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Relevant Learning Objectives
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Use the perfect forms of verb tenses.
Use resources to correct most mechanics and usage errors.
Identify and write various types of figurative language such as alliteration and
personification.
Evaluate persuasive technique and strategies in multimedia presentations.
Use indefinite pronouns.
Write using descriptive word choices.
Use a variety of organizational styles in written works.
Use active voice to improve writing.
Write poetry.
Write using dialogue.
Produce cohesive and coherent works.
Use transitions in written works.
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Use the perfect forms of verb tenses.
Students should be able to use perfect forms of verbs. Perfect forms include present perfect (I
have run), past perfect (I had run), and future perfect (I will have run).
Tutorial:
There are a variety of verb tenses and verb forms, each with its own purpose. As the student’s
writing skills advance, he or she will gain a stronger command of using various verb forms
and tenses.
The perfect forms of verbs always include have, has, or had. Read the following definitions for
the three perfect tenses:
The present perfect tense shows an action that began in the past and has CONTINUED up to
the present. For example, I have been standing in line for two hours. This means that I was
standing in line in the past and am still standing in line. Use have or has when writing in the
present perfect tense.
The past perfect tense shows action that began in the past and was COMPLETED in the past.
Words associated with time are often used in past perfect tenses. For example, Gabrielle had
hiked Mount Whitney five years ago. Use had when writing in the past perfect tense.
Future perfect tense is used when we write about something that will have been
COMPLETED by a certain time in the future. You must use will when writing in the future
perfect tense. For example, Next month, I will have lived in Florida for one year. Use will have
when writing in the future perfect tense.
Activity
Have the student practice using the perfect tense of verbs with the following exercise.
Change the following to present perfect:
I walked home.
Jana ate the burrito.
Thomas finished his work at the art gallery.
Answers:
I have been walking home.
Jana has been eating the burrito.
Thomas has been finishing his work at the art gallery.
Change the following to past perfect:
Alejandro asked Lily to the dance.
My grandmother retired from nursing last month.
Our membership to the city zoo expired.
Answers:
Alejandro had asked Lily to the dance.
My grandmother had retired from nursing last month.
Our membership to the city zoo had expired.
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Change the following to future perfect:
Next month, my sister is a Girl Scout for three years.
Mia rides the roller coaster 20 times by the end of the day.
The famous baseball player hits more than 200 home runs before he retires next year.
Answers:
Next month, my sister will have been a Girl Scout for three years.
Mia will have ridden the roller coaster 20 times by the end of the day.
The famous baseball player will have hit more than 200 home runs before he retires next
year.
Review:
What does the term present perfect verb tense mean?
What about past perfect verb tense?
Give an example of each type.
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Use resources to correct most mechanics and usage errors.
Students should be able to make corrections using available resources, including textbooks,
reference books, the Internet, etc.
Tutorial:
In the elementary years, the student probably used his or her teacher as the number one
resource for questions about writing with correct grammar and mechanics. As the student
advances in his or her writing skills, he or she will learn to independently correct mechanics
and usage errors, using a variety of resources.
So how can you help the student get comfortable with using books and other resources to
correct his or her writing? Share the following suggestions with the student:
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Place your dictionary, thesaurus, or any grammar reference book you may have at home
in a central place.
Bookmark several grammar reference webpages on your home computer.
Explore your grammar book from school. It’s a wonderful reference tool but often goes
unused. You can get comfortable with using it for quick reference by using the index and
table of contents.
Internet grammar/mechanics resources
The student doesn’t feel like carrying home a grammar book every single night? Not
surprising! There are some wonderful web resources to use on his or her home computer or at
the library. Here are some sites to help the student get started:
http://thesaurus.reference.com
http://dictionary.reference.com allows you to enter misspelled words and offers correct
spelling choices.
English-Zone.com offers grammar help and also contains fun grammar quizzes.
