Free 4th Grade Writing Lesson Plans | Kathryn Robinson

Writing Lesson Plans

4th Grade Writing

The following writing schedule consists of daily:

45-minute time frame for writing workshop lessons from Just Write: Expository book. These lessons should take place between Monday and Thursday by reducing the number of main ideas from three to two. Friday’s lessons and homework will utilize activities from Just Write with Details & Elaboration book. These activities were designed to build the quality of student writing with details and elaboration.
10-minute center or overhead work from Just Science Grammar Grade 4 book.

On Monday, students participate in a teacher-designed activity that reminds students about the grammatical concept for the week. (e.g. During a noun review, students might bring a noun from home & discuss the different types of nouns)
Tuesday – Friday: students rotate to a Language Arts center to complete the exercises on the Just Science Grammar page for the day. An alternative method might be to have the Day’s work on an overhead for students to complete in the morning or at the end of the day.

5-minute center or overhead work from Just Conventions book (beginning the week of August 27^th)

On Monday, students participate in a teacher-designed activity that reminds students about the grammatical concept for the week. (e.g. During a beginning punctuation review, students might capitalize the beginning letter in sentences on sentence strips.)
Tuesday – Friday: students rotate to a Language Arts center to complete the exercises on the Just Conventions page for the day. An alternative method might be to have the Day’s work on an overhead for students to complete in the morning or at the end of the day.

Since the writing instruction is beginning with the expository genre, it will help students comprehend how to use the narrative graphic organizer if they work with it a little each week during the expository instruction. At least once a week, I recommend taking a story from the reading series or a picture book and plotting it out on the Narrative Graphic Organizer.. This will not only make the narrative lessons run smoothly, it will reinforce the identification of main ideas and support information in the area of reading.
Students are required to get “in line” to proceed to physical education, art, music, library, lunch, and go home. At least twice a week, award students a position towards the front of student line by raising their hand and naming a detail based on a topic. For example, They might line up by naming a television show this week; next week, by naming a relative; etc.) This will keep the information active in their brains for use at writing time. Rather than writing that they “…drove down the street,” they’ll write that they “…drove down Main Street.” The writing will be more precise and interesting.

First Week of School:

One day during the week: plot a story on Narrative Graphic Organizer

Day #1: Expository baseline test (45-minutes)
Day #2: Narrative baseline test (45-minutes)

Writing Lessons:

Wednesday, Thursday, Friday
Just Write: Expository book:
Week 1: Topic: Expository vs. Narrative

Writing Lessons # 1 -3
Begin sentence work

Just Science Grammar Grade 4 book:

Week 1: Declarative & Interrogative Sentences

Week 2 of School

One day during the week: plot a story on Narrative Graphic Organizer

Writing Lessons:

Tuesday, Wednesday, Thursday
Just Write: Expository book:
Week 2: Grouping Details into Main Ideas

Writing Lessons # 1,3,4,5
Group details and develop main ideas in other academic areas

Friday,
Just Write with Details & Elaboration book: page 12

Just Science Grammar Grade 4 book:

Week 2: Exclamatory & Imperative Sentence

Just Conventions book:

Week 1: Beginning Punctuation

Week 3 of School:

One day during the week: plot a story on Narrative Graphic Organizer

Writing Lessons:

Tuesday, Wednesday, Thursday
Just Write: Expository book:

Week 3: Grouping Details into Main Ideas; prompt set-up work

Tuesday : Writing Lesson #1
Tuesday’s Homework: Writing Lesson #2
Wednesday : Writing Lesson #4
Wednesday’s Homework: Prompt Practice III
Thursday : Writing Lesson #4
Thursday’s Homework: Prompt Practice VI, VII

After this week, continuing practicing these skills in science, social studies, or reading. Students will need more experience with grouping details into main ideas.

Friday

Just Write with Details & Elaboration book page 111

Just Science Grammar Grade 4 book:

Week 3: Compound Predicates; Simple & Compound Subjects

Just Conventions book:

Week 2: Beginning & Ending punctuation

Week 4 of School:

One day during the week: plot a story on Narrative Graphic Organizer

Writing Lessons:

Monday, Tuesday, Wednesday, Thursday
Just Write: Expository book:
Week 3: Writing Main Idea Sentences

Prompt Practice # I - VIII
Group details and develop main ideas in other academic areas

Friday: Prompt Practice Test: Prompt Practice IX & X

Just Write with Details & Elaboration book: page 112

Just Science Grammar Grade 4 book:

