Focus: The focus of this lesson is to improve word choice in writing for high school students with mild to moderate disabilities using Robert Newton Peck's A Day No Pigs Would Die.
Mentor Text: I chose this genre of historical fiction due the the amazing descriptive language and the unique style of writing of Robert Newton Peck. This coming of age novel is about a thirteen year old boy growing up on a Vermont farm and the love between a father and son and the difficult decisions that must be made during difficult times. Robert Newton Peck was born in 1928 and recently published How to Write Fiction Like a Pro.
Purpose: The purpose of using Robert Newton Peck's A Day No Pigs Would Die is to improve my students' ability to use different writing styles. In addition, I would like to develop creativity and style in student writing. Finally, I would like for my students to improve upon showing not telling by using Robert Newton Peck's experitise in A Day No Pigs Would Die.
Lesson Plans: First our class would read A Day No Pigs Would Die. Next, our class would pretent they received a contract to write a historical fiction short story that would be turned into a short movie keeping style of A Day No Pigs Would Die. Consistent with the book, the story must take place around the 1930's; however, it would be about a girl determined to raise a calf to become a grand champion to save her mother and father's farm. When finished, the students will submit their work to Scholastic magazine.
Prewriting: First we would brainstorm which chapters we would like to use a models for our short story. Each student will take a chapter to use as a model and mimick the events and writing style. Students will determine which other students will be writing chapters before and after their work and work with these students for consistency in writing.
Drafting: After students have chosen their chapter to feature, students will do a visualization to picture in their minds the events in their chapter. Students will then write as the ideas come into their minds without regard for mechcanics and grammar at this point.
Revising: Students will check the authenticity of the style of language used in the quotes. Students will use paint strips to add 5 decriptive details to objects in their chapter. Next, students will use sticky notes to add 10 sensory details to their chapter. Finally, students will meet with the students writing the chapter before and after their chapter and check for fluency and unity of writing.
Editing: The class will go to the computer lab to type. Using a thesaurus and/or dictionary, students will improve 5 words choices. Next, student will check for relevancy to the time period (i.e. no cell phone, ipods, or many other modern conveniences). Next, students will rewrite 5 sentences to include phrases or dependent clauses and use a highlighter to mark the changes. Students will also check for variety of sentences. Next, students will make sure that they do use the spell checker and check for proper capitializion and punctuation. Then, students will have 2 other people read their work and add comments on sticky notes and initial the sticky note. Finally, students will conference with the teacher to discuss the work and perform a final edit.
Publishing: Students will combine all the chapters to submit to Scholastic Scope magazine for consideration for publication.
Ohio Academic Standards:
Writing Process
Prewriting: 1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. 3) Establish and develop a clear plan for narrative writing. 4) Determine a purpose and audience and plan strategies to address purpose and audience. 5) Use organizational strategies. 7) Use a variety of sentence structures and lengths. 9) Use language, including precise language, action verbs, sensory details and colorful modifiers, and style as appropriate to audience and purpose, and use techniques to convey a personal style voice. 10) Use available technology to compose text. 11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organzational structure. 12) Add and delete information and details to better elaborate on stated central idea and more effectively accomplish purpose. 13) Rearrange words, sentences and paragraphs and add transitional words and phrases to clarify meaning and maintain consistent style, tone and voice. 14) Use resources and reference materials to select effective and precise vocabulary consistent with style, tone and voice. 15) Proofread writing, edit to improve conventions, identify and correct fragments and run-ons. 17) Prepare for publication.
Writing Applications
1) Write narratives that: a) sustain reader interst by pacing action and developing an engaging plot. b) Use a range of stragegies and literary devices including figurative language and specific narration. c) Include an organized, wello-developed structure
Writing Conventions
1) Use correct spelling conventions. 2) Use correct capitalization and punctuation. 3) Use clauses and phrases.
Communication
4) Identify how language choice and delivery styles contribute to meaning. 5) Demonstrate an understanding of the rules of the English Language and select language appropriate to purpose and audience.
Writer Mentor Connections:
For more information about Robert Newton Peck, his work, "Peck's goods", and links for student guides and teaching materials, please visit: www.blahni.info/mrnpeck/index.htm
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