Writing+Minilesson

=   = **Lesson Plan: Writing Mini-lesson**


 * Grade: ** 5 ** Time: ** 15 minutes

7. Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words. ** Objective: ** Students will practice writing similes and then demonstrate understanding of their use by adding two similes to their personal narratives.
 * Standards: ** 3.2.5 B. Writing as a Product (resulting in a formal product or publication).

§ // Come On, Rain! // by Karen Hesse § Smartboard § Paper § Writer’s Notebook
 * Materials: **

 § Anticipatory Set (Engagement)- o “Boys and girls, remember how we talked about Karen Hesse’s use of similes in her book // Come On, Rain //!? Can someone tell me what a simile is? [student response] Yes. It’s a comparison saying that one thing is // like // another. Does anyone remember the three words an author uses when making a comparison? [student response]. An author uses “like” or “as” or “than.” Does anyone remember why a good writer uses similes? [call on student] Yes. A good writer wants the reader to see the pictures of the story in their mind. Using similes helps the writer create a quick, vivid picture in the reader’s mind.”
 * Lesson Sequence: **

 § State Objective and Purpose- o “Today we are going to continue to focus on the importance of similes in writing and we are going to write descriptive sentences using similes just like Karen Hesse.”

 § Teach and Model- o [Smartboard] “Let’s look at the first sentence together.” [read sentence/model thinking aloud: how can I create a picture in the reader’s mind of how gracefully she moves? Complete sentence]: 1. She moved as gracefully as __a cat scaling a rooftop__. “I want my readers to form a quick, vivid picture in their head. By comparing her gracefulness [underline] to a cat scaling a rooftop [underline]. This comparison creates a great mental picture of a graceful, flowing motion.

o “Let’s look at the next sentence.” [read sentence/model thinking aloud: how can I create a picture in the readers mind of how mean he is? Complete sentence]: 2. He was as mean as __a wounded coyote__. [read completed sentence] “I’m comparing him [underline] to a wounded coyote [underline]. What is similar between the two of them….how mean they are. Do you see how the simile creates a descriptive picture for the reader?”

 § Guided Practice- o “Now take out a piece of paper. I want you to think of similes to complete these sentences. Underline the two things being compared. You have 2 minutes to think of a simile and write it down. Then I will ask for students to share their similes. You may begin.” 3. I felt as hungry as _______________________________________________.

4. The river wound through the canyon, like ____________________.

o “Ok boys and girls. Turn and share your similes with your neighbor. [give time for sharing]. OK boys and girls. I’d like to hear two similes for number three. [call on 2 students]. Great use of similes. Now I’d like to hear two similes for number four. [call on 2 students]. Very descriptive similes. They really helped me form a mental picture in my head. How about you? [student response]”

 § Independent Practice/Assessment- o “Boys and girls, during Writer’s Workshop today, I want you to look over your personal narratives and add similes in two places in order to create a better description for your reader.”

 § Closure- o “Before you take out your Writer’s Notebook, who can tell me what a simile is? That’s right. It’s a type of descriptive language that compares one thing to another.” o “As authors, why do we want to use similes in our writing? Yes. It helps our readers form a quick, vivid mental image.” o “Who can tell me what you are going to do in Writer’s Workshop today?” o “Great! Return quickly and quietly to your seats and begin writing.”

 § Assessment- o To determine that the lesson was successful, I will listen to student responses during turn and talk, during class discussion, and read student’s personal narratives to check for proper use of similes.