Day 6 Generating Ideas Teaching Point #1: I can write a mystery about stolen property. Mentor Text(s): Nate the Great and the Stolen Base Student Handout(s): NONE Anchor I Do Review: (1 min.) We have explored the elements that writers use when writing a mystery and the specific vocabulary that good mystery writer’s use. We have also talked about the purpose that writers use for writing mysteries. Today we will focus on a common theme used in many mysteries: stolen property. Demonstrate/Model: (5-7 min.) Discuss the mentor text Nate the Great and the Stolen Base and the item that was stolen. Review the anchor chart on why criminals commit crimes. The teacher chooses an item that could be stolen and writes a paragraph about the crime. Point out that this is the plot of a mystery. We Do Guided Practice: (3-5 min.) Discuss any experience that you have with stolen property with your partner. Make up a short mystery story about possible stolen property. You Do Students will: (20-30 min.) Write a paragraph about stolen items. (If student finishes early, then they can write a second paragraph about another stolen item.) English Language Arts Georgia Standards of Excellence: ELAGSE4W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 4.) ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Day 7 Generating Ideas Teaching Point #2: I can write a mystery about misplaced property. Mentor Text(s): The Missing Mitten Mystery by Steven Kellogg Student Handout(s): NONE Anchor Chart:
Day 21 Editing Teaching Point #2: I can edit my mystery story to make it correct. Mentor Text(s): Student Handout(s): Anchor Chart: I Do Review: (1 min.) Today we will continue editing our mystery. We have revised our writing to make it better. Today we will continue to focus on making corrections. Demonstrate/Model (5-7 min.) Teacher will introduce CUPS to students the Anchor Chart provided. We Do Guided Practice: (3-5 min.) Students will be given sentences to edit with a partner. Teacher will review the corrections. You Do Students will (20 – 30 min.) Students will continue editing their mystery. English Language Arts Georgia Standards of Excellence: Day 22 Editing Teaching Point #3: I can edit my mystery story to make it correct. Mentor Text(s): Student Handout(s): Anchor Chart: I Do Review: (1 min.) Today is our last day to edit our mystery before we begin publishing. Remember the methods we have learned over the past few days. Demonstrate/Model (5-7 min.) Teacher will review how to be Writing Buddies as they peer edit the papers.
You Do Students will (30 – 35 min.) Students will work with a partner to Peer Edit papers. English Language Arts Georgia Standards of Excellence: ELAGSE4W5 With guidance and support from peers and adults develop and strengthen writing as needed by planning, revising, and editing. Day 23 Publishing Teaching Point #1: I can publish my mystery to make it appealing to my readers. Mentor Text(s): Student Handout(s): Anchor Chart: I Do Review: (1 min.) we will begin publishing our mysteries. Demonstrate/Model (5-7 min.) Teacher will review the anchor chart with students. You Do Students will (30 – 35 min.) Students will begin working in the computer lab to publish their mystery. English Language Arts Georgia Standards of Excellence: ELAGSE4W6 With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.