their first date, getting in to a fight, dancing at a party, going to a wedding, etc. Have the students fill in the incident map to prepare to write a story about their incident.