Activity
Here are some grammar questions. Using resources from home, school, or the Internet, try to
find the correct answers.
1. Where do you place a comma in the following sentence? Yesterday I went to my school’s
annual fair but it wasn’t as good as last year’s fair.
2. What’s a synonym for difficult?
3. Which pronoun is correct? Sam invited Marta and (I, me) to the party.
Using reference sources takes time and practice, but encouraging the student to take a
moment to "look it up" will help him or her establish valuable study habits that last a lifetime.
Review:
How would you look up a word you don’t know how to spell?
Use a dictionary to look up the correct spelling of the word complicated.
Where could you check to see if you’ve used the correct verb tense or find examples of
pronouns?
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Identify and write various types of figurative language such as alliteration and
personification.
Students should be able to identify and use more advanced figurative language in their
writing. At this level, students should be familiar with the following types of figurative
language: alliteration, personification, hyperbole, onomatopoeia, and oxymoron.
Tutorial:
At this level, the student will have had numerous writing experiences. When used correctly,
figurative language can improve the quality and clarity of his or her writing. Used most often
in creative writing, figurative language is a tool that will take time for the student to master.
He or she has likely had practice with some types of figurative language, such as similes and
metaphors. The following activities will introduce the student to more advanced types of
figurative language so he or she can begin incorporating those into his or her writing.
Definitions and Examples
alliteration: repetition of consonant sounds, usually at the beginning of words
Bart blinked a billion times in disbelief.
The butterflies flitted about the field.
hyperbole: an extreme exaggeration to make a point
That’s the prettiest dress in the whole world!
I’m so hungry I could eat a cow.
Anne’s cat is as big as a house.
personification: giving an inanimate (not alive) object human qualities
The tree’s leafy branches danced in the breeze.
Iman became ensnared in the vines’ angry grasp.
The moon looked down upon the small village.
onomatopoeia: using words that imitate the sounds associated with the objects or actions
they refer to
buzz
click
fizz
quack
oxymoron: two words placed together that often mean the opposite thing when viewed
independently; the combination of incongruous or contradictory terms
jumbo shrimp
deafening silence
true lies
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random order
sharp curves
pretty ugly
Activity: Fun with Figurative Language
Although these figurative language terms can seem difficult, they are actually fun to use.
Have the student complete the following activities to increase his or her understanding of each
type.
1. Alliteration: Tongue Twister Fun
First, give the student the following tongue twisters. Ask him or her to identify which sounds
are being repeated throughout each. Then you can both have fun trying to master the tongue
twister!
She sells sea shells by the sea shore.
He thrusts his fists against the posts and still insists he sees no ghosts.
(The letter s is repeated in the above tongue twisters.)
How much wood could a woodchuck chuck if a woodchuck could chuck wood?
(The sounds oo, ch, ck, and w are repeated in the above tongue twister.)
Now, the student can try to create his or her own tongue twisters. He or she should create
three word lists. Each list should contain ten words that begin with the same letter. Encourage
the student to choose different parts of speech, such as nouns, adjectives, and adverbs. Once
the student has finished, he or she should combine his or her words to make silly tongue
twisters. We’ve done one example for you.
Word List: Fanny, funny, fell, flew, fast, Freddy, fancy, figure, fight, flighty
Fanny and Freddy were so flighty that they flew fast and fancy into a fight.
2. Hyperbole: How Big Can You Be?
Exaggeration can be fun, especially when you exaggerate about everyday occurrences. Give
the student the following list of activities and see if he or she can exaggerate the truth about
them. We’ve completed a few examples for you.
a baseball game
driving a car
studying for a test
reading
eating
dancing
Examples:
I could dance for a hundred days straight because I enjoy it so much.
That baseball game lasted a year.
3. Personification: Body Art
Personification can come from using your senses. Ask the student to write down some words
about each of the five senses Then, use those words to write a sentence that describes an
inanimate (non-human or not alive) object. We’ve completed a few examples for you.
