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JournalismasaSixthGradeUnitofStudy Editorials CurriculumCalendar

Day
1

MiniLesson
Gatheringseedideas: Whatirksyou? Modelcreatingyour list.Studentswriteownlist,thenwriteentriesofflist. Gatheringseedideas:Explainingyourlist.Generateaclass list.Talkaboutissuesofpersonalinterestvs.thingsof general/communitywideinterest. GenreStudy:Whatisaneditorial?Immersestudentsin editorials.Sharementortext(teacherchoice),discussand writereflective/responsiveentries. GenreStudy:Usingmentortexts,noticeandidentify characteristicsof editorials,discusstheessentialquestion, Whatarethetwomainpartsofan editorial?,examinetext structure,etc.Youmaywishtohavestudentstakeinformal notesintheirnotebooksand/orchartideasshared. Nurturing seedideas/genrestudy:positive,negative,neutral tone Nurturing seedideas: Respondingtoaneditorialthisis goingtobeathinkingentry,aswritersoftendeveloptheir thinkingaboutatopicastheywriteaboutit.Modelthis.

DraftCreatedbyJennieSetser,2005.RevisedbyKimberlyKovach,2007

Day
7

MiniLesson
Nurturingseedideas: Choosingatopicforyoureditorial. Encouragewriterstomovebeyondpersonaltopics(e.g. little brothersareannoying)totopics ofgeneralinterestor noteworthycurrentissuesthataffectourcommunityorthe worldaroundus(e.g. itsbadthat somekidsintheU.S.do nothaveenoughtoeat).Havewriterscommittoatopic. Nurturing: Moreeditorialparts:useamentor editorialto quicklyidentifytheopinionandreasons,thenalsonotice factsusedassupportandsuggestionsmade. Planning:Organizeyourideasandinformation.Writers couldtryafoursquareorganizer:opinions,facts,reasons, andsuggestions Draft editorial outofnotebook,ontoyellowlinedpaper, onesideonly. Remindstudentsofyourproceduresand expectations,andmodeldrafting forstudents ifdesired. Studentsbegindrafting. Drafting.Youwillnoticethatsomewriterswillbeginto reviseastheydraft. Flexible:Studentscoulddraft,readmoreeditorials,mentor themselvestoafamiliareditorial,etc.Somestudentsmay needtodoalittleresearchtosupporttheiropinions.

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DraftCreatedbyJennieSetser,2005.RevisedbyKimberlyKovach,2007

Day

MiniLesson
Revise:Selectingtherightlead:Posingaquestion,arresting sentence,astonishingfact,useaquote,setthemood (description) Revise:Writeastrongconclusion/clincher. Revise:Eliminatetheweakparts (focus) Revise:Addingstronglypersuasivewordstoyour writing/effectivetransitions Revise: Strengthenyourargumentbyaffirmingyour audience.Acknowledgetheopposingargument,then expressyouralternateopinion.Tryusingsentencestarters suchas:
Somepeoplethink____,butIthink____. Despitethefactthat____,there____. Althoughsomepeoplebelieve____,youllseewhy____. Itseasytoseewhy____,however___. Icanunderstandtheperspectiveof___,yet___.

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Revise: (Reviewlesson) Thesentenceandthefragment/ runonsentences,varysentencetypes,commausage. Edit:Verbtenses Edit:Subjectverbagreement

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DraftCreatedbyJennieSetser,2005.RevisedbyKimberlyKovach,2007

Day
21

MiniLesson
Edit:Usingpronounscorrectly,includingclearantecedents andcorrectcase.

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Publish:Student/teacherchoice

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Publish:Student/teacherchoice

CELEBRATION!!!

EditorialWritingasaUnitofStudy:Somebooksto supporttheunit
TeachingtheQualitiesofWriting (toolkit)byJoAnnPortalupiandRalph Fletcher (availableinallmiddleschools)** NonfictionWritingfromtheInsideOut byLauraRobb LessonsThatChangeWriters byNancieAtwell The PowerofGrammar byMaryEhrenworth MakingRevisionMatter byJanetAngelillo

UCPSMiddleSchoolWritingInitiativePacket,developedbytheColumbia UniversityTeachersCollegeReadingandWritingProject **

** Availableinallmiddleschools

HelpfulWebResources
http://teachwriting.com/editorials.htm Acomplete,onlineunitofstudyfor editorials.Manyoftheminilessonslistedaboveareinthisunit.
http://teenink.com/Opinion/ Thissitehasmanystudentwritteneditorials(called opiniononthissite)touseasmentortextandinspiration. Also,theypublishstudent

editorialpieces.

DraftCreatedbyJennieSetser,2005.RevisedbyKimberlyKovach,2007