Writing Mini-lesson Assignment

(Powerful Reading and Writing Strategies Part 2)

Assessment Rubric:
Criteria Level A+ Level A Level B Level C
Exemplary Very Good Acceptable Adequate

Elements of Lesson plan is Lesson plan is Lesson plan is Lesson plan is

Lesson Plan comprehensive, comprehensive, adequate with basic completed with
detailed, logical, thoughtful and required information. minimal detail.
creative and engaging. detailed.

Instructional Strategies are Strategies are Acceptable Strategies are limited

Strategies comprehensive, comprehensive and instructional strategies and addresses only the
engaging, and addresses the needs of are outlined in the needs of average
addresses the needs of diverse learners. lesson plan. learner.
diverse learners.

Mentor Texts Superior choices of Appropriate choices of Adequate choices of Choice of literature for
literature for the literature for the literature for the the purpose of
purpose of instruction purpose of instruction purpose of instruction instruction are
are included. are included. are included. included.

Topic: Imagery Grade: 6

Curriculum Outcomes:
*copy directly from Program of Studies -Indicate strand, number, etc.

General Outcome 2:
Comprehend and respond personally and critically to oral, print and other media texts.
● 2.4 Create Original Text: Elaborate on the expression of ideas
○ use literary devices, such as imagery and figurative language, to create particular effects

Lesson objective(s):
*Students will be able to…

Students will be able to experiment with language by creating their own texts using literary devices such as
imagery and figurative language to create different effects

Context:
*1-2 sentences of where this lesson fits into the unit

This mini lesson fits into readers and writers workshop. A 10-15 minute mini-lesson about using imagery and
other figurative language that students are already familiar with to complement with the teaching of the
writing process.

Resources:
*include links, mentor text, etc.

Illustrative Examples for Language Arts

 Writing Mini-lesson Assignment
(Powerful Reading and Writing Strategies Part 2)

Mentor Text Central

Other text suggestions for students to choose from:
Light in the Darkness by Lesa Cline-Ransome
The Dot by Peter Reynolds
Wonder by R.J. Palacio
The Giver by Lois Lowry
Google Slides
Graphic Organizer
https://www.brighthubeducation.com/high-school-english-lessons/12557-teaching-imagery/
Examples of figurative language from Harry Potter Book 1​ (if needed)
http://www.softschools.com/examples/grammar/imagery_examples/141/

Considerations:
​ eeting Needs of Diverse Learners, Learning styles & Multiple intelligences
*M

- Students have a choice of what they want to write about.

- They can choose their own topic as long as the criteria of the task is being met.
- They can use whatever resource they may require (dictionary, thesaurus etc).
- They have a choice of what kind of writing they want to experiment with (what effect they want to
achieve through their paragraph).
- Students are encouraged to ask the teacher for help if they need it.
- Students may choose a picture rather than a topic (visual learners) picture books may also help with
topic selection
- Students may choose something from listening to an audiobook for topic inspiration (auditory) or
have someone read to them. (Provide levelled texts for students to choose from).
- Diverse learners will benefit from choice as they have the option to choose picture books, novels,
videos, etc.
- Take time to do grand conversations to clarify any misunderstandings
- Teach mini lessons to individual students or smaller groups of students whenever needed
- Encourage students to choose texts and/or topics that that they are interested in and that are
challenging for them

Assessment Plan:
*How will you collect evidence of learning? (observation, rubric, checklist, written work)

Task: Written Work

- The students are to write a 3-5 sentence paragraph about a topic that they want to write about and use
what they have learned in today’s lesson to create an effect.
- The students can choose a topic or choose to find an image online to write their paragraphs about
using imagery and/or other figurative language that they are already familiar with
- The students will have to show the progression of their writing (before, in-progress, final product).
This can be formatively assessed during student work time.
- The students have a choice of what type of figurative language to use or they can use a number of
combination of the different types
 Writing Mini-lesson Assignment
(Powerful Reading and Writing Strategies Part 2)

Relevant Background Knowledge to Teach Lesson:

● Students should already be familiar with the writing process (prewriting, drafting, revising, editing,
publishing)
● Students should have a basic knowledge of what types of books that they like to read
● Students should already be familiar with some of different types of figurative languages
● Teacher should be familiar with the specific literary device that he/she is teaching for the lesson
● Teachers should have some examples that they can provide to support the learning of the students
● Teachers should be familiar with using technology in the classroom (projector, computer, google
drive) to present content to the classroom.

Author Talk (2 mins) Notes

*Include anticipatory set, sharing of lesson objectives, activate prior Timeline
knowledge,etc.

