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Title - VOICE Writing Trait - Differentiated by Process of Learning Styles
By - Marilyn Scotto
Primary Subject - Language Arts
Secondary Subjects - Music, Art
Grade Level - 5 - 8
Topic: Voice, one of the 6 traits of writing differentiated by process of learning styles
Rationale: Students will learn to become better self-evaluators of their writing and
better communicators through the written word.
Materials: Books: Nancy Drew Vols. 1 & 2 by Carolyn Keene
Down the Yukon by Will Hobbs
Yukon by Anne Templeton Kluit
Monet by Jude Welton
CD: God Bless the U.S.A.-"I'm Proud to be an American" by
Lee Greenwood
Art: Student hallway art
Also: Activity attachment, overhead, CD player
Learning Goals:
Know Vocabulary:
Understand: - Students will understand that adding voice to their writing will create a more effective connection with their audience.
Be Able to Do:- Note differences in voice vs. no voice pieces
- See relationship of voice across varying mediums -- books, music, art (differentiated by learning styles).
- add voice to non-voice pieces
Guiding Questions: - Who can tell me what voice means in writing (see activity sheet)?
- Give me an example of voice in writing (a favorite book, author).
- Compare these two books -- which has voice and which has
no voice? Why (adventure vs. textbook)?
- Listen to these two songwriters' songs -- compare/contrast (one is
flat, the other inspiring/moving).
- Observe this artist. How is his voice consistent with his paintings?
- Walk into the hallway for a moment. How have the students here
used voice in their artwork?
- After activity ask, "How has she/he used their voice in this piece?"
Preparing to teach the lesson:
- Materials present; overhead/CD player ready to play
- Able to modify if necessary (words to song, guiding questions, etc.)
- Be aware of time element
- Be sure to pre-assess, during-assess and exit: through activity, review
Teaching the Lesson:
1. Introduce the Six Traits of Writing - lead to "Voice".
2. Pre-assess - Ask for definition.
3. Turn on overhead - continue with meanings of "Voice".
4. Give purposeful instruction. Tell students they will "come away today" knowing the
meaning of voice through three different mediums/examples.
5. Give examples:
A) BOOKS - Nancy Drew author Carolyn Keene -- her writing voice.
Read sample from book, one that elicits a page-turner response. Show another
sample from a different book by the same author and compare.
Show two examples books on the same topic (the Yukon). Students
must decide (compare/contrast) which is the book with voice and the book with no voice.
(Yukon [textbook] vs. Down the Yukon [adventure]).
B) MUSIC - students are told that two songwriters were given the
task to write a song about how they felt about being an American.
First songwriter - read his flat, emotionless words (make this up).
Second songwriter - play half of song, I'm Proud to be an American by Lee Greenwood.
Students compare/contrast same topic, different writing
voices.
C) ART - show students two paintings by Monet to illustrate writing with a paintbrush also elicits "Voice" - the similar voice Monet uses in all
his paintings. Have students walk into the hallway to view
students' artwork on walls. Emphasize how individual and personal each piece is -
it is "Voice".
6. During-assess: summarize before activity.
Activity: Students will choose one writing piece (see voice activity below) and add voice to it.
Model one for them.
Debriefing: As they share their writings, comment on voice used.
Assessing the Activity: Authentic - activity sheet;
exit strategy - ask students about
their favorite authors/books and voice used (their textbooks, a weather report, etc.)
ELA Standards:
Std. 1 - Information & Understanding
Std. 2 - Literary Expression & Expression
Std. 3 - Critical Analysis & Evaluation
Attachment
VOICE ACTIVITY:
Voice is *
* you -- coming through your writing
* your own style, tone, and flavor
* how you, the writer connects
with the reader!
* when your piece reaches out and "pulls-in"
the reader.
Directions: Choose one of the following writings and add your own voice to it.
(I just had to add my comments -- use as a rubric!)
1)Today is your birthday. Have a Happy Day!
(I'm so not buying this "boring" greeting card.)
2)"This whole week, I keep seeing these strange flashes of light outside my window. Oh well, maybe it's just lightning," thought Tom.
(I'm returning this book -- it does not pull me in at all.)
3) "Summer is here, not much to do.
I don't really care -- how 'bout you?"
(No way is this songwriter connecting with me -- just not feeling
it, Dawg!)
E-Mail Marilyn Scotto!
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