The Six Best Writing
Lessons Ever!
The Six Best Writing Lessons Ever!
Nobody is a better judge of a great writing lesson than a teacher. Here you’ll find
the absolute teacher favorites – the tried and true comprehensive lessons that
thousands of teachers are crazy about and have used with great success! All are
excerpted from our Empowering Writers Comprehensive and Essential Guides
to writing. Enjoy!
• Annotation and Analysis – Look no further – here you’ll find side-by-side
exemplars of narrative and expository writing that highlight the organizational
strategy and salient features of each genre.
• Elaborative Detail (narrative writing) – Tired of boring description that’s
dependent on color, size, and number words? Introduce specific detail
generating questions that yield meaningful sensory description and watch
student enthusiasm and confidence soar! (Not to mention dramatically
improved prose!)
• Fully Elaborated Main Events (narrative writing) – Learn how to get
students to fully elaborate and stretch out the most important part of their
stories using all of the authors’ tools: action, dialogue, description, thoughts and
feelings. As students say, “Now it sounds like a real story!
• Word Referents – Build powerful vocabulary and avoid redundant word
choice through this engaging activity – a powerhouse skill that enhances
everything from science reports to poetry, narrative stories to persuasive essays!
• Detail in Expository Writing – Your students list facts, but get stuck
when you ask them to elaborate? A fun grab bag activity paves the way for the use
of the specific questioning technique that produces powerful informative detail!
• Literary Analysis Tasks – 21st century standards demand this
sophisticated level of academic writing, comparing theme and point of view and
demonstrating deep comprehension.
TEACHER BACKGROUND
People often assume that children must write about, literally, their own experiences. This can be very limiting.
In life we all gain information, insight, and excitement about an activity or a setting through many venues besides
our own first-hand experiences. Books, movies, conversations, dreams, are all vehicles for creative ideas from which
authors draw inspiration. If we limit children to writing about only experiences they’ve actually had, we eliminate
a lot of excellent story material. Also, if required to write only about firsthand experiences, children with limited
backgrounds and resources suffer. In the real world of the published author, authors mix their own experiences
with background knowledge, imagination, dreams, hopes, wishes, and the art of the “why not”? We must allow
children the same privilege. IN BOTH TYPES OF NARRATIVE STORIES THE AUTHOR’S PURPOSE IS TO ENTERTAIN
AN AUDIENCE.
So, at a glance, here is an outline of two types of narrative stories:
CHARACTER/PROBLEM/SOLUTION STORY
Focus on Character
Main Character (Hero) struggles, grows, and changes
Purpose: to entertain an audience of others
PERSONAL EXPERIENCE STORY
Focus on Experience, Activity, or Setting
Follows a beginning, middle, end sequence, is highly descriptive
Purpose: to entertain an audience of others
Narrative Writing Summarizing Framework
• This story is about
.
character
• The problem, adventure, or experience was that
.
single significant main event
• The problem was solved, adventure/experience concluded when
.
solution/conclusion
• Story critical elements to be described:
_________________________ ____________________________ ____________________________
character
setting
object
18
The Essential Guide to Grade 4 Writing: Month 1 | ©2013 Empowering Writers
TEACHER BACKGROUND
TEACHER BACKGROUND
Introduction to Narrative Writing
TEACHER BACKGROUND
Introduction to Narrative Writing
TEACHER BACKGROUND
Narrative Writing Diamond
ENTERTAINING
BEGINNING
ELABORATIVE DETAIL
Story Critical Character, Setting, Object
SUSPENSE
or anticipation leading to the main event
THE MAIN EVENT
Show action in slow motion, frame by frame,
stretch it out! Include description and main
character’s thoughts and feelings!
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
Action leading to SOLUTION
of problem or
CONCLUSION of adventure.
EXTENDED ENDING
Memor y, Decision,
Feeling,
Wish
(continued)
The Essential Guide to Grade 4 Writing: Month 1 | ©2013 Empowering Writers
19
TEACHER BACKGROUND
Graphic Organizer — The Expository/Informative Pillar
The graphic organizer we use to best illustrate this organizational framework is the EXPOSITORY/
INFORMATIVE PILLAR, pictured on the next page. There are a number of reasons this pillar is helpful.
• It is set up so the eye moves top to bottom, left to right, in the same way that the resulting written
composition will be assembled - the same way in which we read. When the topic and basic main ideas
are arranged in this manner, it provides more logical structure to the author than the traditional web,
which lends itself to abstract random construction.
• The introduction and conclusion are the broadest, most general parts of the piece, and are, likewise,
represented by the largest sections.
• The main ideas, which are more specific than the topic, are represented by a box smaller than the
introduction and conclusion sections. Each main idea is supported by a variety of details.
• The details are the most specific elements, represented by the smallest, most numerous boxes.
We use the pillar as a guide to organization and elaboration. It is used in conjunction with a simple,
succinct, and practical PREWRITING PLANNER that clearly represents the TOPIC and each MAIN IDEA
— in other words, a simple summary of the essential outline of the piece. During their prewriting and
planning, students learn how to generate broad yet distinct main ideas and to represent them
within the simple prewriting planner/summarizing framework:
Expository/Informative Summarizing Framework
24
TOPIC:
Ex. TOPIC: The Rain Forest
MAIN IDEA #1:
MAIN IDEA #1: Climate/Weather
MAIN IDEA #2:
MAIN IDEA #2: Plants/Trees
MAIN IDEA #3:
MAIN IDEA #3: Animals
MAIN IDEA #4:
MAIN IDEA #4: Deforestation
(continued)
The Essential Guide to Grade 4 Writing: Month 1 | ©2013 Empowering Writers
TEACHER BACKGROUND
TEACHER BACKGROUND
Introduction to Expository/Informative Writing
TEACHER BACKGROUND
Introduction to Expository/Informative Writing
TEACHER BACKGROUND
Expository/Informative Pillar
INTRODUCTION
Lead/Topic Sentence
Main Idea #1____________
Detail
Detail
Detail
Detail
Main Idea #2____________
Detail
Detail
Detail
Detail
Main Idea #3____________
Detail
Detail
Detail
Detail
Conclusion
(continued)
The Essential Guide to Grade 4 Writing: Month 1 | ©2013 Empowering Writers
25
TEACHER BACKGROUND
REMEMBER: Every reading experience should also be a prewriting experience. Use the following
summarizing frameworks every time you read to summarize what’s been read, emphasizing
the organizational strategy that shapes the writing, and helping to identify genre and author’s
purpose. Enlarge, laminate, and post these prominently for consistent reference. Then, have
students use these same summarizing frameworks to plan their writing – reading and writing as
flip sides of the same coin!
