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A Second Graders Dive Into the Many Forms of Writing

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A Second Graders Dive Into the Many Forms of Writing - Page Text Content

FC: The Second Grade Class Presents: The Many Forms of Writing

1: Welcome, Everyone! This is a Mixbook Project for education designed for second graders. It addresses the "Writing" GLE in Communication Arts targeting 'students will be able to recogonize and compse various forms of writing.' I designed a Mixbook of what I belived a second grade classroom could design on their own (with help from myself & colloborating teachers). It shows various examples of writing along with pictures. I used some pictures from the Internet while other pictures is student work I found. I wanted this project to show the significance of writing and how various forms of writing is not all the same. Please enjoy this Mixbook and I appreciate your time in checking it out! -Brooke Thompson Future Elementary Education Teacher

2: One form of writing is a short story. I wrote a story about a magic mirror. -James

3: One form of writing is lists. My mom likes to make grocery lists and to-do lists. -Amy

4: Dessert recipes are my favorite form of writing because it always leads to something delicious! - Jessica

5: Directions is another form of writing. I use directions to tell my grandma how to get to school! -Eddie

6: Turn right outside the door.. Go to the end of the hallway then turn left. . Go past three doors.. Stop at the black door with a sign on it.. This is how to get to the principle's office from Miss Thompson's room! -Chase

8: I wrote a fiction story about a fish lost in the ocean. It was a form of writing and Miss Thompson let me draw pictures of it, too. My short story is on the next page! -Ashlyn

9: There was a fish named Elmo. He was a good fish. He swam and swam with his friends. One day he got lost in the big, blue ocean. He was sad. Then he made friends with a starfishie called Libby. She helped him find his way home and his mommy was happy and they got to eat chocolat cake for supper. The next day they were best friends forever and ever. The End

10: Poetry is a form of writing. -Hannah

11: Febuary: A Poem I like the month February Because it sounds pretty It has a day for love And a day to make Valentine boxes for people to see I like February because my birthday is the twenty third It's the best month in the world!

13: Letters is a form of writing. We wrote letters to Santa at Christmas time. -Joshua & Jonathon

17: Thank you for reading our mixbook. We hoped you enjoyed the many different forms of writing!

