Jennifer Monico                                                      INT 925

Project #2

DESCRIPTIVE WRITING LESSON PLAN

LESSON TITLE: Strong hooks-

SUBJECT AREA: Language Arts/Writing GRADE: 4

LESSON SUMMARY

Students in the class will focus on their target skill in writing, strong hooks. Strong hooks are creative opening sentences in a piece of writing that grab the readersÕ attention. Three different types of hooks include exclamatory sentences, hooks pertaining to settings, and introducing the main character. Students in the class will identify strong hooks in context and include strong hooks in their writing. Technology will be implemented in the lesson as students will listen to books online and use digital cameras to take photos.

LEARNING OBJECTIVES

By the end of this lesson, the students will:

á  Be able to distinguish the difference between a strong hook (ÒcatchyÓ hook) and an ordinary (boring) hook.

á  Be able to apply what they have learned about strong hooks into their own writing pieces.

á  Be able to produce a list of strong hooks based on chosen text and pictures provided.

STANDARDS:

á  Writing: 3.2- All students will write in a clear, concise, organized language that varies in content and form for different audiences and purposes 

á  Listening: 3.4- All students will listen actively to information from a variety of sources in a variety of situations.

á  Viewing and Media Literacy: 3.5- All students will access, view, evaluate, and respond to print, non-print, and electronic texts and resources.

Materials

á      Access to the Internet http://www.storylineonline.net/.

á      Smart Board

á      digital camera

á      Picture Prompts and Think Sheet

SPECIFY PROBLEM

       ÒWhat would you do if you came across a piece of writing that began with the sentence, ÔOnce upon a timeÕ? Would you be interested in reading it or would you be more interested in reading a piece that began, ÔIt was a cold and dreary morningÕ?Ó Explain the reasons for your choice.

RESULTS PRESENTATION

Students will demonstrate their understanding in using strong hooks by creating a poster containing different beginnings for each of the three strong hooks identified.

MULTIDIMENSIONAL ACTIVITIES

Introduction: Teacher will say, ÒEngaging others to read written stories can continue to be a challenge for some writers. It is important as a writer to ÒhookÓ your readers by starting your writing with a strong, yet creative, beginning sentence. These sentences are called strong hooks because they will help your readers determine whether or not they are ÒhookedÓ (interested) in your story. There are several different types of strong hooks, but we will focus on three for now. They include exclamatory sentences, hooks pertaining to settings, and introducing the main character

Part One (Whole Group). The teacher will discuss the difference between strong hooks and ordinary ones, as well as state the importance of beginning writing with strong hooks to engage readers.  The teacher will then model an example of each of the three hooks based on picture prompts viewed on the Smart Board. An example of a hook pertaining to setting could be a picture of a person on a beach. The teacher will have this picture projected on the Smart Board. Students will need to decide which hook would best describe the picture-exclamatory, setting, or character.  It is important that students recognize that all three hooks do apply. A student will come to the Smart Board and write a strong hook to correspond to the picture. Two other children will come up to do the same, using two different hooks for the same picture.

Part Two (Individual): The teacher will then explain to students what is expected of them during guided reading and centers. The groups meeting for guided reading that day, will work in small groups on their assigned books, identifying and labeling strong hooks. The other children working at the computer center will visit the website http://www.storylineonline.net/. They will choose two different stories to listen to and identify the strong hooks the author uses to engage readers. Each child will work individually at his or her assigned computer.

Part Three (Small Group):- When it is time for students to rotate, those in guided reading will go to computers, those on the computers will regroup in their small group and use the class digital camera to take four pictures of things in the classroom. Each child will take a picture of something. Students will take the camera back to their seats, where they will review the photos taken and write three of the learned strong hooks for each photo. They will compile their hooks and create a poster.

ROTATION PLAN

Teacher will first address students in whole group. They will then break up into their guided reading groups. The teacher will work with students in her group on strong hooks identified in their assigned reading books. The others at the computer center will work individually listening to stories read aloud to them while they identify strong hooks. Lastly, students will use the digital camera in their small group and take photos to write hooks on. Each rotation will be 30 minutes long. Whatever group did not have a chance to complete the activities, will complete them the following day.

Objective

Beginning

1

Developing

2

Secured

3

Score

SWBAT distinguish the difference between a strong hook (ÒcatchyÓ hook) and an ordinary (boring) hook.

The student has difficulty identifying the type of strong hook when in text.

The student at times identifies the appropriate strong hooks, but still experiences some difficulty.

The student has little to no problem distinguishing and locating a strong hook from a boring (ordinary) one and identifying the type of hook.

  

SWBAT produce a list of strong hooks based on chosen text and pictures

The student was not able to write an example of the three different types of strong hooks taught.

The student was able to identify and write two examples of the three strong hooks taught.

The student identified and labeled all three of the of the different strong hooks taught.

  

SWBAT apply what they have learned about strong hooks into their own writing pieces.

The student does not possess a clear understanding of the concept at hand.

The student experiences some difficulty in creating a strong however; he or she can write one with assistance.

The student is capable of fully providing examples of each strong hook

  

ASSESSMENT