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Sight/Seeing: looked, peered, watched
Hear/Talk: listen, scream, eavesdrop, speak
Smell: breathe, intake, sniff
Touch: feel, stroke, smack
Taste: eat, gobble, slurp
We felt as though the empty buildings watched us while we walked through the ghost town.
The pothole gobbled up the car’s tire when the vehicle sped by.
4, Onomatopoeia: Making Noise
Ask the student to make a list of words that we use to describe sounds. We’ve started a list
for you. Encourage the student to add to the list whenever he or she thinks of new words.
Whenever the student adds a word to the list, ask him or her to say the word as he or she
would when reading it. Then, ask the student to make the noise or sound as loudly or as
quietly as he or she can.
buzz
moo
meow
bam
hush
pop
beep
quack
5. Oxymoron: Opposites Attract
Ask the student if he or she can think of any other oxymorons. The student can even make up
some of his or her own. As the student thinks of them, add them to the list we’ve begun for
you.
The trick is using them in writing so they make sense. the student can practice with the list
the student creates. Using our examples as a guide, the student can attempt to include
oxymorons in his or her own writing. Ask the student to try three or four of them right away.
You can encourage the student to continue using oxymorons in his or her creative writing
throughout the school year.
jumbo shrimp
deafening silence
true lies
random order
sharp curves
pretty ugly
Examples in writing:
Michael stood at barely five-feet tall, and Danny loomed over him. Michael wasn’t afraid
though, and he reminded me of a jumbo shrimp as he stood there looking up at Danny.
Driving through the mountains, the car bounced along the road. Sometimes, it drove around
such sharp curves that everyone inside leaned onto the person sitting next to them.
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Review:
Define personifcation.
Use an example in a sentence.
What is hyperbole?
Use an example in a sentence.
Why do you think authors use figurative language?
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Evaluate persuasive technique and strategies in multimedia presentations.
Students should be able to evaluate the quality of information and analyze it for propaganda
and/or bias in content.
Tutorial:
By the time the student has reached this level, he or she has witnessed many types of
persuasion used in a variety of media. Persuasion is used on television and in newspapers and
magazines. Even the mail contains examples of persuasive writing. Ask the student to think
about all the commercials that he or she sees when watching television. Some you forget right
away, but others you remember. Why do you think you remember some, but not others? Give
him or her time to think about the questions, and after giving you his or her thoughts, suggest
techniques used in commercials that he or she might not have thought of. Discuss the
following popular advertising techniques. Whenever possible, use an example from a
commercial to explain the technique.
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Loaded Words or Glittering Generality: Many commercials contain "buzzwords,"
such as easy, improved, free, better, new, and homemade. The purpose of these words
in advertising is to get your attention. These words can make common or normal things
seem more exciting or popular.
Bandwagon: This is a common technique that is used in commercials when the actor
tells you to wear a certain type of shoe or drink a certain kind of drink because everyone
else is.
Testimonials: Many commercials show people who say that they use the product and
then they explain how it has made their lives better.
Activity 1
For this activity, you will need the following:
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Access to a television set
Once you have explained each technique, spend a few minutes watching television. Channel
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surf until you find several different commercials. Let the student evaluate the techniques and
descriptions above to decide which type of technique is used in the different commercials.
Discuss each commercial, and ask him or her to explain how he or she decided the technique
or techniques being used. Ask if the student thinks some of these techniques are successful.
Can either of you think of a time that you bought something because of how it was advertised
but were then disappointed once you used the product? Ask the student to think of examples
of persuasion used in writing. Has he or she written persuasive essays in school?
