Writing-Narrative, Opinion, and Informative Genres-(Short Course-3rd, 4th & 5th)

Each genre will be broken down and taught over three days.  We will start by using an anchor chart that states the expectations of each genre.  Students will receive their own student-friendly checklist for each genre.  Also, students will receive their own organizer for each genre that includes the criteria needed.  This helps greatly with organizing their writing thoughts. Using these hands-on-materials and the various teaching strategies that I have developed over the sixteen years of teaching guided writing, I will guide students to create their own writing piece for a narrative, opinion and informative (expository) genre.  Here is an overview of each lesson as well as what genre will be taught each day.


Day 1-    NARRATIVE 
•	Objective: Writers learn the expectations and criteria of a narrative. (display checklist)
•	Fiction Elements: Writers include the elements of narrative writing when writing a story. (brain storm ideas on organizer)

Day 2-    NARRATIVE (continued)
•	Characters: Writers introduce and develop characters by creating figurative language and dialogue. (model text then practice)
•	Word Choice: Writers use sensory and descriptive details to describe the elements of a story. (model text then practice)

Day 3-     NARRATIVE (continued)
•	Dialogue: Writers use dialogue and description to describe character interactions and events.(anchor chart and question prompts—what kind of character, only include what would show that)
•	Transition words: Writers use transition words to develop a plot with a sequence of events.
•	Conclusion: Writers develop a conclusion leaving the readers with a powerful impression.

Day 4-    OPINION
•	Objective: Writers learn the expectations and criteria of an opinion writing. (display checklist)
•	Opinion Organizer: Writers include the components of an opinion writing when writing an opinion. (brain storm ideas on organizer)

Day 5-   OPINION (continued)
•	Introductory Statement: Writers introduce a topic by identifying an issue, provide information about the topic, and stating the opinion about the topic. (anchor chart: hook, background, opinion, reasons)
•	Reasons: Writers group related reasons together that support the opinion while using linking words.

Day 6-     OPINION (continued)    
•	Evidence/Explain: Writers use valid textual evidence when asked to explain their reason to support their opinion while using linking words.
•	Conclusion Statement: Writers add a closing paragraph that summarizes and restates the opinion and leaves the reader with an impression. (anchor chart: restate opinion and reasons, leave impression)


Day 7-    INFORMATIVE
•	Objective: Writers learn the expectations and criteria of an informative writing. (display checklist)
•	Informative Organizer: Writers include the components of an informative writing when writing an expository writing. (brain storm ideas on organizer)

Day 8-    INFORMATIVE  (continued)
•	Introductory Statement: Writers craft introductory statements with a clear purpose for informative writing that uses details to tell more about the topic.
•	Body Paragraphs: Writers organize details and facts by grouping into related categories to form paragraphs telling more about the topic.

Day 9-   INFORMATIVE  (continued)
•	Linking words: Student complete and revise paragraphs by adding linking words and phrases to connect details to the topic.
•	Conclusion: Writers craft strong conclusions that summarize the main points.

Day 10-  SHARE WRITINGS!!  (celebrate last day of hard work)
Author’s Chair- Writers will celebrate and share one of their writings they completed.  Writers will demonstrate appropriate eye contact, rate, and volume of voice to present their writing to their classmates.


****most writing will not be complete in full at the end of class and can be completed on their own for independent assignment as a follow up for their next class that week with me