Narrative Writing Summarizing Framework
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.
character
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.
single significant main event
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.
solution/conclusion
‡6WRU\FULWLFDOHOHPHQWVWREHGHVFULEHG
_____________________________ ____________________________ ____________________________
character
setting
object
Expository/Informative Writing Summarizing Framework
TOPIC:
.
MAIN IDEA #1:
.
MAIN IDEA #2:
.
MAIN IDEA #3:
.
MAIN IDEA #4:
.
122
The Essential Guide to Grade 4 Writing: Month 3 | ©2013 Empowering Writers
TEACHER BACKGROUND
Summarizing Framework for
Reading and Prewriting
LESSON 3
Expository/Informative/Narrative Analysis
and Annotation
Objective
Students continue to recognize the organizational framework upon which expository/
informative and narrative writing is built. They recognize the following features:
Expository/Informative:
Narrative:
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Preparation/Materials
Photocopy and project Desert Habitat SP-5 & 6 and Desert Quest63DOO63
pages are at back of chapter).
LESSON AT A GLANCE:
Whole Class Activity
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Procedure
1) Explain that you will be reading to learn today. Ask if they know what kind of writing is designed to help them learn
information about a topic. (expository/informative) Tell the class that they will be reading along with you and
annotating or marking all of the important parts of the piece.
2) Distribute copies of Desert Habitat SP-5 & 6. Read it aloud to them. Ask them to track along with their fingers as
you read together. Project a copy for them to see.
3) Share the PILLAR and Summarizing Framework on pp. 24-25 The pillar shows the shape expository/informative
SLHFHVWDNHDQGWKHVXPPDUL]LQJIUDPHZRUNLVDTXLFNZD\WRVXPPDUL]HZKDWWKHSLHFHZDVDOODERXW
4)1H[WKDYHVWXGHQWVannotateWKHSLHFHZLWK\RXPDUNLQJLQDQGGLVFXVVLQJDOORIWKHVDOLHQWIHDWXUHV8VHWKH
DQQRWDWHGWHDFKHUµVYHUVLRQSWRLQIRUP\RXUZRUN5HIHUVWXGHQWVWR63)ROORZWKLVVHTXHQFH
A) Number each paragraph (point to indentation)
B) Find the title line and circle it. Ask what they will be learning and about today.
C) Circle and label the introduction. Explain that this is the part of the piece that tells what the writing is all about.
D) Bracket {} the body of the piece. Explain that this is the part of the piece where the author delivers information.
E) Point out the underlined main idea sentences at the beginning of each paragraph. These tell the reader what
the entire paragraph is about. Write a blurb (word or short phrase) in the margin to the left of each paragraph
to tell what it is all about.
126
The Essential Guide to Grade 4 Writing: Month 3 | ©2013 Empowering Writers
LESSON 3
Expository/Informative/Narrative Analysis
and Annotation
F) Box the conclusion of the piece. Explain that this is the part where the author sums up what was learned.
*5HDGWKHZKROHSLHFHDJDLQQDPLQJHDFKVHFWLRQDV\RXJR5HPLQGWKHPWKDWWKLVLVDQexpository/informative
piece of writing. The author’s purpose was to inform the reader.
On another day:
5) Explain that you will be reading a story today. Ask if they know what kind of writing is designed to entertain an
audience of others. (narrative) Tell the class that they will be reading along with you and annotating or marking
all of the important parts of the story.
6) Distribute copies of Desert Quest635HDGLWDORXGWRWKHP$VNWKHPWRWUDFNDORQJZLWKWKHLU¾QJHUVDV\RX
read together. Project a copy that you can mark for them to see.
7)1H[WKDYHVWXGHQWVannotateWKHVWRU\ZLWK\RXPDUNLQJLQDQGGLVFXVVLQJDOORIWKHVDOLHQWIHDWXUHV
5HIHUWKHPWR63WRIROORZDORQJDV\RXJR8VHWKHDQQRWDWHGWHDFKHUµVYHUVLRQSSWR
inform your work. Follow this sequence:
A) Read the title and discuss what this story might be about.
B) Circle and label the Entertaining Beginning. Underline the first sentence and discuss the beginning technique
used in this piece. (action) Explain that this is the part of the story that “hooks the reader” or draws the character
into the action and the setting. Point out that an entertaining beginning may include action, dialogue, thought/
question, or sound.
C) Bracket the Elaborative Detail and ask which story critical element was elaborated. Label (setting).
Remember to point out that authors stop the story action for the purpose of describing.
D) Look for the suspense. Find and underline the red flag word (suddenly) and ask what the main character was
wondering or worrying about. Point out that this is suspense, which keeps the reader wondering or worrying.
E) Bracket the MAIN EVENT3RLQWRXWWKDWWKLVLVWKHELJJHVWSRUWLRQRIWKHVWRU\DVLQJOHPHDQLQJIXOPDLQHYHQWRU
scene. Explain that the main event includes a combination of action, description, thoughts/feelings, dialogue/
exclamation, sound.
127
(continued)
The Essential Guide to Grade 4 Writing: Month 3 | ©2013 Empowering Writers
LESSON 3
Expository/Informative/Narrative Analysis
and Annotation
F) Underline (Color-coded as indicated) each of these elements found in the MAIN EVENT.
Action: (BLACK)
(I took a deep breath, closed my eyes and counted to ten)
(One…two…three…I counted slowly)
(I held my breath as long as possible and then I sneaked a peek)
(Taking one small step backwards I slowly turned my body around and inch by inch walked away
from the rocky outcropping)
(Pulling the canteen off of my waist I took a long, thirsty swig,)
Description: (BLUE)
(There in front of me was a rattlesnake that stretched from one side of the path to the other. The markings on its
back looked like brown diamonds enclosed in black bands. There were stripes on the tail of the rattler and it stood
straight up. The viper raised its head and I stared at the forked tongue)
Thoughts/Feelings: (RED)
(My heart began to race and my mind was a jumble.)
(Thank goodness I had worn my sturdy hiking boots and long pants I thought)
(If I stand like a statue and hold my breath maybe it will just move on).
