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:
• voice, no voice

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

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

!