Gr 5 - From Summary Writing to Blogging & Podcasting (ELA)

Rudy Alfonso - David Reese Elementary School

Subject Area: English/Language Arts
Grade Level: 5th Grade

Overview: Students will examine current examples of advertising and analyze aspects of marketing that make them effective. Collaboration, creativity, and critical thinking will take place in every part of the process: the writing, the ?lm-making and editing, and peer evaluation of the ?nal product.

Objectives:

  • Students will read an article from timeForKids.com and highlight signi?cant details from the article.
  • Students will write a topic sentence (GREEN - Go Sentence).
  • Students will create a graphic organizer.
  • Students will write a reason, fact, or detail (YELLOW - Slow Down sentence) and provide examples (RED - Stop sentence).
  • Students will write a concluding paragraph (GREEN - Go Back sentence).
  • Students will blog their paragraphs.
  • Students will scan their graphic organizers and ?nal drafts.
  • Students will record their ?nal drafts using a voice recorder.



Procedure:

Step 1

  • Start with a review parts of an accordion paragraph. Use the slideshow to go over each part.
  • Go over the GO, the SLOW DOWN, the STOP, and GO BACK sentences.
  • You may distribute the sample paragraph and have students in groups use highlighters identify all four parts.
  • Use the slideshow to discuss and con?rm group work as accurate.


Step 2

  • Watch the short video She's a Fashionista from Youtube.
  • Read the She's a Fashionista article from TimeForKids.com. Use multimedia sources to engage students.
  • Direct students to highlight important details about the subject of the article, as well as how to distinguish between facts that can help summarization and opinions.


Step 3

  • Use the graphic organizer to write topic sentence and organize information into details that support the topic. Write the summary paragraph using the graphic organizer.
  • Determine the source, the action verb, and main idea of the article to form topic sentence GO sentence.
  • Use the examples of the article and place them in graphic organizer. These become the DETAILS - STOP sentence(s).
  • Using the GO sentence, determine the GO BACK sentence which restates the topic sentence.
  • Based on the examples in the graphic organizer, discuss the what conclusion can be made to form the YELLOW - SLOW DOWN sentence.
  • Now that the graphic organizer is complete, students can write their summary paragraph.


Step 4

  • Scan graphic organizer and record ?nal draft. Using scanner, scan the graphic organizer and ?nal draft into properly labelled folders on the desktop.
  • Depending on access to blog, students or the teacher can upload images to the appropriate blog entry.
  • Students are dismissed to the hallway or an empty classroom to record their writing as teacher monitors.


Materials:

  • Scanner Accordion Paragraph graphic organizers
  • Copy of the article
  • Voice recorder
  • Digital video camera
  • Computer or laptop with video editing software (iMovie, MovieMaker 2)


Lesson Resources:


Student Products:


Standards:

ISTE NETS:

  • Communication and Collaboration:
    • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
    • Students interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. communicate information and ideas effectively to multiple audiences using a variety of media and formats


Common Core Standards:

  • Writing 5.- With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
  • Writing 6.- With some guidance and support from adults, use technology,including the internet, to produce and publish writing as well as to interact and collaborate with others Reading Informational Texts: Determine two or more main ideas of a text and explain how they are supported by key details.


California Content Standards:

  • English Language Arts:
    • Reading 2.3 The students will discern main ideas and concepts presented in texts, identifying and assessing evidence that supports those ideas.
    • Writing 1.4 The students will create simple documents by using electronic media and employing organizational features.
    • Writing 1.6 The students will edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying and rearranging words and sentences.