Writing Your Second Original Story

Good morning,

This week, for your Work on Writing, you will be planning your second original story. As before, this planning stage will have two parts: 1) Independent Brainstorming and 2) Peer Conferring. Please record the Learning Intentions and Criteria in your Reading Log notebook (the back of your last good copy).

Notes:
1) for this story, all character names and personalities must be original (no peer names)
2) the storyline must be significantly different from your first story

Learning Intention: I can plan a story that contains original, interesting characters, setting(s) and problem.

Criteria: 1) details about character traits
              2) details about the setting(s), and
              3) details about the story problem and resolution 

Strong Recommendation: Use the brainstorming as a powerful tool to plan out your story. When you are finished brainstorming, you should know your characters very well and be excited about developing their problem. 

1) Below your Learning Intention and Criteria, brainstorm your story ideas. If you like, here are some brainstorming ideas (story writing). In addition, here is a site to help you come up with ideas, from Scholastic.

2) Peer Conferring: (for this story, you may do this with a peer of the same gender). Share your brainstormed ideas with your peer. Your peer is to ask questions and give suggestions to help you brainstorm more details.

Here is the rubric I will be using to mark your brainstorming assignment.

	1	2    Minimally Meeting	3    Fully Meeting	4    Working towards
Notes	very few notes or phrases very difficult to follow	a few notes or phrases might be difficult to follow	brief notes on all areas easily followed	many concise notes storyline very easy to follow
Setting/ Time Period	·   no setting identified	·   setting & time period identified	·   clear setting and time period	·   details about setting & time period
Characters	·   no description or names	·   names and/or ages of characters	·   well described e.g. appearance	·   unique, very well described (appearance and personality)
Story problem	·   predictable, no details	·   stated but few detail	·   some interesting details about problem	·   many details about problem ·   development
Resolution	·   no clear notes about how the problem is solved	·   some clear ideas about how the problem is solved	·   clear and details about how the problem is solved	·   many details about how the problem is solved

I am looking forward to reading some more very exciting story ideas!

Love, Mrs. French

Editing Your Story

Good morning Grade Fives and Sixes,

This week, your story will be edited twice: 1) by you, using your spelling notebook, and 2) by a peer. (If you are a girl, a boy will edit your story. If you are a boy, a girl will edit your story.) Please copy the following Learning Intention and Criteria in your notebook on the back of your last rough copy page.

Note #1: Expect to take at least 5 minutes for editing shorter stories and 15-20 minutes for longer ones. 

Note #2: The criteria includes the need to edit your sentences so that they do not begin with the following words: 'Then', 'And', 'So'

Some tips:

• try to use a variety of sentence lengths (short, long, joined with an 'and')
• try to use some juicy words to help your reader 'hear', 'see', 'feel', 'smell' your story
• check out 'Story Writing Checklist' for more specific information
• make all proper nouns bold (choose Home, highlight your word and choose B for bold) e.g. Sinkutview
• please underline all juice words added to your story e.g. the gigantic bear 

Learning Intention: I can use my spelling and punctuation skills to accurately edit my story.

Criteria: 1) correct spelling, 2) correct punctuation, 3) peer edited 4) no sentence begins with repeated words e.g. 'Then', 'And', Also, 'or 'So'

This is your first original story that you have written as an assignment this year. I am very excited about reading your edited versions.

Love, Mrs. French

Writing Your Story

Good morning Grade 5s and 6s,

Last week you planned your story. This week, you will write your story, the rough copy only. You may write your story on paper or type it on the computer. If you type it, be sure to run off the rough draft that you complete.

There is no Learning Intention this week.

At this time, please do not discuss your story with a peer. During this stage, I want you to follow your own ideas.

I hope you enjoy writing your stories. I know that I am looking forward to reading them.

Love, Mrs. French

Planning Your Story

Good morning,

This week, for your Work on Writing, you will be planning your own original story. This planning stage will have two parts: 1) Brainstorming and 2) Peer Conferring. Please record the Learning Intentions and Criteria in your Reading Log notebook (the back of your last good copy).

Learning Intention: I can plan a story that contains interesting characters, setting(s) and problem.

Criteria: 1) details about character traits
              2) details about the setting(s), and
              3) details about the story problem and resolution 

1) Below your Learning Intention and Criteria, brainstorm your story ideas. If you like, here are some brainstorming ideas (story writing). In addition, here is a site to help you come up with ideas, from Scholastic.

