寫作任務 2 級

This ongoing class meets once a week. Classes do not build upon each other in this course so you are welcome to join anytime. In this writing course, students will be given a story. They will also be given a creative writing task to complete. Students will write a multiparagraph paper in this course. 

***** WRITING TASK INFORMATION  *****
In this class, students will be given a writing task to complete. A writing task is an authentic writing activity. Writing tasks provide students with an opportunity to show their writing skills in a specific writing text type. Writing tasks are often part of district, state, and national writing assessments. This class will provide students with an understanding on how to complete a writing task. 

***** GRASPS STORY *****
Students will be given the writing task through a story. The story will be designed in the GRASPS format. Below is an explanation of the GRASPS format. 

G = Goal
R = Role
A = Audience
S = Situation
P = Product
S = Standards

Goal - Students will be given a goal or writing task that they must complete by the end of the class.

Role - Students will be given their role. This could be a job or something they are asked to do. 

Audience - Students will be given the audience they will be addressing in their writing. 

Situation - Students will be given any important context to their problem. They will also be given any challenges to the problem. 

Product - Students will be given the writing task information. They will also be given the purpose of the writing task. 

Standards - Students will be given the expectations for the writing task. Some of the expectations will include writing a multiparagraph paper, using correct grammar conventions, and meeting the expectations of the writing task. 

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                    ***** EXAMPLE OF A GRASPS STORY *****
Here is an example of a GRASPS story that students may encounter in this course:

 - GOAL - 
You must create an itinerary for an upcoming vacation.

 - ROLE - 
You are a travel agent. It is your job to create an itinerary for a client. 

 - AUDIENCE - 
Your client is a person who has never travelled before. She is willing to travel anywhere in the world. Your client is a planner and wants a detailed description of the trip. 

 - SITUATION - 
Your client is going on a week-long vacation. She also does not want to stay in the same city for the entire vacation. The challenge is to create an itinerary that includes multiple cities for the week-long vacation trip. 

 - PRODUCT - 
You will create a sequence of the events/places your client will visit. 

 - STANDARDS - 
Your sequence must include a detailed account of each place, descriptions of activities to do, and a list of materials your client must pack. Your itinerary needs to be written as a multiparagraph paper. 

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Each class will follow this structure:

***** INTRODUCTION *****
Students will be presented with a story at the beginning of each class and given the expectations for the writing task. This will follow a method called GRASPS.

***** BRAINSTORM *****
Students will brainstorm ideas using a graphic organizer. Graphic organizers will vary based on the text type students will be writing. 

***** WRITE *****
Students will create their writing task. Students will be given the expectations for the writing task. Expectations will change based on the text type and the writing task qualifications. 

Each writing task must include:
- An opening paragraph
- At least 3 body paragraphs
- An ending paragraph
- Writing task details

***** SHARE *****
At the end of the class, students will share their writing task with the group. 

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****** IMPORTANT INFORMATION ******
In this class, students DO NOT ....
           - Revise their writing
           - Edit their writing 

This class is a good fit for students who ...
          - Can write a multiparagraph paper
          - Are independent writers
          - Can think critically
          - Are ready for a challenge

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Common Core Standard Addressed in this Course:
    
              *** CCSS.ELA-LITERACY.W4.4 ***
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. 

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MY CREDENTIALS 
         - Bachelor's degree in Elementary Education
         - Minor in Reading
         - Classroom teacher for 11 years
         - Online educator for 4 years
        - Reading and math intervention teacher for 3 years
        - Passionate about writing 

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This class is an ongoing class. You will pay a weekly subscription for this class. If you are unable to attend a week, you will need to unsubscribe before Sunday so you are not charged for the upcoming week. If you are unable to attend a class, I will share a lesson video with you so you can still complete your lesson.
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*** Spring 2025 Topics ***


Week of January 5, 2025: Sequence Writing
- You are a tour guide.
- Provide an itinerary for the tour. 


Week of January 12, 2025: Opinion Writing
- You are a book reviewer. 
- Write a review of a new children’s book. 


Week of January 19, 2025: Informative Writing
- You are a circus ringmaster. 
- Write a description of the circus performance. 


Week of January 26, 2025: Descriptive Writing
- You are an architect.
- Create a newsletter on a new building design in the city. 


Week of February 2, 2025: Procedural Writing
- You are a website designer.
- Write a how-to blog post. 


Week of February 9, 2025: Persuasive Writing
- You are the owner of a bed and breakfast.
- Create an advertisement convincing people to come stay at your bed and breakfast. 


Week of February 16, 2025: Narrative Writing
- You are a traveling storyteller.
- Write a story for your followers. 


Week of February 23, 2025: Persuasive Writing
 - You are a principal.
- Convince the school board to allow pets at school.


Week of March 2, 2025: Cause and Effect
- You are a scientist. 
- Write a report of the effects of a change in sunlight.



Week of March 9, 2025: Opinion Writing
- You are a restaurant reviewer. 
- Give a review for your favorite restaurant.