Mentor Text - Author Talk/Anticipatory Set:

Read the paragraph on slide 3 of the ​google slides​ presentation.
- After reading the paragraph, ask the students: Think, Pair, Share
- What effect did this paragraph evoke?
- Do you see a figurative language used in the paragraph? If so,
what is it and was it effective? Approx. 35 seconds for
- What are some words that the author used that made the students to Think, Pair,
paragraph more effective for the reader? & Share
Read the next paragraph to the students but ask them to close their eyes as the
teacher reads the paragraph.
- Ask the same questions (students think on their own)
- Ask a few students to share their thoughts with the class
- What effect did this paragraph evoke?
- Do you see a figurative language used in the paragraph? If so,
what is it and was it effective?
- What are some words that the author used that made the
paragraph more effective for the reader?
- Ask a few students to share their answers

Rationale (5 mins.)
*Introduce learning outcome; activate prior knowledge

Teacher will introduce the topic (imagery) to the class in relation to the
paragraphs that they just read.
Introduce learning outcome:
2.4 Create Original Text: Elaborate on the expression of ideas
- Use literary devices such as imagery and figurative language, to create
particular effects

Students ill be able to experiment with language by creating their own text using
 Writing Mini-lesson Assignment
(Powerful Reading and Writing Strategies Part 2)

literary devices such as imagery and figurative language to create different

effects.

So far, the students should have learned the stages of writing (prewriting, drafting,
revising, editing, publishing). Today, students will only be doing a quick version
of this for today’s task.

Questions to ask:
1. Can you think of a book that you have read that had some similar writing
in them?
2. What are some of the figurative language that you are familiar with?
3. Do you remember the stages of writing? (use these as formative writing
tools as you write your paragraphs)

Modelling & Give - It - A - Go (6 - 8 mins.)

*Step by step - what is going to happen during the lesson?
(Include teacher strategies, mentor text, student practice, check for
understanding)

Introduce Imagery
- Provide a definition of imagery
- Imagery the literary term used for language and description that appeals to
our five senses. When writers attempt to describe something so that it
appeals to our sense of smell, sight, taste, touch, or hearing; they are using
imagery. Often, it is built on other literary devices such as simile or
metaphor, as the author uses comparisons to appeal to our senses.

Today’s main focus should be on imagery but encourage students to integrate

previous knowledge of other types of figurative language.

Teacher modelling: Create Effects Check for student

- Write this sentence on the board “The wind was cold.” understanding each
- Show an image to differentiate (helps visual learners and students who time to clarify
struggle to read). misunderstandings
- Ask students if this sentence resembles image based on the definition that throughout the lesson.
you have given them.
- Then ask them how they can use imagery their five senses by
brainstorming words that will help to make the sentence more descriptive.
- Ask students to close their eyes to help with visualization (30 seconds)
- Scaffolding: ask prompting questions such as what do you see?
Hear? Feel? Think of a setting that you can relate the sentence to.
What might you be doing?
- Students might come up with words/phrases
- Playing outside in the winter/playing hockey/making a
snowman
- Shivering, goosebumps, swish, wind, blew, crisp,
morning, etc.
 Writing Mini-lesson Assignment
(Powerful Reading and Writing Strategies Part 2)

- Ask them to fill out ​table/graphic organizer​ (five senses) of what

they came up with
- Then ask rewrite the sentence by using imagery.
- Some examples to provide
- I see the sun hiding behind the clouds, just as the cold wind blew
over the powdery white snow on the lake.
- The cold wind made swirling clouds of snow over the frozen lake.
- I tuck my hands in my pocket as the cold wind hit my face, it took
my breath away.

GIVE IT A GO/PRACTICE
Use the same graphic organizer.

Ask students to look at what they have written down. Pick a word and write 3-5 Encourage students to
sentences about or how they can use that word to ​create an effect ask for help if they
(foreshadowing, suspense, calm, happy etc.) i​ t using the strategy of need it.
imagery/figurative language. (just like what we did)
OR
Students can find an image online (appropriate) that they can write about using the
imagery/figurative language.

Students can be formatively assessed by following the stages of writing or (before, Formative Assessment
in-progress, final product). during student work
Teacher circulate around the classroom to students’ work. time.
- Encourage students to incorporate other types of figurative language
- Encourage students to use combination of each (if they are able to)

During this time:

- Check for student understanding each time to clarify misunderstandings.
- Individually conference with students whenever possible
- Whenever possible, repeat instructions for those who need it or reteach
mini lesson to those who are a little bit behind.
- Have dictionary and thesaurus available/encourage students to use them
(phone/physical dictionaries).

Conclusion:
Students will add their paragraph to their “Writer’s Notebook” along with their
other writing pieces and other resources.