Week 4: Compound Predicates

Just Conventions book:

Week 3: Quotations




	Week 5 of School: One day during the week: plot a story on Narrative Graphic Organizer Writing Lessons: Monday, Tuesday, Wednesday, Thursday Just Write: Expository book: Week 5: Writing Leads Writing Lessons # 1-4 As morning work, students should take a prompt; brainstorm; develop main ideas; write a main idea sentence. Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas. Friday: Prompt Test: Expository Book p. 5-29 & 5-30 Just Write with Details & Elaboration book: p. 14 (new Topic) Just Science Grammar Grade 4 book: Week 5: Coordinating Conjunctions Just Conventions book: Week 4: Direct Address & Quotations

Week 6 of School:

One day during the week: plot a story on Narrative Graphic Organizer

Writing Lessons:

Monday, Tuesday, Wednesday, Thursday
Just Write: Expository book:
Week 6 (Introductory paragraphs)

Writing Lessons # 1-4
Include one lead from page 6-39 during lessons #1-4.
As morning work, students should take a prompt; brainstorm; develop main ideas; write a lead
Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.

Friday: Prompt Test: Expository Book p. 6-42

Just Write with Details & Elaboration book page 113

Model Expository Elaboration of Page 113 with students.

Each student writes the elaboration with the teacher.
After completing the elaboration, teacher distributes a copy of a ‘6.0’ or high-level main idea paragraph.
Teacher models highlighting details in a high-level main idea paragraph on an overhead projector.
Student highlight their own copy of the ‘6’ main idea paragraph.
Class counts the total number or details (precise vocabulary) in the paragraph

Just Science Grammar Grade 4 book:

Week 6: Nouns

Just Conventions book:

Week 5: Proper Nouns

Week 7 of School:

One day during the week: plot a story on Narrative Graphic Organizer

Daily Morning Work:

As morning work, students should take a prompt; brainstorm; develop main ideas; write an introductory paragraph.
Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.

Writing Lessons:

Monday, Tuesday, Wednesday, Thursday
Just Write: Expository book:

Weeks 7-8: 1^st Essay - Florida

Day #1: Week 7-Writing Lesson #1: Brainstorm, fill in graphic organizer with two main ideas. (Cross out third main idea boxes)
Day #2: Week 7-Writing Lesson #2: Display and discuss the introductory paragraph from a past writing test that scored a ‘6’. Write Introductory Paragraph
Day#3: Week 7-Writing Lesson #3: Display and discuss the paragraph on p. 7-30 Write Main idea #1 paragraph
Wednesday’s Homework: Just Write with Details & Elaboration book p. 115 (Expository Elaboration)
Day#4: Week 7-Writing Lesson #4: Display and discuss a main idea #2 or 3 paragraph from a past writing test that scored a ‘6’. Write Main Idea #2 paragraph
Day#5: Week 8-Writing Lesson #1 & 2: Display the Body Part Paragraph Man (page 8-27). Share the words to the Body Part Shuffle (page 8-25). Students rewrite their Introductory Paragraph for a Concluding Paragraph. (pgs 8-29 to 8-31). Students write their Concluding Paragraph. Teacher displays and guides students through using the Expository Checklist (page 9-33). Students peer check their essays using the Expository Checklist.

Friday: Share Wednesday’s expository homework page

Just Write with Details & Elaboration book p. 19

Just Science Grammar Grade 4 book:

Week 7: Common & Proper Nouns

Just Conventions book:

Week 6: Capitalization of Proper Nouns; Ellipsis

Week 8 of School:

During the week

(During Reading Time or any time other than Writing Workshop): plot a story on Narrative Graphic Organizer to prepare them for narrative instruction.
Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.
As daily morning work, students should take a prompt; brainstorm; develop main ideas; write an introductory paragraph.
Repeat the journal writing activity from the Week of August 17^th.
Three-four days per week students line up to go to P.E., Art, Music, lunch, etc by naming a specific type of a generic noun that students will use at writing time. For example, this week’s word/details will be about: Types of cereal (e.g. Kellogg’s ‘Special K’ cereal)

Comment:

I recommend copying and laminating about 30 prompts from Appendix. Number these prompts from #1-30. Any student having difficulty writing an introductory paragraph should choose a new prompt every morning and write an introductory paragraph.
By now, students should be able to explain:

The difference between the expository and narrative genres.
The vocabulary that indicates whether a prompt is expository or not.
The name of the paragraphs in an essay.
7-10 different leads
List details for any topic.