(Sweat dripped down my face. My hands were shaking)
Dialogue/Exclamation: (GREEN)
(“Do not startle the rattlesnake as it can strike at a speed faster that the human eye can see,” I muttered out loud)
(“I’m not moving, I promise,”)
Sound: (ORANGE)
(The hissing and buzzing sound persisted and I realized the snake was warning me to stay away)
G) Underline and label the Conclusion (This was enough adventure for one day!) Point out that this is the conclusion to
WKHDGYHQWXUHRUSUREOHPVROYHGEXWWKLVLVQRWWKHHQGRIWKHVWRU\
H) Circle and label the Extended Ending. Point out that extended endings sum up what the main character has learned
or how the character changed. Look for a memory, feeling, wish or hope, decision. or defining action.
Underline and label the following sentences:
Defining action:
(Remaining clear headed was the best thing I could have done, that and reading the guide book.
The guide book had saved my life!)
Memory:
(My head was still spinning as I realized what might have happened if the rattlesnake had bitten me)
Decision:
(I was determined to continue my desert quest but tomorrow I would not drag my feet and create a thick cloud of dust)
128
The Essential Guide to Grade 4 Writing: Month 3 | ©2013 Empowering Writers
Student Page
Name:
Desert Habitat
Saguaro cactus reach toward the sky. Lizards bask in the baking sun. Red cliffs rise from the
shifting sand. The landscape, climate, and wildlife make the desert a most remarkable habitat.
The desert landscape is unique and beautiful. Since there is little water, there are few trees
and plants. However, you can find at least 100 varieties of cacti dotting the horizon, some with
thorns, others with bright flowers and fruit. I have a cactus plant on my windowsill at home.
Interesting red rock formations have been carved into the desert cliffs by centuries of hot desert
wind. The contrast of golden sand and turquoise blue sand can take your breath away.
The climate in this environment is harsh. The temperature ranges from 20 degrees in the
evening to 120 degrees during the day. There is very little rainfall. In fact, there is less rainfall in
the desert than anywhere else on earth--as little as an inch a year! In Connecticut, we get quite
a bit of rain. The air is very dry in the desert and wind storms are common. It can also snow
in the desert, but usually during the coldest winter nights. Clearly, only the hardiest of people,
animals, and plants can survive in this challenging place.
If you enjoy wildlife you will find an interesting variety in the desert! The sleek kit fox and
comical prairie dog spend a lot of time underground. Colorful lizards and slithery snakes live
under rocks and in hollowed-out cactus. There are many varieties of birds--dwarf owls, Gila
woodpeckers and road runners among them. The road runner cartoon is my favorite. Naturalist
Dr. Bill Smith says, “From scorpions to tarantulas, rattlesnakes to tortoises, you can find them all in
the desert!”
So why not grab your camera, canteen, binoculars, and field guide and head to the desert? The
unique scenery, wild weather, and amazing array of wildlife await you!
SP5
The Essential Guide to Grade 4 Writing: Month 3
1 | ©2013
©2012 Empowering Writers
Student Page
Name:
The Desert Habitat
1) Number each paragraph.
2) Draw a ring around the introduction paragraph.
3) Draw a box around the conclusion paragraph.
4) Look at paragraphs 2, 3, and 4 and underline the main idea sentences in each. Then write a word or
two in the margin that tells what the whole paragraph is about.
5) Paragraphs 2, 3, and 4 each contain an extraneous, irrelevant detail that does NOT support the main
idea. Find each of these and cross them out.
6) List three supporting details that illustrate how the desert landscape is beautiful.
7) If you wanted to reread a quote about desert wildlife, what paragraph would you skim and scan?
8) If you wanted to find a statistic (number fact) about cactus, what paragraph would you skim and
scan? _______
9) If you wanted to locate an amazing fact about desert temperatures, what paragraph would you skim
and scan? _______
10) In paragraph 3 the author uses two different word references in place of the word desert. Name
them: ________________ ________________
11) What is this piece all about? Fill in the summarizing framework:
([SRVLWRU\,QIRUPDWLYH:ULWLQJ6XPPDUL]LQJ)UDPHZRUN
TOPIC:
.
MAIN IDEA #1:
.
MAIN IDEA #2:
.
MAIN IDEA #3:
.
MAIN IDEA #4:
.
What is the author’s purpose?_________________________________________________
SP6
The Essential Guide to Grade 4 Writing: Month 3
1 | ©2013
©2012 Empowering Writers
Annotated Page
topic
Desert Habitat
lead
introduction
Saguaro cactus reach toward the sky. Lizards bask in the baking sun. Red cliffs
ULVHIURPWKHVKLIWLQJVDQG7KHODQGVFDSHFOLPDWHDQGZLOGOLIHPDNHWKHGHVHUWD
most remarkable habitat.
statistic
topic sentence
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DUHIHZWUHHVDQGSODQWV+RZHYHU\RXFDQ¾QGDWOHDVWYDULHWLHVRIFDFWL
irrelevant
GRWWLQJWKHKRUL]RQVRPHZLWKWKRUQVRWKHUVZLWKEULJKW¿RZHUVDQGIUXLW,KDYHD
cactus plant on my windowsill at home. Interesting red rock formations have been
carved into the desert cliffs by centuries of hot desert wind. The contrast of golden
sand and turquoise blue sand can take your breath away.
The climate in this environment is harsh. The temperature ranges from 20
amazing fact
irrelevant
degrees in the evening to 120 degrees during the day. There is very little rainfall.
,QIDFWWKHUHLVOHVVUDLQIDOOLQWKHGHVHUWWKDQDQ\ZKHUHHOVHRQHDUWKDVOLWWOHDV
DQLQFKD\HDU,Q&RQQHFWLFXWZHJHWTXLWHDELWRIUDLQ7KHDLULVYHU\GU\LQWKH
GHVHUWDQGZLQGVWRUPVDUHFRPPRQ,WFDQDOVRVQRZLQWKHGHVHUWEXWXVXDOO\
GXULQJWKHFROGHVWZLQWHUQLJKWV&OHDUO\RQO\WKHKDUGLHVWRISHRSOHDQLPDOVDQG
plants can survive in this challenging place.
