Natalie Nickolas LTM 612 Field Lesson #2 4/7/11 1.

Name of Lesson: The Three Little Pigs Writing Prompts Grade level: 7th, English What essential question/big idea does the lesson address? What is persuasive writing? What are its characteristics? What is expository writing? What are its characteristics? What is descriptive writing? What are its characteristics? 3. Standards (WI model academic standards for science and social studies/Core standards for mathematics and English): W7.1 Write arguments to support claims with clear reasons and relevant evidence. W7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. W7.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W7.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. W7.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks, purposes, and audiences. L7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. 4. Objectives: Students will be able to: Write a persuasive piece using the framework of a familiar fairytale. Write an expository piece using the framework of a familiar fairytale.

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Write a descriptive piece using the framework of a familiar fairytale.

Assessments: (must align with objectives) a. Formative Students can: Identify the goals and purpose of persuasive writing, as well as common conventions of persuasion. Write a persuasive paragraph from the perspective of the Wolf in The Three Little Pigs. Identify the goals and purpose of expository writing, as well as common conventions of exposition. Write an informative newspaper headline and article recounting the events taking place in The Three Little Pigs. Identify the goals and purpose of descriptive writing, as well as common conventions of description and the use of adjectives. Write a detailed Wanted Poster description of the Wolf.

b. Summative 6. Activities/Procedures (based on best practice) Tell the students that today we are going to do some different writing exercises using the framework of a familiar story. This year they have experimented with different writing genres, and so today we are going to do some quick writing exercises using the story as a prompt tool, or jumping off point. Tell them that the story they will be using is The Three Little Pigs. Explain that while most of them are probably familiar with this story, we are going to review the basics before getting started just so everyone is on a level playing field. Tell them that I am going to read the story, but that I need a few volunteers to help act the story out as it is being read. I need three Pigs, a Wolf, and at least one Man to supply the pigs with their building materials. Call on volunteers. Bring up the PowerPoint presentation of the book pages to have in the background. Read the story and while going through, have the students act out what is happening in the book. Read the narrator lines and ask the students to read their character lines from the projection screen as their script. Once the story has been acted out, thank the volunteers. (15 minutes) Hand out the worksheet that contains the writing prompts. Tell the students that what they will be doing today is pre-writing, the first stage of the writing process. Tell them that during pre-writing, you need to consider who your audience is, and that theyll be doing some free writing and also brainstorming

as a group. Tell them that in pre-writing, the technical side of writing is less important than the ideas, so be creative! Inform the students that they will be able to work with a partner, but that these worksheets are going to be collected at the end of class. **Switch over to using the document camera.

Writing Prompt #1: Persuasive Tell the students that the first writing exercise they work on is going to be persuasive writing. o What the goals are of persuasive writing? (Trying to convince the reader of something) o What are some of the characteristics of persuasion? What could you use to support your argument? (Stated opinion, facts/statistics, logical argument, call to action) o Where do we see examples of persuasion in our society? (Speeches, commercials, letters to the editor, advertisement, public service announcements) Prompt the students to think back on their advertisement projects or their public service announcements for ideas on persuasion tactics, if they need help. As students suggest different tactics, record their ideas on the worksheet displayed using the document camera. (5 minutes) Introduce the students to the first writing prompt. Situation: You are the wolf and your favorite food is juicy little piggies. Youre getting extremely tired of having to blow down houses in order to enjoy a good meal. Write a convincing oration to get the last pig to come out of his house so that you dont need to exert so much effort this time. o What is an oration? (A fluent, ornate, articulate speech) o Who is our audience in this situation? (The pig) Explain to the students that the wolf simply saying, Let me come in, isnt very convincing. In fact its pretty suspicious. Tell them to pretend they are the wolf and theyre standing outside of the pigs house. **What would you say to convince the pig to open the door?** Give the students 5-10 minutes to write. Ask for volunteers to share what they have written. (10 minutes)

Writing Prompt #2: Expository/Informative Tell the students that the next writing exercise is expository writing. o What is expository writing? (Informative writing) o What are some of the characteristics of informative writing? (Facts, details) o Who can give an example of informative writing? (Newspaper articles, text books) o Who can tell me what the five Ws are? (Who, what, where, when, why) (5 minutes) Introduce the students to the next writing prompt. Situation: The wolf is on a house-destroying rampage. He has already blown down two houses and will probably strike again. The third pig gets up early the next morning to read the newspaper. Write the headline and the report in the morning paper. Using the document camera, ask the students to help fill in the five Ws for this story: Who The wolf, the pigs What The wolf is blowing down houses Where The pigs houses When Time frame? Last month? This week? Yesterday? Why So that he can eat the pigs o What is the purpose of a newspaper headline? (To summarize the story) o What are headlines like? (Short, attention-grabbing) o Who is our audience? (General public, newspaper readers) Give the students 5-10 minutes to write. Ask for students to share what they have written. (10 minutes)

Writing prompt #3: Descriptive Tell the students that the last writing exercise is descriptive writing. o What kinds of words are used when writing descriptively? (Adjectives) o Who can give an example of an adjective? Tell the students that we often describe things using what we detect through our senses: sight, sound, touch, smell, and taste.

Using the document camera, ask for students to help describe the wolf. Fill in the boxes as suggestions are being made, and ask the students to keep track on their sheets as well. (5 minutes) Introduce students to the last writing prompt. Situation: The Wolf is a wanted animal. Next to the newspaper article, there is a wanted poster calling for the capture of the wolf. Write a few sentences describing the wolf so that others can be on the lookout for him. o Who is our audience here? (Newspaper readers) Give the students 5-10 minutes to use any of the suggested adjectives to write their description of the wolf. Ask students to share what they have written. (10 minutes) **If additional time left in the class, introduce the students to the next stage of the writing process: drafting. (Drafting sentences and words, even if not perfect; putting into your own words; peer editing) In pre-writing, we do a lot of thinking; in drafting we do more writing. Ask the students to choose one of the genres to expand upon. After working for a few more minutes, have the students exchange worksheets/papers to do some peer editing. Students can then work further on their chosen genre taking their peers suggestions into consideration. 7. Materials Copy of The Three Little Pigs Computer, flash drive PowerPoint presentation Document camera Worksheet copies Marker/pen 8. Vocabulary and knowledge held in order to learn from this lesson. Persuasive Oration Expository/Informative The Five Ws Who, What, Where, When, Why Descriptive Adjective

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Vocabulary taught and developed within this lesson (may or may not be applicable) Activate Prior Knowledge (may or may not be applicable) Motivation/hook (may or may not be applicable) Acting out the story Using the framework of The Three Little Pigs

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Extensions (Differentiation for GT, At-Risk, and ELL) Work with these students during individual writing time.

The Three Little Pigs Writing Prompts Writing Prompt #1: Persuasive

Name ____________________

Characteristics of persuasion Situation: You are the wolf and your favorite food is juicy little piggies. Youre getting extremely tired of having to blow down houses in order to enjoy a good meal. Write a convincing oration to get the last pig to come out of his house so that you dont need to exert so much effort this time. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Writing Prompt #2: Expository

The Five Ws -

Situation: The wolf is on a house-destroying rampage. He has already blown down two
houses and will probably strike again. The third pig gets up early the next morning to read the newspaper. Write the headline and the report in the morning paper. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Writing Prompt #3: Descriptive

Sight Sound Smell Touch

Situation: The Wolf is a wanted animal. Next to the newspaper article, there is a wanted
poster calling for the capture of the wolf. Write a few sentences describing the wolf so that others can be on the lookout for him. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________