Writing Lessons: Just Write: Expository book Week 9: (1^st Guided Essay – Animal Cookies)
(Each paragraph should be written on a separate page.)

Day #1: Week 9 Writing Lesson #1:

Fill in the Animal Cookies organizer on page 9-21. (Cross out third main idea’s boxes)
Display and discuss an example of a high-level writer’s introductory paragraph.
Write an introductory paragraph for this essay.
Share the paragraphs.

Day#2: Week 9 Writing Lesson #2:

Display and discuss one Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #1 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop.

Day#3: Week 9 Writing Lesson #3:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss another Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #2 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark on each remaining paper before the next writing workshop

Day #3’s Homework (to be reviewed as Friday’s lesson): Expository Elaboration Just Write with Details & Elaboration book page 114

Day#4: Week 9 Writing Lesson #5:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss the concluding paragraph from a past writing test that scored a ‘6’.
Students write their concluding pararaph.
Share the paragraphs.

Day#5: Elaboration Activity

Display a high-level main idea paragraph on the overhead and distribute a copy to each student.
With suggestions from the class, teacher and students highlight the great vocabulary words and precise language found in this paragraph.
Review Homework:

Students share their Day #3’s homework paragraph. As each student reads a great vocabulary word or specific details, the teacher drops a marble in a plastic cup. At the end of reading, count the number of ‘details’ teach writer included in their paragraph. Only count the details about one concept. If the writer moves on to another aspect of the main idea, stop counting. The purpose of this lesson is to create a well-developed piece of writing elaborating one aspect of the main idea.

Mandatory Writing Support

Just Science Grammar Grade 4 book: Week 8 (Singular & Plural Nouns)
Just Conventions book: Week 7 (Plurals of Numbers & Letters)
Homework: Expository Elaboration Just Write with Details & Elaboration book page 114

Week 9 of School:

During the week

(During Reading Time or any time other than Writing Workshop): plot a story on Narrative Graphic Organizer to prepare them for narrative instruction.
Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.
As daily morning work, students should take a prompt; brainstorm; develop main ideas; write an introductory paragraph.
Repeat the journal writing activity from the Week of August 17^th.
Three-four days per week students line up to go to P.E., Art, Music, lunch, etc by naming a specific type of a generic noun that students will use at writing time. For example, this week’s word/details will be about: Types of cereal (e.g. Kellogg’s ‘Special K’ cereal)

Comment:

I recommend copying and laminating about 30 prompts from Appendix. Number these prompts from #1-30. Any student having difficulty writing an introductory paragraph should choose a new prompt every morning and write an introductory paragraph.
By now, students should be able to explain:

The difference between the expository and narrative genres.
The vocabulary that indicates whether a prompt is expository or not.
The name of the paragraphs in an essay.
7-10 different leads
List details for any topic.

Writing Lessons: Just Write: Expository book Week 10: (Independent Essay – evil cousin)
(Each paragraph should be written on a separate page.)

Day #1: Week 10 Writing Lesson #1:

Fill in the ‘Evil Cousin’ organizer on page 10-19. (Cross out third main idea’s boxes)
Display and discuss an example of a high-level writer’s introductory paragraph.
Write an introductory paragraph for this essay.
Share the paragraphs.

Day#2: Week 10 Writing Lesson #2:

Display and discuss one Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #1 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop

Day#3: Week 10 Writing Lesson #3:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss another Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #2 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark on each remaining paper before the next writing workshop

Day #3’s Homework (to be reviewed as Friday’s lesson): Expository Elaboration Just Write with Details & Elaboration book p. 115

Day#4: Week 10 Writing Lesson #5:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss the concluding paragraph from a past writing test that scored a ‘6’.
Students write their concluding paragraph.
Share the paragraphs.

Day#5: Elaboration Activity

Display a high-level main idea paragraph on the overhead and distribute a copy to each student.
With suggestions from the class, teacher and students highlight the great vocabulary words and precise language found in this paragraph.
Review Homework:

Students share their Wednesday night homework paragraph. As each student reads a great vocabulary word or a specific details, the teacher drops a marble in a plastic cup. At the end of reading, count the number of ‘details’ teach writer included in their paragraph. Only count the details about one concept. If the writer moves on to another aspect of the main idea, stop counting. The purpose of this lesson is to create a well-developed piece of writing elaborating one aspect of the main idea.