4
If you enjoy wildlife you will find an interesting variety in the desert! The
sleek kit fox and comical prairie dog spend a lot of time underground. Colorful
lizards and slithery snakes live under rocks and in hollowed-out cactus. There are
PDQ\YDULHWLHVRIELUGVGZDUIRZOV*LODZRRGSHFNHUVDQGURDGUXQQHUVDPRQJ
irrelevant
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5
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desert? The unique scHQHU\ZLOGZHDWKHUDQGDPD]LQJDUUD\RIZLOGOLIHDZDLW\RX
conclusion
129
The Essential Guide to Grade 4 Writing: Month 3 | ©2013 Empowering Writers
Student Page
Name:
Desert Quest
I stepped out into the glaring sunlight, closing the door to the cabin. My backpack
rested lightly on my shoulders and the water canteen I had filled earlier was strapped
around my waist. It was my first day in the desert and I was ready for an adventure.
Glancing around, I noticed the landscape for the first time. The ground was dry
and parched. Odd shaped cacti stood up like sentries on the barren earth. The heat
shimmered in the morning sunlight and there was no shade to be seen for miles. I began
to walk down the well trodden path. Rocky outcroppings stuck out from the ground
surrounding the trail. My feet made a trail of dust in my wake and I shuffled them to
create a dust could. The dust rose heavy and thick all around me. Suddenly I heard an
odd tinkling sound. I looked around but the cloud of dust seemed to hover over me. How
strange, I thought. I was sure that I was the only one out here this morning. I walked a
few more feet and stopped in my tracks.
The dust cloud cleared and that was when I noticed the reptile. My heart began to
race and my mind was a jumble. There in front of me was a rattlesnake that stretched
from one side of the path to the other. The markings on its back looked like brown
diamonds enclosed in black bands. There were stripes on the tail of the rattler and
it stood straight up. The viper raised its head and I stared at the forked tongue. My
first instinct was to turn and run but I remembered the guide book I had read before
coming on the journey. My thoughts began to clear. “Do not startle the rattlesnake, as
it can strike at a speed faster that the human eye can see,” I muttered out loud. Thank
goodness I had worn my sturdy hiking boots and long pants I thought. The guide book
suggested clothing that a rattlesnake may not be able to penetrate.
SP7
(continued)
The Essential Guide to Grade 4 Writing: Month 3
1 | ©2013
©2012 Empowering Writers
Student Page
Blinking the sweat out of my eyes I noticed that the snake had not moved in quite
some time. The hissing and buzzing sound persisted and I realized the snake was
warning me to stay away. “I’m not moving, I promise,” I whispered to it. Just then an
idea came to me. If I stand like a statue and hold my breath maybe it will just move on.
I took a deep breath, closed my eyes and counted to ten. My secret hope was that when
I opened my eyes the offender would be gone. One…two…three…I counted slowly. I
held my breath as long as possible and then I sneaked a peek.
To my relief the rattlesnake had slithered off the path. I just made out the tail as it
slid under a nearby rock. I knew I was not quite out of danger yet and I needed to get
away as quickly as possible. Taking one small step backwards I slowly turned my body
around and inch by inch walked away from the rocky outcropping. When I was well away
from the area I let out my breath. I didn’t realize I had been holding it. Sweat dripped
down my face. My hands were shaking. The imminent danger was over and fear was
replaced with relief. Pulling the canteen off of my waist I took a long, thirsty swig. I
wiped my brow and decided to head back to the cabin. This was enough adventure for
one day!
When I got back to the cabin I sat down heavily on the wooden rocking chair. My
head was still spinning as I realized what might have happened if the rattlesnake had
bitten me. I was determined to continue my desert quest but tomorrow I would not drag
my feet and create a thick cloud of dust. Remaining clear headed was the best thing I
could have done, that and reading the guide book. The guide book had saved my life!
SP8
The Essential Guide to Grade 4 Writing: Month 3
1 | ©2013
©2012 Empowering Writers
Student Page
Name:
Desert Quest – Guiding Questions
1) Circle the title.
2) Circle and label the entertaining beginning. Underline the first sentence and
label the type of entertaining beginning.
3) Identify the elaborative detail and label it. Decide which story critical element
was elaborated and label the description as character, setting or object.
4) Underline the suspenseful sentences, including the red flag word.
5) Bracket the single, fully elaborated MAIN EVENT.
6) Color-code each of the features found in a fully elaborated MAIN EVENT:
Action (black), Description (blue), Thoughts/Feeling (red),
Dialogue/Exclamation (green), Sound (orange)
7) Underline the concluding statement.
8) Circle and label the extended ending. Underline and label each sentence that
indicates one of the following:
Memory, Feelings, Wish or Hope, Decision, Defining Action
SP9
The Essential Guide to Grade 4 Writing: Month 3
1 | ©2013
©2012 Empowering Writers
Annotated Page
action
Desert Quest
entert
aini
begin ng
ning
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backpack rested lightly on my shoulders and the water canteen I had filled
earlier was strapped around my waist. It was my first day in the desert and I
was ready for an adventure.
main event
ela
bor
ati
v
det e
ail
*ODQFLQJDURXQG,QRWLFHGWKHODQGVFDSHIRUWKH¾UVWWLPH7KHJURXQG
was dry and parched. Odd shaped cacti stood up like sentries on the barren
earth. The heat shimmered in the morning sunlight and there was no shade
to be seen for miles. I began to walk down the well trodden path. Rocky
outcroppings stuck out from the ground surrounding the trail. My feet made
a trail of dust in my wake and I shuffled them to create a dust could. The
dust rose heavy and thick all around me. Suddenly I heard an odd tinkling suspense
sound. I looked around but the cloud of dust seemed to hover over me. How
VWUDQJH,WKRXJKW,ZDVVXUHWKDW,ZDVWKHRQO\RQHRXWKHUHWKLVPRUQLQJ
I walked a few more feet and stopped in my tracks.
The dust cloud cleared and that was when I noticed the reptile. My
heart began to race and my mind was a jumble. There in front of me was
a rattlesnake that stretched from one side of the path to the other. The
markings on its back looked like brown diamonds enclosed in black bands.
There were stripes on the tail of the rattler and it stood straight up. The viper
raised its head and I stared at the forked tongue. My first instinct was to
turn and run but I remembered the guide book I had read before coming on
the journey. My thoughts began to clear. “Do not startle the rattlesnake as
LWFDQVWULNHDWDVSHHGIDVWHUWKDWWKHKXPDQH\HFDQVHH³,PXWWHUHGRXW
loud. Thank goodness I had worn my sturdy hiking boots and long pants I
(continued)
The Essential Guide to Grade 4 Writing: Month 3 | ©2013 Empowering Writers
130
Annotated Page
main event
thought. The guide book suggested clothing that a rattlesnake may not be
able to penetrate.
