PROCEDURAL WRITING

1
PROCEDURAL WRITING

• PURPOSE
• Gives instructions or tells how to do something
• CHARACTERISTICS
• Progresses sequentionally organizes information
  in logical, step-by-step order
• Has mainly factual content presented in an
  objective manner
• Uses words that relate to time first, then,
  later, before etc.
• EXAMPLES
• Recipes
• Rule books
• Directions/Maps
• Instruction manuals
• How to books and posters
• Experiments

2
Procedural Writing Sample Lesson Plan

• Day 1 Activating Prior Knowledge
• a) Give kids samples of procedural writing (ie
  maps, recipes, how-to books). The children are
  to examine the examples and brainstorm
  characteristics of procedural writing as evident
  from the examples.
• b) Create an anchor chart together outlining the
  characteristics of procedural writing and
  discuss.
• Day 2 Modelled Writing
• a) Review anchor chart with characteristics of
  procedural writing.
• b) Look at a variety of recipes and discuss their
  characteristics and how this relates to
  procedural writing.
• c) Model how to write a recipe for the class with
  chart paper. Discuss characteristics and parts
  of a recipe.
• d) Work through the recipe and prepare food for
  class. Discuss the procedural instructions as
  you prepare the food.
• e) Eat and enjoy! ?

3
Procedural Writing Sample Lesson Plan Cont..

• Day 3 Guided Writing
• a) To determine skill level of students, have
  students complete the cooking survey
  individually. Correct together.
• b) Based on results of the cooking survey, place
  students in groups based on their cooking
  knowledge.
• c) In these groups, have students create a recipe
  card using the Recipe Challenge activity.
• d) Peer edit the recipes within the groups.
• Day 4 Consolidate the Learning
• a) Groups prepare final copy of their recipe and
  present to the class.
• b) Class discusses if recipes meet all the
  criteria and characteristics of procedural
  writing.

4
PERSUASIVE

• PURPOSE
• To convince your opinion or thoughts
• CHARATERISITCS
• Begins with a position statement or thesis
• Includes main idea and supporting details
• Uses a logical approach to persuade
• May include comparison-contrast and/or
  information from research
• EXAMPLES
• Letters
• Advertisements
• Editorials/articles
• Brochure/Pamphlet
• Websites
• Posters

5
Sample Lesson Plan IdeasPersuasive

• Day 1 Activate Prior Knowledge
• a) Read aloud that demonstrates persuasive
  writing
• b) Create an anchor chart together outlining the
  characteristics of persuasive writing and discuss
• Day 2 Write Traits Ideas/Organization
• a)Teacher gives the topic- Best Restaurant in
  Pembroke/Petawawa (Choice Kelseys, Saffron,
  East Side Marios)
• b) Purpose An Ottawa Senators player is coming
  to Pembroke. He is going to eat lunch at a
  restaurant and he is counting on our letters to
  help him make a choice.
• d) Using a graphic organizer, brainstorm reasons
  why these are good restaurants or not.
  (Ideas/Organization)
• e) Choose a restaurant.

6
Sample Lesson Plan IdeasPersuasive Cont

• Day 3 Shared Writing
• a) Review the characteristics of a letter
• b) Share write a persuasive letter to a Sens
  player (Voice/Word Choice/Sentence Fluency)
• Day 4 Consolidate Learning
• a)Independent Writing (Following the steps of
  the writing process) Students independently write
  a persuasive letter. Teacher offers choices or
  allow student to make choice.
• b)Persuasive letter to the school board Should
  we have a calendar year similar to an England
  style calendar year? Make a stance and support
  it.
• Day 5
• c)Independent Writing continues Students
  continue the writing process, including peer
  editing.