Mandatory Writing Support

Just Science Grammar Grade 4 book: Week 9 (Action Verbs)
Just Conventions book: Week 8 (Punctuation of Title of Names; Interruptions)
Homework: Expository Elaboration Just Write with Details & Elaboration book page 115

Week 10 of School:

During the week

(During Reading Time or any time other than Writing Workshop): plot a story on Narrative Graphic Organizer to prepare them for narrative instruction.
Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.
As daily morning work, students should take a prompt; brainstorm; develop main ideas; write an introductory paragraph.
Repeat the journal writing activity from the Week of August 17^th.
Three-four days per week students line up to go to P.E., Art, Music, lunch, etc by naming a specific type of a generic noun that students will use at writing time. For example, this week’s word/details will be about: Types of cereal (e.g. Kellogg’s ‘Special K’ cereal)

Comment:

I recommend copying and laminating about 30 prompts from Appendix. Number these prompts from #1-30. Any student having difficulty writing an introductory paragraph should choose a new prompt every morning and write an introductory paragraph.
By now, students should be able to explain:

The difference between the expository and narrative genres.
The vocabulary that indicates whether a prompt is expository or not.
The name of the paragraphs in an essay.
7-10 different leads
List details for any topic.

Writing Lessons: Just Write: Expository book Week 11: (Independent Essay – Saturdays)
(Each paragraph should be written on a separate page.)

Day #1: Week 9 Writing Lesson #1:

Fill in the Saturdays organizer on page 11-16. (Cross out third main idea’s boxes)
Display and discuss an example of a high-level writer’s introductory paragraph.
Write an introductory paragraph for this essay.
Share the paragraphs.

Day#2: Week 11 Writing Lesson #2:

Display and discuss one Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #1 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop.

Day#3: Week 11 Writing Lesson #3:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss another Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #2 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark on each remaining paper before the next writing workshop

Day #3’s Homework (to be reviewed as Friday’s lesson): Expository Elaboration: Just Write with Details & Elaboration book: page 116

Day#5: Elaboration Activity

Display a high-level main idea paragraph on the overhead and distribute a copy to each student.
With suggestions from the class, teacher and students highlight the great vocabulary words and precise language found in this paragraph.
Review Homework:

Students share their Day #3’s homework paragraph. As each student reads a great vocabulary word or specific details, the teacher drops a marble in a plastic cup. At the end of reading, count the number of ‘details’ teach writer included in their paragraph. Only count the details about one concept. If the writer moves on to another aspect of the main idea, stop counting. The purpose of this lesson is to create a well-developed piece of writing elaborating one aspect of the main idea.

Mandatory Writing Support

Just Science Grammar Grade 4 book: Week 10: Verbs & Linking Verbs
Just Conventions book: Week 9: Punctuation of Yes, Well, and No; Interruptions
Homework: Expository Elaboration Just Write with Details & Elaboration book page 116

Week 11 of School:

During the week

(During Reading Time or any time other than Writing Workshop): plot a story on Narrative Graphic Organizer to prepare them for narrative instruction.
Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.
As daily morning work, students should take a prompt; brainstorm; develop main ideas; write an introductory paragraph.
Repeat the journal writing activity from the Week of August 17^th.
Three-four days per week students line up to go to P.E., Art, Music, lunch, etc by naming a specific type of a generic noun that students will use at writing time. For example, this week’s word/details will be about: Names of video games (e.g. MarioKart)

Comment:

I recommend copying and laminating about 30 prompts from Appendix. Number these prompts from #1-30. Any student having difficulty writing an introductory paragraph should choose a new prompt every morning and write an introductory paragraph.
By now, students should be able to explain:

The difference between the expository and narrative genres.
The vocabulary that indicates whether a prompt is expository or not.
The name of the paragraphs in an essay.
7-10 different leads
List details for any topic.

Writing Lessons: Just Write: Expository book Week 12: (Independent Essay – Favorite Time of Year)
(Each paragraph should be written on a separate page.)

Day #1: Week 12 Writing Lesson #1:

Fill in the Favorite Time of Year organizer on page 12-20. (Cross out third main idea’s boxes)
Display and discuss an example of a high-level writer’s introductory paragraph.
Write an introductory paragraph for this essay.
Share the paragraphs.

Day#2: Week 12 Writing Lesson #2:

Display and discuss one Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #1 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop.