Activity 2
For this activity, you will need the following:
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Editorials from newspapers or magazines
Notebook paper
Pen or pencil
Explain that a person who wants to express an opinion about a topic writes an editorial
column. Read an example from a newspaper or magazine. Ask the student what point he or
she thinks the writer was trying to make. Ask if the student agrees or disagrees with the
writer. Does he or she believe everything the person wrote? Why or why not? Have him or her
look over the article to point out anything the writer might have said that would influence
someone to agree with him. You can point out some of the persuasive techniques that are
used in the editorial. For instance, does the author quote statistics or facts to back up his
opinion? Does the author appeal to the reader’s emotions? Does he or she make the opposite
point of view look less appealing?
Use a newspaper or magazine that offers at least two editorials on a particular topic. Read
each editorial together. Discuss each article to make sure the student comprehends the topic.
Many newspapers offer two editorials about a topic that take opposite views. Comparing the
opposite sides of an argument would be helpful. Have him or her read the first article out
loud, and then read over the following questions:
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What is the author’s viewpoint on the topic?
Did you agree with his viewpoint before you read the article?
Do you feel differently after having read it? Why or why not?
What persuasive techniques did the author use to try and convince the reader?
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5. How would you evaluate his use of persuasion?
6. Were his techniques successful? Why or why not?
Make a copy of the questions above, or have the student copy them down, and then have him
or her answer each question about the first article. Ask the student to read the answers aloud,
and discuss them together. Point out any misconceptions and help him or her correct them.
Repeat this activity with the second article. If the two articles take opposite views on the
same topic, try to get the student to compare the different techniques used by each writer.
Did he or she find some techniques more effective than others?
Review:
When you watch a commercial on television, do you believe that everything the actors say
about the product is true? Explain your answer.
What are some things that people do to try to convince you that their opinion is correct?
Give examples of persuasive techniques that you’ve seen used from a particular commercial
on television.
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Use indefinite pronouns.
Students should be able to use indefinite pronouns and all pronoun cases. Indefinite pronouns
include anyone, both, few, none, some, etc. Pronoun cases are subject, object, and
possessive.
Tutorial:
Pronouns are the words we use in place of names or people: I, he, she, her, we, etc. At this
level, the student should be familiar with these personal pronouns. Now, he or she will want to
master the trickier indefinite pronouns.
Begin by discussing indefinite pronouns. Explain that an indefinite pronoun takes the place of
a noun without specifying which noun it replaces. For example, "Someone took my
salamander out of his terrarium!" Someone is the indefinite pronoun. Below are indefinite
pronouns listed according to whether they are singular or plural.
Singular Indefinite Pronouns: another, anybody, anyone, anything, each, either,
everybody, everyone, everything, little, much, neither, nobody, no one, nothing, one, other,
somebody, someone, something
Plural Indefinite Pronouns: both, few, many, others, several
Singular or Plural Indefinite Pronouns: all, any, more, most, none, some
The trick with an indefinite pronoun, as with any pronoun, is to make sure it agrees with the
verb. Singular indefinite pronouns take singular verbs(everyone walks, nobody runs), and
plural indefinite pronouns take plural verbs (few walk, many run).
Example of singular indefinite pronoun and singular verb:
Anybody who speaks four languages must be quite a scholar!
Example of plural indefinite pronoun and plural verb:
The last category is a little trickier: all, any, more, most, none, some are pronouns that take
singular or plural verbs, depending on how they are used in a sentence:
Singular use:
None of the hiking trails is more challenging than Rattlesnake Ridge. (None is used as a
singular indefinite pronoun here because one single trail is specified at the end of the
sentence. Therefore, the single verb is is used.)
Plural use:
None of the hiking trails were open. (Here, none is used as a plural indefinite pronoun,
because none is referring to all of the hiking trails. Therefore the plural verb were is used.)
Activity
Have the student read the following sentences and choose the correct verb to match the
underlined indefinite pronoun. (The answers are provided at the end of the tutorial.)
1. All of the former presidents (was, were) at the important meeting.
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2. Both of my grandparents will (perform, performs) at the talent show.
3. Everybody (has, have) left the movie theater.
4. Even though it is cold, many fans (has, have) stayed to watch the end of the baseball
game.