7
Narrative

• PURPOSE
• Entertains, engages, provides an escape to a
  different world/time/setting.
• CHARACTERISTICS
• Progresses sequentially
• Has defined characters
• May contain dialogue
• May use descriptive language
• Usually has a defined setting
• Describe a storyline, plot, or problem that is
  usually resolved by the end of the story
• EXAMPLES
• Short stories
• Storyboards

8
Sample Lesson Plan - Narrative

• Day 1 Activate Prior Knowledge
• a) Graffiti the purpose of a Narrative and other
  forms of writing
• b) Create an anchor chart together outlining the
  characteristics of narrative writing and discuss
• Day 2 Modelled and Shared Writing
• a) Review the characteristics of a storyboard.
  Model an example.
• b) Give students their purpose. They will create
  a four piece storyboard music video for the song
  Hakuna Matata.
• c) Watch the Hakuna Matata clip from the Lion
  King
• d) Share Write the main idea/message of the song?
  
• e) In groups, organize/brainstorm what
  images/text you might use to portray the main the
  message. Remember, you can use new characters,
  setting etcto get the message across. It does
  not have to be from the Lion King.
• f) Using an observation checklist, teacher
  determines needs of students.
• .

9
Sample Story Board
10
Sample Lesson Plan Narrative cont

• Day 3 Guided Writing
• a) After reviewing the checklist, the teachers
  creates a small group with similar needs to
  assist them in creating their stroryboard.
• b) Using a storyboard, illustrate your four
  images. Some groups may choose to write the
  narrative first and then illustrate.
• c)Brainstorm a narrative that would relate to the
  images. Who are the characters? The setting?
  What are the characters saying to each other if
  anything? Etc..
• Day 4 Consolidate learning
• a) Writing process continues (Independent).
  Students should be reminded that the storyboard
  should have a strong beginning, middle and end.
  Words to be added below the images.
• Day 5 and 6 (if needed)
• a) Students will present their narrative/storyboar
  d to the class.

11
REPORT

• PURPOSE
• Provides an organized, factual record of
  information.
• CHARACTERISTICS
• Uses precise, subject-specific language
• Uses an impersonal, objective tone
• Usually includes a definition, classification,
  description, or summary of the topic
• Follows a specific organizational pattern
• EXAMPLE
• Magazines
• Newspaper

12
Report Writing Sample Lesson Plan

• Day 1 Activate Prior Knowledge
• a) In groups, students are given a celebrity
  name. Each group has 5 minutes to come up with 8
  questions they would ask this person if they were
  interviewing him/her for a news report.
• b) Create an anchor chart together to discuss the
  kinds of questions that are important when
  conducting an interview / report (Who, What,
  Where, When, Why, How).
• Day 2 Shared Writing
• a) Review types of interview / report questions
  from anchor chart.
• b) Watch a clip of Entertainment Tonight
  looking for types of questions and information
  presented in a news report.
• c) Using the key questions (Who, What, Where,
  When, Why, How), write a short news report
  TOGETHER on chart paper based on the headline
  Mayor Ed Jacyno addresses street conditions in
  Pembroke.

13
Report Writing Sample Lesson Plan Cont

• Day 5 Peer Editing
• a) Exchange your report with another group and
  peer edit, specifically looking for improving
  word choice.
• Day 6 Consolidate the Learning
• a) Make a final copy of your news report and
  present it to the class.

14
Report Writing Sample Lesson Plan Cont

• Day 3 Write Traits
• a) Using write traits book, do short activity on
  word choice, or review word choice through
  discussion.
• b) Re-watch the Entertainment Tonight clip,
  listening this time for examples of good word
  choice.
• c) Discuss the importance of using good word
  choice in a news report.
• d) Review our news report from Day 2 and see if
  we can change / improve the word choice.
• Day 4 Independent Writing
• a) As a group (or independently in your class),
  create the beginning of a news report by writing
  the Who, What, Where, When, Why and How
  information on the sheets provided.
• b) Exchange your sheets with another group.
• c) As a group (or independently), create a short
  news report using the information given to you.

