UNIT X UNIT 5 | 199 DIFFERENTIATED INSTRUCTION Scaffold Assist students with drafting their myths. Provide sentence starters for each part of the story: character, setting, events, and the explanation of something in nature in the conclusion. Model how to use the sentence starters to draft a myth. Long ago, there was _____. In the beginning, _____. Even so, _____. And this is why _____. Amplify Direct students to add more relevant details to their myths. They may wish to add more descriptions, add more action, or include more dialogue between the characters. Model for students how to attribute quotes to the people who said them. Plan • Analyze the Student Model Discuss the annotated graphic organizer then create a blank one on the board. Analyze the Student Model and ask volunteers to identify what information to write in each section of the organizer. • Brainstorm topics and use a graphic organizer Give students time to brainstorm topic ideas. Then direct students to copy the organizer. Assist them as they plan their writing. Create your own organizer for the Draft exercise. Draft • Express ideas in writing On the board, model using your story map to draft a myth. Say: My character is a baker who boasts. My setting is a shop that sells bread. In the beginning, he boasts he can make the best bread in the world. . . Emphasize that students should use the phrases and features of myth. Have students work on their drafts independently. • Write a conclusion Revisit the conclusion in the Student Model. Review how it relates to myth. Then model writing a conclusion that explains something in nature (the topic of the myth). Direct students to write their own conclusions. Revise A Use the revision checklist Read aloud the revision checklist and apply it to the Student Model together. Then have students use the checklist with their own drafts. B Peer assess Provide language to express constructive feedback. Say: First, say something the writer did well. Then ask questions or give suggestions. C Revise the draft Have students use their own checklists and feedback from peers to revise their writing. Emphasize focusing on expressing ideas fully and clearly. Edit Use the editing checklist Read the editing checklist together and discuss unfamiliar terms. Apply the checklist to the Student Model. Then assist students as they apply it to their own writing. PRACTICE Plan • Use a story map to plan your myth. Write notes. Draft • Use the ideas from your story map to write a draft. Make sure your draft includes: an explanation of something in nature characters with special powers a beginning, middle, and end Revise A Use the revision checklist to review your draft. B Exchange drafts with a classmate. Give each other suggestions for making your drafts better. C Revise your draft. Edit Use the editing checklist to edit your draft. Editing Checklist I use comparative adjectives. I use adverbs. I use that to condense ideas. Revision Checklist My myth explains an event in nature. One or more characters has special powers. I include adverbs and comparative adjectives. I condense ideas with that to avoid repeating words. characters beginning middle end setting event in nature UNIT 5 199 UNIT 5 / CONNECT TO WRITING
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