Writing+Mini-Lesson+Set+2

Jenn Schellenberg ELD 308 March 6, 2012

**Lesson Plan – Writing Mini-Lesson**
 * Grade:** 5


 * Time:** 15 minutes

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * Standard:** W 5.5


 * Objective:** Students will be able to revise a previously written story by using similes and metaphors to enhance their writing.


 * Materials:**
 * //When Harriet Met Sojourner// by Catherine Clinton
 * Chart paper from Reading Mini-Lesson
 * Chart paper with examples
 * Worksheets with sentences for students to correct on their own


 * Lesson Sequence:**


 * **Lesson Introduction/Anticipatory Set:**
 * “Boys and girls, do you remember the two reading skills we discussed the other day? Yes, that’s right, we learned about similes and metaphors. Similes use the words ‘like’ or ‘as’ to compare one object to another to suggest they are alike. Metaphors they tell you that you are something rather than saying you are like something.”


 * **State Objective and Purpose:**
 * “Today, we are going to be editing one of our old pieces of writing by adding similes and metaphors to make our writings more descriptive and engaging.”


 * **Teach and Model:**
 * “Does anyone remember some reasons why an author may use similes and metaphors in their writing? Very good, it is because many author’s want to pain a picture for the reader and have you make connections between two things.”
 * Show the students the chart paper with what we discussed yesterday.
 * Bring up the chart paper that says, “The tree is really tall.”
 * “I could change this sentence into a simile by writing, “The tree is as tall as a skyscraper.” (Write new and improved sentence under the old sentence on chart paper). The two things being compared in this sentence are a tree and a skyscraper and they are being compared using the word ‘as’.”
 * Flip the chart paper over that says, “The girls eyes sparkled.”
 * “That is another sentence that could be changed. I could change this sentence into a metaphor by writing, “The girls eyes were diamonds.” (Write that sentence underneath the first sentence). This is a metaphor because I am saying the girls eyes are similar to diamonds.”


 * **Guided Practice:**
 * Have another piece of chart paper ready with a few sentences that could be changed into sentences including similes and metaphors.
 * Hand out a worksheet to each of the students with the same sentences as the ones written on the chart paper.
 * Then, have the students re-write the sentences using similes and metaphors with their writing partners.
 * After, call up three or four students to write their new and improved sentences on the board and have each of them explain what they changed and why.


 * **Independent Practice/Assessment:**
 * “Boys and girls, today during our writing period, I want you to take out an old piece of writing and begin by editing some sentences in it. Change any sentences you can to incorporate similes and metaphors. Try to change as many as you can in the time we have left.”


 * **Closure:**
 * “How do you change a sentence into one that includes a metaphor?”
 * “Why is it important to include metaphors and similes in your pieces of writing?


 * **Assessment:**
 * I will know the students are successful when I read their revised pieces of writing, which should now include similes and metaphors.