Blinking the sweat out of my eyes I noticed that the snake had not
moved in quite some time. The hissing and buzzing sound persisted and
,UHDOL]HGWKHVQDNHZDVZDUQLQJPHWRVWD\DZD\²,µPQRWPRYLQJ,
SURPLVH³,ZKLVSHUHGWRLW-XVWWKHQDQLGHDFDPHWRPH,I,VWDQGOLNHD
VWDWXHDQGKROGP\EUHDWKPD\EHLWZLOOMXVWPRYHRQ,WRRNDGHHSEUHDWK
closed my eyes and counted to ten. My secret hope was that when I opened
my eyes the offender would be gone. One…two…three…I counted slowly.
I held my breath as long as possible and then I sneaked a peek.
To my relief the rattlesnake had slithered off the path. I just made out
the tail as it slid under a nearby rock. I knew I was not quite out of danger
yet and I needed to get away as quickly as possible. Taking one small step
backwards I slowly turned my body around and inch by inch walked away
from the rocky outcropping. When I was well away from the area I let out
my breath. I didn’t realize I had been holding it. Sweat dripped down my
face. My hands were shaking. The imminent danger was over and fear was
UHSODFHGZLWKUHOLHI3XOOLQJWKHFDQWHHQRIIRIP\ZDLVW,WRRNDORQJWKLUVW\
swig. I wiped my brow and decided to head back to the cabin. This was conclusion
enough adventure for one day!
feeling
When I got back to the cabin I sat down heavily on the wooden rocking
chair. My head was still spinning as I realized what might have happened memory
if the rattlesnake had bitten me. I was determined to continue my desert
decision
quest but tomorrow I would not drag my feet and create a thick cloud of
GXVW5HPDLQLQJFOHDUKHDGHGZDVWKHEHVWWKLQJ,FRXOGKDYHGRQHWKDW
and reading the guide book. The guide book had saved my life!
131
The Essential Guide to Grade 4 Writing: Month 3 | ©2013 Empowering Writers
LESSON 10
Write a Descriptive Segment - Amusement Park
Objective
LESSON AT A GLANCE:
Students apply detail generating questions to create segments of elaborative detail
describing a story critical character, setting, or object. They learn to apply and
internalize specific detail generating questions, and use a variety of specific sensory
details within the context of strong sentence variety.
Preparation/Materials
Chart Paper, markers, copies of student activity sheet, Amusement Park SP-22 (at
back of chapter).
Whole Class Activity
• Review elaborative detail/
Story Critical Setting
• ASK productive questions
about the setting Amusement Park
Procedure
• MODEL a fully elaborated
segment describing the
Amusement Park
1) Remind students that the purpose of narrative writing is to entertain the reader.
Explain that one way to entertain is to use vivid, powerful elaborative detail
to describe story critical characters, settings, objects. Identify the story critical
setting – Amusement Park.
• During GUIDED PRACTICE
assist students in writing
their own elaborative detail
segment
2) OPTION: Students create an artistic rendering of the setting they will be writing
about. In this way, students will have many concrete details in front of them to
reference in their writing. Also, this example is in first person point of view (I). This is because young writers seem to
write most often in first person. However, feel free to restate or model this example in third person (He/She/Katie, etc).
Changing the point of view can be a valuable exercise for older students. Authors have been known to rewrite entire
novels in different points of view.
3) MODELING: Gather the class, generate and chart a list of detail generating questions about the setting. (A list of
these will follow the student activity sheet.)
NOTE: This procedure should be done during the first 2 - 4 experiences when writing elaborative detail.
Later, students will have internalized the questioning, and this step can be simply presented as a
reminder of what they are to do independently. From time to time, even after students seem to have
grasped the technique, teachers will want to revisit this charting activity with the entire class for the
purpose of review and reinforcement of the questioning technique.
4) As students call out their answers to each question, chart the wide variety of student responses. Ask more specific
questions when necessary in order to pinpoint specific vivid information. Provide students with powerful descriptive
words that are implied in their responses. (See the sample chart, next page - student responses appear in italics,
teacher translation in bold print.)
62
(continued)
The Essential Guide to Grade 5 Writing: Month 1 | ©2013 Empowering Writers
LESSON 10
Write a Descriptive Segment –
Amusement Park
5) Next (or on another day) the teacher selects and incorporates these details into a fluent, vivid elaborative segment.
The teacher charts this in front of the class, encouraging them to read along and to offer suggestions as they go. Keep
in mind that the teacher will always model in the extreme, producing a written response that is larger in length, depth,
and scope than what will be expected from students. (see sample modeled segment below)
6) GUIDED PRACTICE: On another day, review the detail generating questions as well as the charted responses. Then,
pass out the student activity sheet – Amusement Park. Leave your sample posted - this enables and encourages
students to apply the vocabulary you’ve modeled. Remind them to use the detail generating questions and to continue
to think of original responses as well.
Hold students responsible for spelling, mechanics, and grammar you’ve taught. Make corrections as they go, rather than
at the end, which gives them the message that revision and editing are ongoing processes, not tasks left to the end.
Ex. Question/Answer Chart – student responses in italics, teacher “translations” that would be charted appear in bold print
Story Critical Setting: Amusement Park
What did you see?
a lot of people – people were everywhere, colorful booths – booths of many colors were lined up,
rides – rides were spinning and whirling (notice how the teacher modifies each response to model
good word choice and expand the thought)
How did it smell?
Like popcorn (teacher asks – what does popcorn smell like?) salty and buttery – buttery popcorn filled the air,
smelled like cotton candy – sweet cotton candy
What sounds did you hear?
Beep bing rumble (teacher asks – what is making those noises?) the rides – roller coaster rumbled, music
(describe the sound of the music – tinkling noise) the tinkling sound of music from the merry – go – round,
screams – screams could be heard for miles around
What kind of rides?