2) Peer Conferring: (If you are a boy, you will confer with a girl. If you are a girl, you will confer with a boy). Share your brainstormed ideas with your peer. Your peer is to ask questions and give suggestions to help you brainstorm more details.

I am looking forward to reading some very exciting story ideas!

Love, Mrs. French

The Bridge

 

Please view the following animation. You will complete the assignment in note-form in your Reading Log. Record the notes below your Learning Intentions.

 

The Bridge

 

 

Learning Intention: I can watch an animation and describe the storyline.

Criteria: (in note form) 1) description of the main characters; 2) description of the story setting; 3) description of the story problem





 

What Makes a Story?

Good morning Grade Fives and Sixes!

We are beginning a unit on story writing. As a starting point, you will listen to a short story in order to see examples of some story features: main character, setting, problem.

A) Please go to Storyline on Line and listen to "My Rotten Redheaded Older Brother".

B) Listen to the story again, however, this time, in your Reading Log (under your Learning Intentions), record details about the following:


 

1.     main character: (everything you can find)

2.     setting: (where the story takes place)

3.     problem: (stories usually have a problem that needs to be solved)

I am very excited about reading your notes!

Love, Mrs. French

Your Christmas Holidays!

Hello Grade Fives and Sixes!

I would like you to write about your Christmas holidays (e.g. what you did, what you enjoyed the most, or any focus you choose)

Your response should be one paragraph containing:

a) topic (promise) sentence: what you promise to tell the reader about

b) at least three support sentences: specific examples or details about your topic

c) concluding sentence: where you remind the reader what you promised to tell the reader

Remember to reread your post before submitting it, checking your spelling and punctuation.

If you have never responded to our Blog, please ask a grade six student for assistance. Also, check the list of help topics to this right of this Blog e.g. Posting Comments

I am looking forward to reading your responses!

Love, Mrs. French

Choosing Your Letter

Dear Grade Five and Sixes!

We are continuing with choosing the stories from soldiers and families. This week you must finalize which letter you will be using for your assignment. With help if needed, copy your letter onto a word document and save it in your documents. Grade fives, please ask grade sixes to help if you need it.

 This week, we will begin preparations for our Remembrance Day assembly. Our class will share some thoughts from our Canadian Soldiers and families. You will be asked to share part of one of their stories. You will do this in teams or groups.

This week I would like you to read through (or listen to) some of the stories you will find in the booklet “Thoughts of our Canadian Soldiers at War”. Please go to the link and begin your journey, which will sometimes be a hard one.

Love, Mrs. French

Preparing for Remembrance Day

Dear Grade Five and Sixes!

Welcome to our class blog. (This activity counts as a Read to Self.) I will use the blog to present new assignments or to just provide you with information.

 This week, we will begin preparations for our Remembrance Day assembly. Our class will share some thoughts from our Canadian Soldiers and families. You will be asked to share part of one of their stories. You will do this in teams or groups.

This week I would like you to read through (or listen to) some of the stories you will find in the booklet “Thoughts of our Canadian Soldiers at War”. Please go to the link and begin your journey, which will sometimes be a hard one.

Love, Mrs. French

Platypus

Dear Grade Fives!       

This week, you will both take notes and write your paragraph. 

Today:

1. go to http://a-z-animals.com/animals/platypus/
2. inquiry question: What are some interesting facts you have learned about the platypus?
3. record brief, keyword notes that answer the question
4. edit your notes
5. post them 

Wednesday:

1. reread your notes to ensure they provide answers to the inquiry question
2. write your paragraph
3. read it over and edit it, use the checklist
4. listen to your paragraph
5. have a peer edit it as well 
6. post your blog and post it as usual

Love, Mrs. French

Great White Sharks

Dear Grade Fives!  

Today: Last week you recorded notes answering the question: What are some interesting facts you learned about the Great White Shark? Using your edited notes, I would like you to answer the question in a single and complete paragraph.

Tomorrow, you will edit your response, listen to it, and then have a peer edit it as well. When you have made all of your corrections, you will copy your blog and post it as usual. Grade Fives, you have been writing paragraph for several months now. Be sure to use what you know. Write the best paragraph you can about what you have learned.

