Beginning with classification of Ideas, in the six traits of writing, Allan’s demonstrates relevant and telling quality details that move beyond the obvious and the predictable (NWREL, 1992). Allan admitted that his weakness is having too many ideas and wanting to write about everything. He goes back and crosses out or his teacher will delete a whole block of copy. I paraphrased by saying, “So, it sounds like you need help focusing your story?” Adding lots of detail is good, but only if it supports the one thing the story is about— the topic. Allan’s story builds to enrich the central theme. The parrot in his story, played games such as: “Pin the tail on me!” and “trampoline.” He tells the story with humor, “Imagine having 24 parrots jump on you. It’s humiliating.” His organization sounds inviting when snow is falling like “meteors.” A satisfying close ties back to the beginning of the story in the parrot’s own words, “It’s freezing out there!” Compelling information carries the reader throughout. Allan’s writing style is entertaining and dynamic offering solid word choice such as, “making a ruckus.” His fluency has an easy flow, rhythm and cadence, “In the morning, all was quiet. I have to admit…” Sentence structure varies in length form 5-15 words, with about 66% close to the 15 range. Voice is captured with sensitivity in the subtle details of how the parrot spoke about his life in being separated from his family. Conventions are overall very reasonable, with infrequent miss-spellings, idol to (idle), and with numerous examples of self-correction during the editing and publishing phase.
When I asked where his ideas come from, Allan responded, “I write and write and write, and then I go back and cross out what I don’t want.” Clearly, he has ownership of the writing process and sees himself as a writer. Allan exhibits an eager attitude and a firm understanding of the process of using graphic organizers. Regularly using a 1st , 2nd and 3rd writing draft he takes out and adds on content. Allan is also interested in tetherball, soccer and ping-pong. His scientific mind embraces future potential writing topics of liquid, solid and gas, water vapor and salinity, and the life cycle of insects.
Spelling development for this student reveals a need for working with doubling, rippen (ripen); suffixes, sivilies (civilize); and the initial consonant sound of a hard “c” in kattle (cattle); and oppisition (opposition). A discussion of the base root (civil) welcomed, “Oh, like civil with a ‘c’.” After sharing a host of base words beginning with (oppose), and surrounding the topic of table tennis (opponent), Allan quickly understood the meaning of this new word (opposition).
Concluding thoughts for this student are: While topic sentences are clear and concise, I suggest improving his organization by developing an original title. I suggest teaching with greater emphasis on thoughtful transitions and guiding towards the expression of personal voice. Finally, to improve vocabulary, spelling lessons may surround the areas of suffixes and base roots.
Lesson Plan:
"SUPER SUFFIX COMIC BOOK"
Objective(s)/Learning Target(s):
Students will learn to improve their writing through creating a based word suffix chart.
Students will apply their learning of suffixes by creating an eight-panel comic book.
Standard(s):
GLE 1.3.1: Revises text, including changing words, sentences, paragraphs, and ideas
GLE 3.1.1: Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples
Instructional Strategies / Teacher Instruction:
This small group lesson will occur in two stages.
STAGE 1 :20
I will discuss how suffixes affect word meaning.
I will distribute directions with 20 base-root words and 8 suffixes.
I will model creating a chart with 21 rows and 9 columns. Suffixes will be listed horizontally across the top (-ed, -er, -est, -ful, -ing, -ive, -ly, and -s/es).
Base words will be written and fall vertically down the page in the left column.
I will ask students to consider and cross check the dictionary to be sure they are recording REAL words.
Color in the empty boxes with marker.
Share your chart with the class. Compare/contrast results.
STAGE 2 :20
Students will create their own cartoons using dramatic illustrations, dialogue bubbles and words with suffixes from the previous lesson.
I will ask the students to divide their oak tag into 8 sections. (one section per scene).
I will encourage students to create a new story line on a personal topic of interest. (perhaps giving super-powers to an inanimate object)
I will remind students to use a smattering of base words with suffixes from their chart.
I will look for discussion points on word and passage meaning as affected by suffix choice.
Materials/Preparation needed:
A large piece of oak tag, a ruler, a pencil, a dictionary, a set of directions, colorful markers, 11 X17 paper. Chart answer key.
Suffixes: -ed, -er, -est, -ful, -ing, -ive, -ly, -s/es
Base Words: act, blame , bold, bubble, burn, clam , cheer, color, create, drive, elect, happy, help, jump, last, like , pass, play, sick
Assessment of Learning:
I will note to the degree students are able to accurately complete their suffix chart.
I will project an answer key on the active board and ask students to self assess.
I will look for learning opportunities by comparing inconsistent class chart results.
I will request a gallery walk, giving writers the opportunity to share their cartoons.
I will request that each student present or speak to at least one base word and one suffix in their final product.