5. Some skunks (live, lives) living behind our garage!
Encourage the student to create more sentences using indefinite pronouns. Together, you can
check to make sure the verb agrees with the pronoun in the sentence.
Answers
1.
2.
3.
4.
5.
were
perform
has
have
live
Review:
What’s the job of an indefinite pronoun?
List 3 examples.
Use an indefinite pronoun in a sentence.
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Write using descriptive word choices.
Students should be able to write in a variety of styles using rich, descriptive language. They
should be comfortable with using tools, such as adjectives and adverbs, to create these
details.
Tutorial:
Activity 1: Use a Thesaurus to Substitute Interesting Words for Boring Ones
For this activity, you will need the following:
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A thesaurus
Notebook paper
Pen or pencil
When we want to make our writing more interesting, what is something we can add to it?
Description. What parts of speech usually add to the description? Adjectives describe (or
modify) nouns or pronouns, and adverbs modify verbs, adjectives, and sometimes other
adverbs. They can really spice up your writing! Ask the student to name the two parts of
speech he or she focused on when the student first began writing. (nouns and verbs) This was
because he or she was still learning the structure of a sentence. The student knew that he or
she had to include a subject (noun) and a predicate (verb). As the student gets older, point
out that he or she should always aspire to make his or her writing more complex and
interesting. One way to do that is with description.
But, is it enough just to add adjectives and adverbs to a sentence? Allow the student time to
think about this and answer the question; then share the following sentence. "My dog won the
contest." Tell the student that you can add more description by describing the dog with the
adjective "big" and describing or modifying the word "contest" with "hard." Now I have the
sentence, "My big dog won the hard contest." Does the student think he or she can improve
on the sentence? How? The student should be able to suggest more interesting words than
"big" and "hard." For instance, "humongous" and "competitive" would be much more
descriptive. Ask the student what the danger is of using the same descriptive words over and
over again. He or she should be able to tell you that it makes a piece of writing boring. Ask
the student the purpose of using a thesaurus when writing (it lists synonyms and antonyms
for specific words). Some words can help us better visualize something because they offer
more in-depth description than others.
Ask the student to write the following four words across the top of a piece of notebook paper:
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small
nice
funny
good
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The student can fold the paper in half (vertically) and then fold it again. This should result in
four equal columns. Before he or she consults a thesaurus, have him or her brainstorm and
record all of the synonyms (words with similar meanings) he or she can think of for each of
the four words and write them below each word. When the student can’t think of any more,
he or she should look up each of the original four words in the thesaurus and add any words
to the list that the student didn’t already have. Discuss the lists that he or she came up with.
Point out how much more interesting a writing piece would be if any of the synonyms were
substituted for the original common words. Suggest that the next time the student has a
creative writing assignment, after writing the rough draft, he or she go back and highlight the
four most overused or boring words and replace them with words from the thesaurus.
Activity 2: Using the Senses to Write Descriptively
For this activity, you will need the following:
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Notebook paper
Highlighter
A pen or pencil
Thesaurus
Ask the student to name the five senses (sound, sight, smell, taste, and touch). One way to
add more description to writing is to focus on the different senses when writing. For example,
the sentence, "The sun burned my back" could be improved if you applied at least one of the
senses. "How did it feel?" "What did it look like?" Now rewrite the sentence. "The bright sun
scorched my back, leaving it bright red and aching."
Suggest that the student write a narrative or descriptive essay about one of his or her favorite
memories. (It could be a birthday, his or her most memorable Christmas, the first day of
kindergarten, an outstanding family vacation, etc.) Before beginning the first draft, have the
student write down the five senses. Next to each sense, ask him or her to write a sentence
about the topic that is related to the sense. For example, if the student were writing about the
first day of kindergarten, next to the sense of smell, he or she could write, "I still remember
the waxy, fresh smell of the bright new crayons laid out on each table." Each sentence should
contain at least one adjective or adverb. As the student writes the rough draft, he or she
should highlight every adverb and adjective that is used.