Day#3: Week 12 Writing Lesson #3:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss another Main Idea paragraph from a past writing test that scored a ‘6’.
Students write Body Part #2 Paragraph
As soon as the first writers have completed their paragraph, take a highlighter and draw a line under the sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark on each remaining paper before the next writing workshop

Day #3’s Homework (to be reviewed as Friday’s lesson): Expository Elaboration Just Write with Details & Elaboration book page 119

Day#4: Week 12 Writing Lesson #5:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss the concluding paragraph from a past writing test that scored a ‘6’.
Students write their concluding pararaph.
Share the paragraphs.

Day#5:

45-minute Expository Demand Writing. I recommend using the old state prompts (e.g. 2009’s expository prompt). Type the prompt and give the students the graphic organizer so that will not have to waste time setting up everything. In January, the prompts should be typed to look exactly like the test.
Play a short Detail game at the end of the assessment. (Just Write with Details & Elaboration) book.

Mandatory Writing Support

Just Science Grammar Grade 4 book: Week 11: Helping & Main Verbs
Just Conventions book: Week 10: Punctuation of Initials & Abbreviations

Week 12 of School:

During the week

Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.
As daily morning work, students should take a prompt; brainstorm; develop main ideas; write an introductory paragraph.
Repeat the journal writing activity from the Week of August 17^th.
Three-four days per week students line up to go to P.E., Art, Music, lunch, etc by naming a specific type of a generic noun that students will use at writing time. For example, this week’s word/details will be about: Types of cereal (e.g. Kellogg’s ‘Special K’ cereal)

Comment:

I recommend copying and laminating about 30 prompts from Appendix. Number these prompts from #31-60. Any student having difficulty writing an introductory paragraph should choose a new prompt every morning and write an introductory paragraph.
By now, students should be able to explain:

The difference between the expository and narrative genres.
The vocabulary that indicates whether a prompt is expository or not.
The name of the paragraphs in an essay.
7-10 different leads
List details for any topic.

Writing Lessons: Just Write: Narrative book Weeks 2-3: (Rewrite Story using Post-It notes)

Day #1: Week 2 Writing Lessons #2 & 3:

Draw Graphic Organizer
As you read slowly read a story, students write details on Post-In Notes.
Display and discuss the example of an introductory paragraph (page 2-35).
Write an introductory paragraph for this essay.
Share the paragraphs.

Day#2: Week 2 Writing Lessons #4 & 5:

Display and discuss the model of high-level student’s paragraph (Page 2-36 and 2-40)
Students write this paragraph
As students complete this paragraph, individually move writers to the next scene in their story.
When your writers have completed their paragraphs, take a highlighter and draw a line under one sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop

Day#3: Week 3 Writing Lesson #1:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss the model of high-level student’s paragraph (Page 3-24 and 3-25)
Students write their next event.
When your writers have completed their paragraphs, take a highlighter and draw a line under one sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop

Day #3’s Homework (to be reviewed as Friday’s lesson): Expository Elaboration Just Write with Details & Elaboration book page 120

Day#4: Week 3 Writing Lesson #3:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss the model of high-level student’s climax(Page 3-27)
Students write this scene.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop

Day#5: Week 3 Writing Lesson #4:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Display and discuss the model of high-level student’s ending (Page 3-29)
Students write this scene.
Writers share their paragraph.

Mandatory Writing Support

Just Science Grammar Grade 4 book: Week 12: Verbs: Action, Linking, Helping, & Main
Just Conventions book: Week 11: Use of Parentheses

Week 13 of School:

During the week

Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.
As daily morning work, students should take a prompt and write an introductory paragraph.
Continue the Journal-Elaborations.
Three-four days per week students line up to go to P.E., Art, Music, lunch, etc by naming a specific type of a generic noun that students will use at writing time. For example, this week’s word/details will be about: Name of a street (e.g. Main Street)

Comment:

I recommend copying and laminating about 30 prompts from Appendix. Number these prompts from #1-30. Any student having difficulty writing an introductory paragraph should choose a new prompt every morning and write an introductory paragraph.
By now, students should be able to explain:

Write a complete expository essay.
Be able to handle two cut & Paste sections per day.

NOTE #1: If you have been continuous plotting a weekly story during reading time, your students have completed the instruction from Week 1 in the Just Write: Narrative book.

NOTE #2: If you have any extra time before the Christmas Holidays, please try one of the Post-It stories and rewrite one story from Weeks 2 & 3 in the Just Write: Narrative book (or at least rewrite any picture book story.)