Big roller coaster (COMPARE it to something) the roller coaster soared over the tops of the trees,
tall Ferris wheel – Ferris wheel towered over the park
(continued)
The Essential Guide to Grade 5 Writing: Month 1 | ©2013 Empowering Writers
63
LESSON 10
Write a Descriptive Segment –
Amusement Park
What kind of games?
pop the balloon (what does that look like? you have a bunch of balloons on a board and then you throw a sharp thing
at it to pop the balloon) a board with balloons ready to be popped
What types of food?
hot dogs, cotton candy, fried dough - hot dogs covered in mustard, mile high puffs of cotton candy, fried dough
sticky with syrup (notice how the teacher adds the descriptive words)
How did you feel about being there?
excited (What does excited look like? – Show me – student jumps up and down, smiles and opens his mouth wide) my
mouth dropped open and I grinned from ear to ear
Continue in this fashion, asking specific questions, looking for student responses, body language, and facial
expressions to chart. This is how powerful vocabulary is built. It is important to include a wide variety of responses, because
at a later time children will be asked to refer to this list (they can also come up with other ideas that haven’t been charted)
in order to create their own elaborative segment. (GUIDED PRACTICE) Therefore, having many choices is preferable to
having charted only one response to each question.
The charted elaborative segment might look like this:
I walked through the gate and stared at the amusement park. Crowds of people surrounded me
and pushed me forward. Gazing up, I noticed the roller coaster at the end of the park towering over the
treetops. Rumble, rumble went the sound of the giant coaster. Screams and shouts could be heard from
that direction and my heart skipped a beat as I thought about the ride. Colorful booths lined the paths
and I saw giant teddy bear prizes hanging from hooks. I took a deep breath and smelled buttery popcorn
that made my mouth water. Other food stalls had mile-high puffs of cotton candy, fried dough sticky with
syrup, and hot dogs covered in spicy mustard. I raced forward into the park, ready for a day of excitement.
Also, keep in mind that the vocabulary used in the modeling should be challenging and stimulating to students.
The use of vivid vocabulary in a meaningful context encourages students to visualize and grasp the vocabulary and later
apply it in their own writing. This is perhaps the most successful way to build student vocabulary.
64
The Essential Guide to Grade 5 Writing: Month 1 | ©2013 Empowering Writers
Amusement Park
Possible detail generating questions:
Sample sentence starters:
I gazed in amazement at ____________________.
• What did you see?
Taking a deep breath I inhaled _____________________.
• What sounds did you hear?
The scent of ___________________________________.
• How did it smell?
My eyes widened when I saw ___________________________.
• What kinds of rides?
The sound of ____________________ caught my attention.
• What kinds of games?
The first thing I noticed was _____________________________.
• What kinds of food?
Looking up, I peered at __________________________________.
• How did you feel about being there?
You could feel ________________________________________.
The food ___________________________________________.
People ___________________________________________.
Sample modeled segment: Amusement Park
I walked through the gate and stared at the amusement park. Millions of people surrounded me and pushed
me forward. Gazing up, I noticed the roller coaster at the end of the park towering over the treetops. Rumble,
rumble went the sound of the giant coaster. Screams and shouts could be heard from that direction and my heart
skipped a beat as I thought about the ride. Colorful booths lined the paths and I saw giant teddy bear prizes
hanging from hooks. I took a deep breath and smelled buttery popcorn that made my mouth water. Other food
stalls had mile-high puffs of cotton candy, fried dough sticky with syrup, and hot dogs covered in spicy mustard. I
raced forward into the park, ready for a day of excitement.
CHALLENGE 1:
Apply the information learned in this unit and include it in the description where applicable.
CHALLENGE 2:
Direct students to draw a map of an amusement park similar to those usually found at the entrance to guide visitors.
65
The Essential Guide to Grade 5 Writing: Month 1 | ©2013 Empowering Writers
Elaborative Detail
Name:
Amusement Park
REMEMBER:
• When you elaborate, you STOP THE ACTION and observe.
• Use the five senses!
• Your description should make the reader feel as though he or she is
right there with the main character.
• Your elaborative segment should be at least 3-4 sentences.
• Remember sentence variety is important!
Write an ELABORATIVE SEGMENT of the setting, below. Tell SPECIFICALLY what it looked like
by using the detail generating questions. Do NOT write a grocery list. Use interesting words
and make it entertaining!
I walked through the gate and gazed around the amusement park.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
SP22
The Essential Guide to Grade 5 Writing: Month 1 | ©2013 Empowering Writers
TEACHER BACKGROUND
Introduction to Main Event
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Again, modeling the use of specific, productive questioning techniques will generate these elements.
Here are the questions that you will model during main event lessons, and that your students will eventually
internalize and apply:
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6WXGHQWVPD\DOVRDGGD6281'())(&7LQWKHLUPDLQHYHQWVMXVWIRUIXQDQGHQWHUWDLQPHQWYDOXH
Another way to explain main event to students is to tell them that this is the section of the story in which the
author “shows off” a little bit, combining so many of the skills they’ve learned. It is interesting to note that the
productive questioning (above) involves many of the same questions they’ve used to generate entertaining
beginnings. Except during the main event, they apply all of the questions, and often times, apply them more
than once.
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You will see that “personal experience” main events involve activities and experiences that might, at first
glance, seem rather ordinary. This is because, generally, when students are asked to write about an experience
they’ve had, their tendency is to choose something realistic. The key, then, is to creatively make the ordinary
extraordinary – this is done by looking at it closely, stretching it out, and adding the thoughts/feelings
(reflections) of the main character, all of which add significance to the event. Also, remember – a personal
experience narrative involves the experience of the main character, not necessarily the author!
(continued)
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
200
TEACHER BACKGROUND
7($&+(5%$&.*5281'
Introduction to Main Event
Therefore, even when using first person (“I”), the author does not need to be limited to an autobiographical
account of a real experience in their lives. As all authors do, children can embellish their own literal experiences
with what they’ve read, heard, or seen on television. They mix their experience (which may be limited) with
entertaining elements to make for a better story. We need to empower children to do this — remember the
purpose of a narrative is to entertain. If our purpose is to simply record and reflect on a real event, then a
journal entry may be the genre we want.
7KH0DLQ(YHQWLQ&KDUDFWHU3UREOHP6ROXWLRQ1DUUDWLYHV
A great question to ask in order to generate a character/problem/solution narrative story plan is: What
could possibly go wrong? However, children sometimes struggle to generate character/problem/solution
narratives (which can be realistic or fantasy). This is because in real life, it is generally the adults who solve
children’s problems. In the character/problem/solution narrative, the main character must solve his/her own
problem. This is why an “adventure” story, particularly one written as fantasy, gives the student author more
leeway in coming up with a solution.