15
EXPOSITORY

• PURPOSE
• Explains an experience, occurrence or facts
• CHARACTERISTICS
• Explains a cause-and-effect relationship
• Progresses sequentially
• Explains characters motivation, actions or
  thoughts
• EXAMPLE
• Essays
• Paragraphs

16
Expository Writing Sample Lesson Plan

• Day 1 Activate Prior Knowledge
• a) On chart paper, write the words paragraph,
  essay, articles, and advertisements. Ask groups
  to discuss and record things these writing forms
  have in common (explains, gives facts, provides
  information).
• b) After discussion, explain that these are all
  examples of expository writing, and develop a
  definition together.
• Day 2 Modelled Writing
• a) Tell class that we will be focusing on
  advertisements as our type of expository writing.
  Using chart paper, explain the following media
  terms target audience, implicit message,
  explicit message. (Note target audience is an
  excellent vehicle for discussing voice).
• b) Provide groups with a variety of magazine
  advertisements. Using the sheets provided,
  determine the target audience, implicit and
  explicit messages in the ads.
• c) Discuss as a class the characteristics of
  advertisements based on findings. Record these
  on an anchor chart. Discuss how advertisements
  can be expository and persuasive at the same time.

17
Expository Writing Sample Lesson Plan Cont

• Day 3 Independent (Group) Writing
• a) Review media terms from Day 2.
• b) Groups are each given a product. Using our
  knowledge of advertisements and expository
  writing, groups are to create a magazine ad for
  their product.
• Day 4 Consolidate the Learning
• a) Groups present their advertisements to the
  class. Other groups guess who their target
  audience is, and what the implicit and explicit
  messages are.

18
DESCRIPTIVE/IMAGINATIVE

• PURPOSE
• To creatively describe a person, place, event or
  story
• CHARACTERISTICS
• Usually involves creative word choice
• EXAMPLE
• Short Story
• Poem
• Journal
• Myth
• Legend
• Fairy Tale

19
Descriptive/Imaginative

• Day 1 Activate Prior Knowledge
• a) Using the examples from the other forms of
  writing, play Jeopordy to determine which example
  goes with which form of writing. Ie Poetry is
  an example of this type of writing. Essays are
  examples of this type of writing.
• a) Create an anchor chart together outlining the
  characteristics of descriptive/imaginative
  writing and discuss.
• b) Top 10 Personal Favourites Activity (Word
  Choice 6 1 Traits of Writing, p.168) Write
  Traits
• Day 2 Write Trait Word Choice
• a)Oral Activity
• Using the materials provided, partner A, in
  hiding creates an object. Once the object is
  completed, partner A, describes in detail to
  partner B what he/she has created.
• b) Partner B, uses materials provided to
  re-create partner As object based on the
  description given. No peeking!!
• c) Review the importance of descriptive language
  and word choice.
• Day 3 Shared Writing
• a) Descriptive Writing using 5 senses Hershey
  Kiss Activity
• b) Each student receives a piece of paper and
  tell them we are going to write about a Hershey
  Kiss (or any object). They have to pretend they
  are aliens and want to send information back to
  their home planet this Hershey Kiss.
• c) 1) We write about what it looks like first (no
  touching)
• 2) then how it feels
• 3) then we write about the sound (of the foil
  wrapper)
• 4) next the smell of the Hershey Kiss
• 5) Finally the taste!!)

20
Descriptive/Imaginative Cont.

• Day 4 Modelled Writing
• a) Review the anchor chart to determine the
  characteristics of descriptive writing
• b)With a graphic organizer, model write how I
  would Organization/Ideas my thoughts of a person
  or family member who means a lot to me.
• c)In a journal format, model some paragraphs
  using my the information in my graphic organizer.
• d)Purpose In a journal format, I am reflecting
  upon a person who has helped shaped who I am.
  Due to the descriptive language I am using, I am
  hoping that my audience with get a really strong
  sense of who this person was.
• Day 5, Day 6, Day 7 Consolidate Learning
• a)Using the writing process students will in a
  journal format, independently choose a person
  that means a lot to you. Teacher is looking for
  descriptive language.