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Ask the student to select any four of the adjectives or adverbs that he or she used and look
up synonyms for them in the thesaurus. The student should then replace the four words with
four more interesting or descriptive words that he or she found in the thesaurus. Once the
student has edited and revised the draft and written or word-processed a final draft, review it
together. Make sure to comment about how much more interesting the piece is with the
addition of sentences centered on the senses coupled with his or her conscious use of
adjectives and adverbs to offer even more description.
Review:
What parts of speech help add description to your writing?
What is the purpose of a thesaurus?
Give an example of a sentence containing thorough description.
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Use a variety of organizational styles in written works.
Students should be able to use a variety of organizational styles when writing. At this level,
they should be able to use compare/contrast, chronological order, climactic order, and
flashback.
Tutorial:
The student will be composing many writing pieces through the years, and not just in
language arts classes. Distinguishing among the different ways to organize writing is an
important skill the student will need for creative writing and informational writing, as well as
writing reports for other subject areas.
Here’s a list of common organizational styles of writing.
Chronological Order
organizing events according to when they happened
This style works for storytelling, autobiography, biography, and written works about historical
events.
Sequential Order
organizing in step-by-step order
This style works for recipes and instructions, for example, how to make pancakes, or how to
make a bead bracelet.
Compare-Contrast
comparing and contrasting information
This style works for informational writing, such as a paper on the differences between a hare
and a rabbit, or the differences between one football videogame and another.
Cause-Effect
listing a cause and the resulting effects
This style works for persuasive writing, such as a written work about recycling. The act of
recycling would be the cause of several effects, including the benefits of reducing landfill
space, creating new products out of recycled materials, etc.
Problem-Solution
stating a problem and offering a solution
This is another style that works for persuasive writing. For example, a problem could be
inadequate funding for a school’s band program. A solution could be organizing fundraising
activities such as bake sales, auctions, etc.
Classification
classifying information according to categories
This style works for informational reports, such as describing one’s favorite cars, explaining
different types of martial arts, etc.
Activity
Subject matter will usually determine organizational style. This takes the guesswork out of
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outlining or drafting a writing assignment. For example, if the student were writing about a
historical event, chronological order would be a good organizational choice. Ask the student to
list some topics of interest. Encourage the student to think about his or her skills and hobbies.
Is the student interested in sports? Does he or she play an instrument? What kinds of books
does the student read: fiction or nonfiction?
Once you have some topics listed, review the above list of organizational styles together. Now
ask the student how he or she would organize a written report on each of these topics.
Discuss his or her choices until you feel the student understands each organizational style.
The student can then select one of the organizational styles and write about one of the topics
he or she listed.
Parent Tip:
Throughout the school year, ask the student about his or her writing assignments. What’s the
topic? How does he or she plan to organize his or her composition? Taking an interest in the
student’s writing assignments will provide extra support for sometimes-difficult assignments.
Not to mention, it will give you both something to talk about.
Review:
What determines which type of organizational style you use when composing a written piece?
Give examples of some of the different types of organizational writing.
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Use active voice to improve writing.
Students will distinguish between active and passive voice and will create writing pieces using
active voice.
Tutorial:
A writer may choose to write in passive voice, which means the subject is the receiver of an
action, or a writer may choose to write in active voice, which means the subject performs the
action in the sentence.
Here are some examples:
The homerun was hit by the baseball star. (passive)
The baseball star hit the homerun. (active)
Although passive voice is acceptable for some writing situations, active voice is a much better
choice for most of the writing projects the student creates, especially when writing fictional
stories. Writing in the active voice creates livelier, more vibrant, and more exciting
written pieces.
Activity
The first step to composing works using active voice is to understand the difference between
active voice and passive voice. Passive voice uses forms of the verb to be, such as am, is,
was, were, being, been. