Title – Support and Elaboration in Writing

By – Rebecca Columbo

Primary Subject – Language Arts

Grade Level – 6-10

Objective:

The students will write paragraphs containing well-developed supports that clearly illustrate a character trait.

Materials:

• index cards;
• visual reference — overhead projector, dry erase board or handout reference sheet;
• four stacks of laminated cards — 20 of each variety:
  • character traits,
  • silly character cards,
  • problem cards, and
  • setting cards; and
• sample paragraphs from students’ previous writings.

Preparation:

Laminated cards:
• The
  
  character trait cards
  
  should display the character trait to be discussed as well as a simple definition of the trait.
  
• The
  
  character cards
  
  should each have a picture of a fictitious character: i.e., superman, Scooby-doo, etc.
  
• The
  
  problem cards
  
  should have a picture of something that could be the source of an external conflict: i.e., quicksand, Tyrannosaurus rex, etc.
  
• The
  
  setting cards
  
  should each depict a fun, exciting, or imaginative location.

Procedure:

• Read two to three samples of student writing that clearly show inadequate elaboration. Brainstorm with the students the details that could have made the supports more complete.
  
• List the words: “who,” “what,” “when,” “where,” “why,” and “how” on the board or projector as a visual reference. Instruct the students to use these words as a checklist to be sure that they have provided the necessary information to their readers.
  
• Pick one card from each pile of cards. Create a silly story to model for the students; show your selected character trait in the chosen setting and in the given situation.
  
• Divide the students into groups of two or three. Have each group choose a card from each pile. As a group, they should write a detailed paragraph on an index card that illustrates their character trait.
  
• When the students are finished, collect the cards and read each as a story to the class. Have the class look for weaknesses such as missing information and inadequate support for the trait given.
  
• Continue this process until the students are able to write well-developed supports for a given trait.

Suggestion for Assessment:

• Have the students return to their own desk.
  
• Write the following words across the board. Under each word, write five options.

  
  “Character Trait,”     “Character,”     “Problem,”     “Setting”
  

• Instruct the students to work individually to write a well-developed paragraph on their index card that clearly supports their character trait. They can choose traits, characters, problems, and settings from those chosen on the board.

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Rebecca Columbo

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