Writing Lessons: Just Write: Narrative book Weeks 4 & 5: (1^st Guided Essay – Teacher’s Bag)

***Unlike expository essays, ALL NARRATIVE ESSAYS be written continuously from one paragraph to the next on the same piece of paper. Remember to NEVER write on the back of a writing page (except in testing situations) to allow for ‘cutting and pasting’.

Day #1: Week 4 Writing Lesson #1 & 2:

Cross out event #3. Students will write an Introduction, event #1, Event #2, Climax, and Ending. If every major event contains great description, action, and dialogue, there will be little time or space to include a third event.
Brainstorm several different ideas within the classroom. Once the writer has decided which story he/she wishes to persue, he/she then continues to brainstorm (in the brainstorming box) every detail that they want in their story.
In every narrative graphic organizer, please SWITCH When to be first in the graphic organizer and the Who to be second. The order for the beginning of the story will now be: When, Who, Where. This will assist less-proficient writes in the introduction. If they have difficulty starting their story, they simply create a Lead with their When, Who, and Where. (Early on a sizzlying Saturday afternoon, Maria and I walked out onto the Daytona Beach’s hot sand.

Remind students to include only one or two friends as well as themselves in the Who section of their graphic organizer. Otherwise, they will fill a paragraph with the names of their friends in each story even.
Guide writers through filling in the graphic organizer. Inform them that even though your graphic organizer is a model, they cannot copy it because you have copyrighted the rights to it. Less proficient writers may change the critter but support the creative writers who are independent in their ideas.
IMPORTANT POINTS:

Every short story that they write should be about 30 minutes to 2 hours of real time. High writers can compensate with appropriate transitional phrases, but for the most part, writers will minimize their number of “gaps” in their story by sticking with the 30-minute time frame.
If some writers want to discover what is in the bag, their climax might be the ‘discovery’.
If some writers decide that a creature in the bag ‘escapes’, the climax might be “HOW” they recaptured it.
In a story that will be completed on two pages of paper, I recommend advising students, “Do NOT leave your setting.” They often want to go to Wal-Mart, go to the mall to buy supplies, or even fly to another place. I instruct my students that if they must leave the setting, they will NOT be coming back. Low writers leave huge gaps every time they move to a new setting. They even come back and leave another gap.
The time between each event (or level on the graphic organizer) should be no more than 1-5 minutes.
Each event in the planner should create a sense of anticipation in the reader. For example, in event #1, the student might notice the bag; in event #2, the student sneaks up to the bag and the creature jumps out; in event #3, the student(s) try to capture the critter but have a great deal of difficulty. In the climax, the writers might have the students recapture the critter within minutes of the teacher re-entering the room.
Avoid paragraphs about the teacher or anyone having to go to the bathroom. Developing writers often get caught up in the amusement of this activity and the reader does not really look forward to an elaboration of this event.

Share each event as the writers complete the organizer. This sharing will help other writers develop ideas. If a particular writer cannot think of a second detail, suggest that he/she move on in their planning. Often times, these writers think of another area to elaborate as they are writing the paragraph.
Each detail must allow for a 2-3 sentence elaboration or description. I recommend that the first detail be a physical description and the second detail be a description of an action (A ‘show not tell’ type of description.)
Display and discuss the example of an introductory paragraph (page 4-34).

Read the paragraph aloud.
Students point out the good points in the introduction.

Students verbally create an introduction. If they have difficulty with the introduction, simply begin with the information in the “When” section of the graphic Organizer. For example, “It was another great Monday morning at…”
As each student shares his/her introduction, direct them to write it down on their paper. Instruct the remaining students to write their introductory paragraph for this essay. Move among them assisting those ‘in-need’.
Students share their introductory paragraphs.

Day#2: Week 4 Writing Lesson #3 & 4:

Display and discuss the list of a few narrative transitional phrases (Page 4-37)
Verbally begin an event with a few examples of the narrative transitional phrases.
Display and discuss the great elements of a good main idea paragraph. (e.g. page 4-39)
Student circle Event #1 (the main idea as well as the two details and the feeling.) Some students may have already included written some of the information from event #1 in their introduction. Remind them not to start over or repeat the information. For example, “It was another great Monday morning at…” is the start of the introduction. Developing writers sometimes begin the next event with “One day…”. This is what I label a double start. Model this problem or simply cross off their first introduction and tell them to start their essay with the “One day” paragraph. This is not necessarily a better introduction but it is a concept that developing writers understand.
Students write this paragraph
As students complete this paragraph, individually move writers to the next scene in their story.
When the first writers have completed their paragraphs, take a highlighter and draw a line under one sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop

Day#3: Week 5 Writing Lesson #1: (eliminated for the student papers. You may want to read the student’s sample on page 4-45)

Students elaborate the ‘Cut & Paste’ area that you marked on the previous day. For those that have already completed their ‘Cut & Pasting,’ direct them to change three words in their writing by using the thesaurus.
Display and discuss the model of high-level student’s paragraph. (Page 5-20)
Students circle their next event.
Referring to the transition word list, students begin writing their climax.
When your writers have completed their paragraphs, take a highlighter and draw a line under one sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing by writing/asking “Why…?”or “How…?” or “What do you mean by…?” or simply asking them to “Describe…”.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper and write a question or indicate they type of information that the writer forgot to include. This exercise of ‘marking and questioning’ should be completed before the next writing workshop.

Day #3’s Homework (to be reviewed as Friday’s lesson): Expository Elaboration: Just Write with Details & Elaboration book p. 121

Day#4: Week 5 Writing Lesson #2:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Display and discuss the model of high-level student’s conclusion/ending (Page 5-23)
After circling the ending parts of the narrative graphic organizer, students write their conclusions.
Writers share their paragraph.

Day#5: Assessment & Game

Assessment: Expository Demand Writing
Post Assessment Elaboration Activity: Practice a narrative elaboration activity out of the Details & Elaboration Book.

Read the directions on pages 151-158.
Students complete page 159 section by section. Students share after writing each segment.

Mandatory Writing Support

Just Science Grammar Grade 4 book: Week 13: Verb Forms: Present, Past, & Future
Just Conventions book: Week 12: Contractions

Week 14 of School:

During the week

Continuing practicing brainstorming and grouping details in science, social studies, or reading into main ideas.
As daily morning work, students should take a prompt and write an introductory paragraph.
Continue the Journal-Elaborations.
Three-four days per week students line up to go to P.E., Art, Music, lunch, etc by naming a specific type of a generic noun that students will use at writing time. For example, this week’s word/details will be about: Types of wild creature (e.g. Siberian tiger)

Comment:

I recommend copying and laminating about 30 prompts from Appendix. Number these prompts from #1-30. Any student having difficulty writing an introductory paragraph should choose a new prompt every morning and write an introductory paragraph.
By now, students should be able to explain:

Write a complete expository essay.
Be able to handle two cut & Paste sections per day.

Writing Lessons: Just Write: Narrative book Weeks 5-6: (Independent Essay – Story about the Door)

Day #1: Week 5 Writing Lesson #3 & 4:

Cross out event #3. Students will write an Introduction, event #1, Event #2, Climax, and Ending. If every major event contains great description, action, and dialogue, there will be little time or space to include a third event.
Brainstorm several different ideas within the classroom. Once the writer has decided which story he/she wishes to persue, he/she then continues to brainstorm (in the brainstorming box) every detail that they want in their story.
In every narrative graphic organizer, please SWITCH When to be first in the graphic organizer and the Who to be second. The order for the beginning of the story will now be: When, Who, Where. This will assist less-proficient writes in the introduction. If they have difficulty starting their story, they simply create a Lead with their When, Who, and Where. (Late Saturday afternoon, Maria and I were walking down The Fourth Grade Hallway of Emma Booker Elementary School.)
Remind students to include only one or two friends as well as themselves in the Who section of their graphic organizer. Otherwise, they will fill a paragraph with the names of their friends in each story even.
Guide writers through filling in the graphic organizer. Inform them that even though your graphic organizer is a model, they cannot copy it because you have copyrighted the rights to it. IMPORTANT POINTS:

Every short story that they write should be about 30 minutes to 2 hours of real time. High writers can compensate with appropriate transitional phrases, but for the most part, writers will minimize their number of “gaps” in their story by sticking with the 30-minute time frame.
If some writers want to discover what is in the bag, their climax might be the ‘discovery’.
If some writers decide that a creature in the bag ‘escapes’, the climax might be “HOW” they recaptured it.
In a story that will be completed on two pages of paper, I recommend advising students, “Do NOT leave your setting.” They often want to go to Wal-Mart, go to the mall to buy supplies, or even fly to another place. I instruct my students that if they must leave the setting, they will NOT be coming back. Low writers leave huge gaps every time they move to a new setting. They even come back and leave another gap.
The time between each event (or level on the graphic organizer) should be no more than 1-5 minutes.
Each event in the planner should create a sense of anticipation in the reader. For example, in event #1, the student might notice the bag; in event #2, the student sneaks up to the bag and the creature jumps out; in event #3, the student(s) try to capture the critter but have a great deal of difficulty. In the climax, the writers might have the students recapture the critter within minutes of the teacher re-entering the room.
Avoid paragraphs about the teacher or anyone having to go to the bathroom. Developing writers often get caught up in the amusement of this activity and the reader does not really look forward to an elaboration of this event.