201
(continued)
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
LESSON 8
How does
ve
this impro
ills?
revision sk
Comparing Summaries and Fully
Elaborated Main Events
Objective
Students read and compare a story summary, a list of actions, and a fully elaborated
main event in order to recognize the power of the fully elaborated main event.
They will also analyze the elements of main event (action, description, thoughts/
feelings, dialogue/exclamation). They must be able to recognize common pitfalls
and prescriptive techniques in order to revise effectively.
Preparation/Materials
Photocopies and/or the means to project SP-20, MAIN EVENT: Don’t Summarize!
Make a Scene! and SP -21 & 22, Comparing Summaries and Fully Elaborated
Main Events. (SP pages at back of chapter.)
Procedure
1) Project the lesson on SP-21 & 22.
2) Reproduce the STUDENT REFERENCE PAGE, SP-20, MAIN EVENT: Don’t
Summarize! Make a Scene for each student, which highlights the key aspects
of main event. Distribute these and discuss the characteristics of main event
with the class.
LESSON AT A GLANCE:
Whole Class Activity
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3) Read through each example included on Comparing Summaries and Fully Elaborated Main Events,
SP-21 & 22. and point out the respective strengths and weaknesses of each.
4) Color code as follows: ACTION — black, DESCRIPTION — blue, THOUGHTS/FEELINGS — red,
DIALOGUE/EXCLAMATION — green, SOUND EFFECT — orange
5) For closure, discuss the weaknesses of a simple summary statement that cheats the reader out of all the vivid
description, and play-by-play action. Discuss how boring it is to read a “grocery list” of actions separated by
“and thens.” Point out how interesting the fully elaborating main event is, by comparison.
6) Read an example of a fully elaborated main event from age appropriate fiction and discuss the various
elements — here are some suggestions:
‡The BFG°5RDOG'DKO°FKDSWHU°A Trogglehumper for the Fleshlumpeater –
the entire section in which the giants get into a huge fight.
‡Poppy°$YL°FKDSWHUThe Battle – the fight between Poppy and Mr. Ocax.
202
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
Student Page
Name:
Comparing Summaries and
Fully Elaborated Main Events
Read each version of a main event about being lost in the mall. Which is the most
entertaining? Why?
1.) I got lost in the mall. I was really scared. But then I found my mom.
2.) First I walked to the middle of the mall. Then I turned a circle trying to
decide which direction to walk. Next I followed the crowd to the food
court. After that I tried to decide if I should ride the escalator to the next
floor. Finally I saw my mom running toward the mall security.
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My head spun in every direction, hoping I would hear my mom calling.
The crowd walked past me, concentrating on their own to-do lists, not
realizing I was lost and panicked. What if a stranger tries to talk to me
or what if my mom can’t find me, I worried. As my fear grew stronger, I
decided I must do something. I began to walk in the direction of the food
court, following the crowd. People were busy buzzing from store to store,
enjoying the benefits of shopping indoors. Children were running around
the kiosk, hoping to play hide-and-seek. Moms pushed baby strollers and
dads carried packages. No one seemed to notice a lost girl wandering
down the center of the mall, tears now threatening to stream down my
SP21
(continued)
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
Student Page
face. I kept trudging toward the smell of Chinese food and chocolate chip
cookies. The more time that passed without seeing my mom, the faster my
heart pounded. I stopped near the food court. “Should I ride up the escalator
or stay on this floor?” I asked, out loud. To my surprise, a woman in uniform
approached. Her shirt read: MALL SECURITY. She must have heard my
question. She squatted down in front of me. “Are you lost, honey?” she asked.
Realizing she was going to help, I burst into tears. She handed me a tissue
and patted my back until I calmed down enough to give her my name. We
walked together to the security desk, where I heard the security guard’s voice
boom over the speakers. “We have a lost girl at the security desk. If you have
lost your little girl, please come and pick her up.” Almost before she finished
the announcement, I heard my mom’s voice and saw her running toward me.
She grabbed me and held me so tight, it took my breath away.
ACTION
DESCRIPTION
DIALOGUE
black
blue
green
SOUND EFFECT
orange
THOUGHTS/FEELINGS
red
SP22
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
LESSON 9
Crafting a Fully Elaborated Main Event —
Narrative
Objective
Students apply the productive questioning techniques in order to fully elaborate
a summarized main event (through action, description, dialogue/exclamation,
thoughts/feelings).
LESSON AT A GLANCE:
Preparation/Materials
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0$,1(9(17
Chart paper and MAIN EVENT – Don’t Summarize! Make a Scene!, SP-20 (at back of
chapter).
Procedure
1) Review the characteristics of a fully elaborated main event. (Using a balance of
slow motion action, vivid description, dialogue/exclamation, the main character’s
thoughts, feelings, worries, perhaps a sound effect). Then, compare a summary to
a fully elaborated main event.
2) MODEL an example. Write a summary statement on the board such as:
I rode through the cave on the back of the friendly dragon.
Whole Class and
Independent Activity
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Based on this summary, ask them if they think this is realistic fiction or fantasy.
(fantasy) Have them name the special place (magical cave). Explain that writing
an extended main event is like showing a movie, one frame at a time. As the
author, they “write” each frame so that the reader gets a clear view of what is happening. They will be stretching
out the important moments in the story so that the reader can better experience them.
‡%HJLQE\DVNLQJTXHVWLRQV8VHVWXGHQWUHVSRQVHVWRFUDIWDIXOO\HODERUDWHGPDLQHYHQW'RQRWEHDIUDLGWR
reframe the questions or to delve further in order to generate vivid ideas. Watch for body language and facial
expressions, as students usually know more than they can verbalize.
Example:
Ask:
Student responses:
Ask:
Student responses:
Ask:
Student responses:
203
How did you approach the dragon? Show me!
(Students tiptoe, hide, peer, etc.)
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What did the dragon look like?
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What did you do to the dragon?
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The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
LESSON 9
Crafting a Fully Elaborated Main Event —
Narrative
I approached the dragon slowly trying to make certain the creature was as friendly as
I thought. The scaly beast nodded its massive head and lowered its tail. The tail flicked
toward me and I grabbed its tip. I climbed up and up, as though I was climbing a steep
hill. Its skin felt bumpy and warm, and as I got to the top I scrambled up to its spiky back.