Just a reminder that a paragraph contains:

a)  topic (promise) sentence: what you promise to tell the reader about

b) at least three support sentences (at least): specific examples or details about your topic

c)  concluding sentence: where you remind the reader what you promised to tell the reader

Love, Mrs. French

Great White Shark

Dear Grade Fives! 

Today, you will be continuing to refine your note-taking. This week, you will go to a new website and take short brief notes that, once again, answer a specific inquiry question. These notes will be recorded on your Blog Response word document. Tomorrow, you will edit your notes.

Today:

1) go to http://a-z-animals.com/animals/great-white-shark/

2) inquiry question: What are some interesting facts you learned about the Great White Shark?

3) record brief, keyword notes that answer the question

Wednesday:

1) reread your notes to ensure they provide answers to the inquiry question

2) check that you use keywords only (not full copied sentences)

I am really looking forward to reading your notes!
Love, Mrs. French

Bactrian Camel's Humps

Dear Grade Fives!  

Today: Last week you recorded notes answering the question: How are the camel humps used and how do they work? You edited your notes and we edited them as a class. 

*Please post your newly edited notes (e.g. the ones we discussed in class).

Using these edited notes, I would like you to answer the question in a single, complete paragraph.

     

     Tomorrow, you will edit your response, listen to it, and then have a peer edit it as well. Please note that the checklist is a bit longer. You will also be checking that you have used proper paragraph conventions. When you have made all of your corrections, you will copy your blog and post it as usual. You may want to have two windows open side-by-side, one with the blog letter and one being your word document.

Just a reminder that a paragraph contains:

a)  topic (promise) sentence: what you promise to tell the reader about

b) at least three support sentences (at least): specific examples or details about your topic

c)  concluding sentence: where you remind the reader what you promised to tell the reader

Love, Mrs. French

Bactrian Camels

Dear Grade Fives!

Today, you will once again read and take notes. Please take short brief notes that answer the specific inquiry question. 

 
Remember:

- use bullets to mark your notes
- avoid using words in the question
- use digits rather than number words
- leave out unnecessary little words out e.g. ‘a’, ‘is’, ‘the’, ‘and’ etc.
- start your notes with a lowercase letter unless it needs a capital

Tomorrow you will edit your notes.

Today:

1) Go to http://kids.nationalgeographic.com/kids/animals/creaturefeature/ 
2) Choose “Mammals” > “Bactrian Camels
3) Inquiry Question: How are the camel humps used and how do they work?

Wednesday:
1) reread your notes 
2) remove all notes that do not to provide answers to the inquiry question
3) check that you use keywords only (not full copied sentences)

Assessment:
       Content (clarity, accuracy, quantity)
       Conventions (spelling, keywords)

I am really looking forward to reading your notes!

Love, Mrs. French

African Elephants

Dear Grade Fives!

Today, you will be doing something a bit different. You will go to a specific website and take short brief notes that answer a specific inquiry question. These notes will be recorded on your Blog Response word document. Tomorrow, you will edit your notes.

Today:

1. Go to http://kids.nationalgeographic.com/kids/animals/creaturefeature/ 
2. Choose “Mammals” > “African Elephants”
3. Inquiry Question: How do African Elephants use their trunks?
4. record brief, keyword notes that answer the question

Wednesday:

1. reread your notes to ensure they provide answers to the inquiry question
2. check that you use keywords only (not full copied sentences)

Assessment:

• Content (clarity, accuracy, quantity)
• Conventions (spelling, keywords)

I am really looking forward to reading your notes!

Love, Mrs. French

Human Body: The Learning Highlights

Dear Grade Fives! 

Today: In Science, you are wrapping up your science unit on the human body. In a single and complete paragraph, please tell me at least three of the most interesting things that you have learned.

Tomorrow, you will edit your response, listen to it, and then have a peer edit it as well. Please note that the checklist is a bit longer. You will also be checking that you have used proper paragraph conventions. When you have made all of your corrections, you will copy your blog and post it as usual. You may want to have two windows open side-by-side, one with the blog letter and one being your word document.

Just a reminder that a paragraph contains:

a)  topic (promise) sentence: what you promise to tell the reader about

b) at least three support sentences (at least): specific examples or details about your topic

c)  concluding sentence: where you remind the reader what you promised to tell the reader

Love, Mrs. French