Share each event as the writers complete the organizer. This sharing will help other writers develop ideas. If a particular writer cannot think of a second detail, suggest that he/she move on in their planning. Often times, these writers think of another area to elaborate as they are writing the paragraph.
Each detail must allow for a 2-3 sentence elaboration or description. I recommend that the first detail be a physical description and the second detail be a description of an action (A ‘show not tell’ type of description.)
Display and discuss the example of an introductory paragraph (page page 5-29).
Read the paragraph aloud.
Students point out the good points in the introduction.
Students verbally create an introduction. If they have difficulty with the introduction, simply begin with the information in the “When” section of the graphic Organizer. For example, “It was another great Monday morning at…”
As each student shares his/her introduction, direct them to write it down on their paper. Instruct the remaining students to write their introductory paragraph for this essay. Move among them assisting those ‘in-need’.
Students share their introductory paragraphs.

Day#2: Week 5 Writing Lessons #4 & 5:

Display and discuss the list of a few narrative transitional phrases (page 4-37)
Verbally begin an event with a few examples of the narrative transitional phrases.
Display and discuss the great elements of a good main idea paragraph. (e.g. page 5-31 and 5-33)
Student circle Event #1 (the main idea as well as the two details and the feeling.) Some students may have already included written some of the information from event #1 in their introduction. Remind them not to start over or repeat the information. For example, “School was over and I was heading down the hall for home…” was the start of the introduction. Developing writers sometimes begin the next event with “One day…”. This is what I label a double start. Model this problem or simply cross off their first introduction and tell them to start their essay with the “One day” paragraph. This is not necessarily a better introduction but it is a concept that developing writers understand.
Students write this paragraph
As students complete this paragraph, individually move writers to the next scene in their story.
When the first writers have completed their paragraphs, take a highlighter and draw a line under one sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper before the next writing workshop

Day#3: Week 6 Writing Lesson #2: (eliminated for the student papers. Although you may want to read the student’s sample page 6-17)

Students elaborate the ‘Cut & Paste’ area that you marked on the previous day. For those that have already completed their ‘Cut & Pasting,’ direct them to change three words in their writing by using the thesaurus.
Display and discuss the model of high-level student’s paragraph. (Page 6-21)
Students circle their next event.
Referring to the transition word list, students begin writing their climax.
When your writers have completed their paragraphs, take a highlighter and draw a line under one sentence that requires more information.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing by writing/asking “Why…?”or “How…?” or “What do you mean by…?” or simply asking them to “Describe…”.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Writers share their paragraph.
Make one ‘Cut & Paste’ mark each remaining paper and write a question or indicate they type of information that the writer forgot to include. This exercise of ‘marking and questioning’ should be completed before the next writing workshop.

Day #3’s Homework (to be reviewed as Friday’s lesson): Expository Elaboration Just Write with Details & Elaboration book: Page 122

Day#4: Week 6 Writing Lessons #3:

Students elaborate the ‘Cut & Paste’ area that you marked the previous day.
Students cut their paper in two along this line and glue it to a 4” piece of pre-cut lined paper. Tell the students exactly which information is missing.
After adding 2-3 sentences which elaborate the missing information, students glue the bottom portion of their writing back onto the strip of paper.
Display and discuss the model of high-level student’s conclusion/ending (Page 6-26)
After circling the ending parts of the narrative graphic organizer, students write their conclusions.
Writers share their paragraph.

Day#5: Assessment & Elaboration Activity

Assessment: Expository Demand Writing: 2008’s Expository Topic
Post-Assessment Activity: Review Wednesday night’s elaboration homework from Details & Elaboration Book.

Read the directions on pages 151-158.
Guide students section-by-section through the Narrative Elaboration activity on page 160 of the Details & Elaboration book. (The last section of elaboration can be completed during next Friday’s class – November 20^th)
Share students’ writing for points. The dialogue sections simply scores 2 points for appropriate dialogue.

Mandatory Writing Support

Just Science Grammar Grade 4 book: Week 14: Irregular Verbs
Just Conventions book: Week 13: Apostrophes: Missing Letters & Numbers


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