Word+Choice+Lessons+Week+2

Lesson 1 & 2 (It probably would be helpful to watch the Write Steps video Unit 1 before teaching this lesson.) Note: The Write Steps video said this would take two days. We finished it in one day. TLW brainstorm strong verbs to replace weak verbs. Input 1. Show the Write Steps poster for Revising and explain its definition. (Also show the Editing poster and discuss) Tell them we will be revising a piece of writing to make it sound better. 2. Using "What a Day" pg. 48-50 (overheads) in Write Steps, students guess the weak verb that fills in the blank. Write this in red in the margin. Have students brainstorm strong verbs and write those in green. Continue to do this for each word. (do this over a two days. On day 2, explain the the definition of revising again and continue the activity) 3. When finished brainstorming strong verbs, read the story out loud with the weak verbs and then with the strong verbs. Ask students to create a movie in their heads as you read the story. Ask them which one creates a better picture.

Day 3 TLW replace weak verbs with strong verbs. Input 1. Review definition of editing and revising using Write Steps poster. Explain that they will be filling in the story of "What a Day" themselves. 2. Read through possible answers using pg. 52 of Write Steps Independent activity students complete the worksheet

Day 4 TLW compare and contrast two writing samples. 1. Show the students the rubric. (Write Steps transparency pg. 61) 2. Reread the writing samples and discuss how to grade them. Do this with two samples. 3. Have them take a third, writing sample and grade it with a partner. Discuss as a class. Independent practice journal writing and share

Day 5 TLW compare and contrast two writing samples. Input 1. Go over directions with students on Write Steps pg.18-22 Independent practice write a compare and contrast paper

Day 6 Revising Write Step Quiz--pg. 13-16