18: Mixbook Lesson Plan

19: MixBook Lesson Plan SECTION ONE Author: Brooke Thompson Email Address: blt9178@gmail.com Semester Created: Spring 2009 LESSON OVERVIEW Title: My Second Graders Present: The Many Forms of Writing! Brief Description: The second grade classroom composed, compiled, and identified various forms of writing such as recipes, letters, lists, poems, and short stories. ESSENTIAL QUESTIONS: Is all writing the same? For example, is a grocery list the same as a poem? Is a short story the same as a letter? ENGAGING SCENARIO: On the first day of the lesson, I will show the students various forms of writing to include lists, poems, letters, short stories, and recipes. Next, I will ask them if they can identify or produce some of their own. Perhaps the students can bring a few examples from home (done by themselves or parent/sibling) to show the class the following day. SUBJECT AREA(S) (Put an X by all relevant subject areas.) ___ Math ___ Science __X_ Reading __X_ Writing ___ Social Studies/History ___ Foreign Language _X__ Art ___ Music ___ PE _X__ Information and Technology Literacy GRADE LEVEL (Put an X by all relevant grade levels.) ___ Kindergarten ___ Grade 1 __X_ Grade 2 ___ Grade 3 ___ Grade 4 ___ Grade 5 ___ Grade 6 __ K-12 Elementary ___ K-12 Middle ___ K-12 Secondary ___ Secondary DETAILED LESSON DESCRIPTION GLE #1: The SWBAT compose and identify different forms of writing (GLE Communication Arts, Writing, Strand III Write effectively in various forms and types of writing, Concept E - Grade 2) (Performance Standards 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.4, 2.7, 4.4, 4.5, 4.6)] STUDENT ASSESSMENT As my formative assessments, I would walk around to check on the students and ask questions to see if they are getting the point of the project. I would perform checklists to make sure the students are staying on task as well as recommending self-assessments. For my summative assessment, I will present the final Mixbook to the classroom. We will spend time going through the pages and discussing them. The following day, I will ask the students to pick two different forms of writing they saw in the Mixbook, identify them, and explain why they are not similar. PERFORMANCE ASSESSMENT CRITERIA ORGANIZATIONVOICESENTENCE FLUENCY 5 – Clear and compelling. I have chosen an order that works well and makes the reader want to find out what comes next. a) Every detail adds a little more to the main idea. b) My picture reflects the main idea. c) Correct Spelling and punctuation. 5 – Really individual and powerful. My paper has personality and sounds different from the way anyone else writes. a) I have put my personal stamp on this. It’s me! b) Readers can tell I’m talking right to them. c) My picture and examples are authentic. 5 – Varied and natural. The sentences in my paper are close and delightful to read out loud. a) It’s easy to read my paper out loud. I love the sound of it! b) Sentence beginnings vary. c) Good sentence sense. My sentence flows. 3 – Some really smooth parts, others need work. The order makes sense most of the time. a) Sometimes it is not clear how some of the details connect to the main idea. b) The picture reflects the main idea poorly. c) One or two minor spelling and punctuation mistakes. 3 – Individuality fades in and out. What I truly think and feel only shows up sometimes. a) Although the reader will understand what I mean, it wasn’t outstanding. b) My personality pokes through here and there, but gets covered up again. c) My pictures and examples do not reflect what I am trying to say. 3 – Routine and functional. Some sentences are choppy and awkward, but most are clear. a) When I read my paper, most of the sentences have the same patterns. b) Many sentences begin the same way. c) My paper shows some interesting sentences. 1 – Not shaped yet. The order is jumbled and confused. a) I’m confused about how the details fit with the main idea or story line. b) The picture does not fit the main idea at all. c) Three or more spelling and punctuation errors. 1 – Not me yet. I’m not comfortable or don’t know what I truly think or feel yet. a) I’m not comfortable sharing. I’ve taken the safest route by hiding my feelings. b) My work makes the reader yawn. c) My examples and pictures are unclear. 1 – Paper needs work because there isn’t enough sentence sense yet. a) As I read my paper I have to go back and read over, just to figure out the sentence. b) The sentence patterns are repetitive. c) I have to do quite a bit of oral editing to help the reader get the meaning. COLLABORATION This lesson will collaborate with teachers of Technological and Informational Literacy because the students will need to know how to use a computer properly and how to cut, copy, and paste photos they may find on the web to their Mixbook. It will also collaborate with art teachers in case a student wants to draw their own example or picture. They can meet with their Art teacher to check and see if they are doing it correctly. In case of students with special needs, the lesson will collaborate with Special Education teachers so they can help the students with working the computer correctly. LESSON IMPLEMENTATION Length of Unit (hours, days): 2 weeks for 2 hours every day. (A total of 20 hours) Prerequisite Skills: Students must be able to write and read efficiently and create or locate photos. ACCOMMODATION OPTIONS ELL/IEP Students: Allowed to work with a partner or in a small group. I will also allow ELL’s to create a couple forms of writing in their own native language and we can later compare them to the rest of the class after the lesson. Assistive Technology Needs: Allowed to work with a partner or in a small group. (If they are still having trouble, I will try to find a teacher willing to help or set up one-on-one time with myself to help them.) MANAGEMENT/ORGANIZATION TIPS If a fellow teacher wanted to implement this in their own classroom instruction, I would recommend setting aside plenty of time for the students to work on it. Also, patience. Most children may not be familiar with how to work a computer, let alone copy and paste photos or search the web, so you need to take time aside to show them the basics. Be prepared to walk around and assist with help. I would recommend letting students select at least one partner to work with (this way they can help each other). Be prepared with materials the students may need to complete the project. I would also recommend talking to fellow teachers to see if perhaps they could assist or would volunteer a couple students in their classroom to be excused to help as well during the activity time (If you do this, I would recommend students in the fifth or sixth grade.) MATERIALS AND RESOURCES REQUIRED FOR UNIT Computer, samples of writing (the students’ or a friend, parent, or sibling), photos (created themselves or found on the Internet), magazines (used only to locate pictures or examples of writing), pencil, colored pencils, crayons, or markers TECHNOLOGY Web-based resources (name and link) www.mixbook.com www.google.com (images) www.google.com (web) UNIT PLAN FLOW CHART/TIMELINE Identify and explain the activities, materials, resources, technology integration strategies, collaboration, and timeline for your lesson. A clear and easy way to complete this section is to identify what you’ll be doing for each step of the process. Day 1: (Monday) I will show the students different forms of writing such as recipes, letters, poems, short stories, lists, and directions. They will be randomly selected, in no particular order. After 15-20 minutes of this, I will ask the students if any of the samples looked familiar and if so, where had they seen it? At home? At school? Next, I will ask the kids to bring samples from home or let them compose one of their own (they can have a parent/sibling help them). They will be due the following day. Day 2: (Tuesday) We will have show-and-tell for thirty minutes. Students will show the writing they composed themselves or brought as an example. After everyone has had a turn, I will ask the students if any of the writing was similar or if it was all different. After a short discussion, I will introduce the next assignment of creating a classroom Mixbook. I will let the students pick a partner to work with or they can work by themselves. Today, the students will pick their partners and decide on which writing example they are going to use for the Mixbook. Day 3: (Wednesday) Computer Lab Day. The students will have two hours to get familiar with the computer. I will show them Google Images as a way to find pictures as well as other kid-friendly sites. I will walk around the room answering any questions and pointing out helpful tips for the students. Day 4: (Thursday) Computer Lab Day Two. I will show the students our Mixbook webpage. I will assign a page number to each student/group so they know which page to begin to create. We will discuss ideas and strategies for the Mixbook. We will also review what we learned yesterday about the computer and ways to find Art for the students’ pages. At the end of the two hours, the students must let me know which writing example they will be using. Day 5: (Friday) The two hours will be used specifically for collaboration with the Art teacher. She/he will come to the class and listen to the ideas the students have for their writing examples such as grocery lists, poems about butterflies, letters to Santa, etc. The students and Art teacher will practice drawing pictures for their samples while the students also listen to helpful strategies the Art teacher may have. I will walk around the room, assisting when needed. The students that are creating their own drawings for the Mixbook (not selecting a picture from the Internet) will have the weekend to work on them and be required to bring their finished drawings to class on Monday. Day 6: (Monday) The students will have two hours in the computer lab to create their Mixbook pages. A Technological and Informational Literacy teacher will be in the computer lab the full two hours to help when needed. The Technology teacher and I will walk around, assisting the students and suggesting ideas for improvement. Day 7: (Tuesday) The students will have two hours in the computer lab again. A Technology teacher and Art teacher will be there for the first hour to assist with help. The Art teacher will be checking the students’ artwork to make sure it is ready for the final project. This will be the final day for collaboration with the Art teacher. I will go around the room for the second hour to work with the student/groups one-on-one to help perfect any mistakes. Day 8: (Wednesday) This will be the final day in the computer lab for the students. A Technology teacher will be there for the full two hours, helping the students with any last minute questions. This will be the final day for the Technology teacher’s collaboration. I will have small conferences with the students to perform a formative assessment to check if any work needs to be corrected, finished, modified, etc. At the end of the two hours, I will save all students’ individual pages to the final Mixbook. (I will reserve an extra hour in the computer lab for any last minute mistakes or tardiness) Day 9: (Thursday) Today, I will present the final Mixbook to the class. We will spend two hours looking through it, discussing the different examples, and letting the students present their own work. I will randomly pick two samples of writing to contrast and compare with the students as practice for their summative assessment. Day 10: (Friday) Today will be the students’ unit test. They will be given a blank piece of paper and be asked to pick two different samples of writing they saw in the final Mixbook creation on Thursday, identify them, and explain to me why they are not similar. I will save the Mixbook to show parents during Parent/Teacher conferences. **Special Education Teachers will collaborate throughout the entire two weeks of the project. If any special needs student needs assistance, they will be given help or alternatives.

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Brooke Thompson
  • By: Brooke T.
  • Joined: over 7 years ago
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About This Mixbook

  • Title: A Second Graders Dive Into the Many Forms of Writing
  • Mrs. Thompson's second grade class put together many samples of writing, including recipes, directions, letters, and lists.
  • Tags: None
  • Started: over 7 years ago
  • Updated: over 7 years ago

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