Title – Writer’s Puzzle

By – Lori Foster

Primary Subject – Language Arts

Grade Level – 6-8

Objective: The student will compose an essay on a given topic with a beginning, middle, and end.

SC state standards:

7-W1.2 Demonstrate the ability to generate drafts that use a logical progression of ideas to develop a topic for a specific audience and/or purpose.

7-W1.3 Demonstrate the ability to develop an extended response around a central idea, using relevant supporting details.

Materials: Colored paper, scissors, plastic sandwich bags, and pens/pencils

Procedures:

1. The teacher will provide a model for students via handout or overhead transparency (whatever form of visual you prefer). The model should include a short essay with indentions to divide the paper into paragraphs, and a defined format with a beginning, middle, and end. It might be a good idea to use some colored highlighters to show the students the specific sections of a paper (Introduction, body, and conclusion). Different colors can specify whether text belongs in a certain section, as well as paragraph structure (such as topic sentences versus supporting details). The teacher will explain the model to students.

2. The teacher will pass out colored paper and scissors. Students should bring pens/pencils from home.

3. The teacher will show the students a writer’s puzzle (a piece of colored paper with an essay written on it) he/she has made. This puzzle (after being written) has been cut into puzzle shaped pieces, which are designated to each paragraph of the essay. On the back of these pieces, specific descriptions of the paragraph’s function are included (such as “introduction paragraph: tells the reader what the paper will be about in a specific concise paragraph.”) The teacher will explain how each piece of the essay is represented as a piece of the puzzle. The teacher may use any writing prompt he/she wishes for the activity.

4. The students will begin working on their writer’s puzzle. This should take 30 to 40 minutes depending on the skill level of the class. You should carefully monitor student progress as they continue to work.

5. When students finish cutting the puzzle up into the appropriately labeled pieces, they will place the pieces in sandwich bags and trade with a partner.

6. The partners will then attempt to put the puzzle back in it original form, organized in the logical order.

Closure: At the end, students may want to share their essays with the class pointing out the specific paragraphs and their functions. Be sure to praise all volunteers who share their work. Remember it took bravery the first time you had an audience too.

Accommodations/modifications: If you have students with learning disabilities, you may want to break down directions into simpler vocabulary. Also, you might want to try pairing students together to write a joint writer’s puzzle with both partner’s contributing half of the essay. Some students with learning disabilities may require more time to complete this assignment than others. You just have to be patient and flexible.