Chart:
Ask:
How did you feel? Show me!
(Children pantomime fear, excitement, etc.)
Student responses:
Ask:
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What else did you see, hear, smell, feel?
Student responses:
*55555555555<2:::::)LUH
Teacher response:
Oh, you heard roaring! Student responses: \RXKHDUWKHURDURIWKHGUDJRQ\RXKHDUKHDY\
EUHDWKLQJ
Chart:
Ask:
“GRRRRRRRRRR! YOWWWWWW!” The dragon roared and a huge flame poured from its
mouth, lighting up the cave.
Show me what you did when you heard that!
(Again, they pantomime)
Student Responses: KHOGRQWLJKWVTXLQWHGVFUHDPHGKHOGRQWLJKW
Chart:
Ask:
“Yikes!” I shouted. I bounced upon its back, holding on as tightly as I could.
What else did you see, hear, smell, feel?
Student Responses: EDWVKLEHUQDWLQJEHDUZDWHUFDUYHGRXWRSHQLQJVGRRUZD\VSDWKZD\VEXJVVQDNHKROH
Ask:
What made the cave magical?
Student Responses: JORZLQJUDLQERZVLQWKHUHZDWHUZDVVSDUNO\UHGELJMHZHOVRQWKHZDOODJROGHQSRQG
Chart:
Ask:
Student Response:
Chart:
This was no ordinary cave! The walls seemed to be carved out of jewels and glowed
brightly. I saw the sparkling walls of the cave. Bats flapped wildly as we disturbed their
sleep. A hibernating bear rolled over and growled, angry to be disturbed. I was shocked to
see a golden pond ahead.
What happened next ? Show me!
WKHGUDJRQVSODVKHGLQWKHZDWHUKHVZRRSHGGRZQDQGJRWPHZHWKH¿RDWHGRQWKHZDWHU
OLNHDGXFN
The dragon waded in the water. I hoped it wasn’t too deep. The magical beast splashed
at the water with its tail, and in an instant, I was soaking wet.
After our shower, my scaly friend turned and headed back the way we came.
(continued)
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
204
LESSON 9
Crafting a Fully Elaborated Main Event —
Narrative
The activity continues in similar fashion. Additional questions might include:
How did your adventure end?
What did you do? Etc…
3) Read the resulting paragraph and revise as necessary.
4) Compare this extended, fully elaborated main event to the original summary statement:
I rode through the magical cave on the back of the friendly dragon.
Children will immediately see the difference!
5) Move to GUIDED PRACTICE. Explain to the class that they will write their own version of the main event using the
productive questions. Circulate, offering encouragement, reiterating the questions, reading powerful responses aloud.
PLEASE NOTE: Once familiar with the skill, this activity can be replicated using any theme you like. Simply replace
the original VXPPDU\VWDWHPHQW with a new one. The procedure remains the same, applying the
productive questions to the summary statement in order to extend the summary into a VLQJOH
VLJQL¾FDQWPDLQHYHQW. AS A READING CONNECTION – After reading a narrative story, have children
reduce it to a summary statement of the main event.
REMEMBER: In order for a narrative story to be effective and entertaining, it MUST focus on a SINGLE
SIGNIFICANT main event. Therefore, as children plan their stories IT IS CRITICAL THAT THEY BEGIN
WITH A SUCCINCT, SIMPLE SUMMARY STATEMENT – NOT A LIST OF ACTIVITIES! The summary
statement should name the ONE central event that is really what the story is all about. This eliminates
the tendency children have to simply create a list of actions, connected by and then….after that….
three days later… The writing will be so much more powerful when one event is fully elaborated
through action, description, thoughts and feelings, dialogue/exclamation, and sound.
Also note: Developmentally, third graders will be eventually able to write fully elaborated main events
independently. However, they will usually require a lot of modeling and teacher direction.
The productive questions need to be modeled and applied again and again in order for
children to assimilate them into their own internal writer’s repertoire.
205
(continued)
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
LESSON 9
Crafting a Fully Elaborated Main Event —
Narrative
Here’s what your modeled segment might look like:
Main Event – Magical Cave and Dragon
Using the questioning techniques highlighted on pp. 203-204, generate and chart something like this
based on student responses.
I approached the dragon slowly, trying to make certain the creature was
as friendly as I thought. The scaly beast nodded its massive head and lowered
its tail. The tail flicked toward me and I grabbed its tip. I climbed up and up as
though climbing a steep hill. Its skin felt bumpy and warm, and as I got to the
top, I scrambled up its spiky back. I settled in between two big spikes and held
on tight. “GRRRRRRRRRRRRR!” “YOWWWWW!” The dragon roared and a huge
flame poured from its mouth, lighting up the cave. “Yikes!” I shouted. The dragon
started off in a bumpy trot. I bounced upon its back, holding on as tightly as I
could. I hoped I could stay atop this amazing beast. Before I knew it, we were
galloping. Smoke rolled from the dragon’s pointy ears and unfurled behind us
like exhaust. And this was no ordinary cave! The walls seemed to be carved out
of jewels and glowed brightly. Bats flapped wildly as we disturbed their sleep. A
hibernating bear rolled over and growled, angry to be disturbed. But the dragon
moved on. Suddenly there was a trickling sound. I leaned over and peered into
the darkness. I was shocked to see a golden pond ahead. The dragon waded
into the water. I hoped it wasn’t too deep. The magical beast splashed with its
tail, and in an instant, I was soaking wet! After our shower, my scaly friend turned
and headed back the way we came. It had been an exciting ride!
(continued)
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers
206
Student Reference Sheet
MAIN EVENT
Don’t Summarize! Make a Scene!
FULLY ELABORATED MAIN EVENTS are made up of a balance of:
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Here are the productive questions that help to generate a fully elaborated MAIN EVENT:
ACTION:
What did you do?
(Tell it in slow motion, S-T-R-E-T-C-H I-T O-U-T!)
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DIALOGUE / EXCLAMATION:
SOUND EFFECT:
:KDWGLG\RXVHHKHDUIHHO"
:KDWZHUH\RXZRQGHULQJ
ZRUU\LQJIHHOLQJ"
What did you say or exclaim?
What did you hear?
SP20
The Essential Guide to Grade 3 Writing: Month 5 | ©2013 Empowering Writers