Published on February 21, 2014
Strategy Mini Lesson: Elaborating: Strategy Mini Lesson: Elaborating Jordan Swerdloff February 20, 2014 objectives:: objectives: Students will be able to create greater sensory details by using specific nouns, descriptive verbs, and adjectives. Students will be able to include more information about events in their stories and use appropriate transition words. introducing the strategy:: introducing the strategy: I will introduce the strategy by showing students a simple sentence written on the board. We will read it to see how it sounds. Next, I will show an elaborated version of the original sentence. We will read it and compare the differences between the two sentences. modeling the strategy : : modeling the strategy : First, I will present a model text that demonstrates elaboration. Then, we will discuss qualities of the text that give the reader a greater sense of detail so we can discover how to improve our own writing. guided practice pt.1 : : g uided practice pt.1 : I will write a simple sentence on the board and ask to students to help me find places where we could elaborate. I will ask individual students to come to the board and mark places that need elaboration. guided practice pt.2 : : guided practice pt.2 : Then, the class will look at each place that needs elaboration and ask what we need to do: Do we need to add more information? Do we need to use a more specific noun? Do we need to use a more descriptive verb? Do we need to add an adjective? We will make changes based upon answers to these questions. applying the strategy pt.1: : applying the strategy pt.1: T he students will generate ideas about a topic, then choose the idea they find most interesting. Based on this idea, students will brainstorm different events and details to include in their stories. They will also generate ideas about feelings, senses and appearances associated with these events. applying the strategy pt.2: : applying the strategy pt.2: They will use these ideas to create a short, narrative paragraph. They will read their paragraph and mark places that need elaboration. They will ask the same questions from the guided practice to see how they can use descriptive language and details to give the reader a more vivid picture of their story. assessment: : assessment: I will create a rubric to help guide the students . I will assess the students as they work through mini- conferences. S tudents will offer peer feedback during the drafting process. S tudents will assess their own performance, pointing out strengths and areas for improvement. Finally, I will read the stories and assess them according to the rubric. references:: references: Tompkins , G. (2008). Teaching Writing: Balancing product and process . Boston: Pearson Education .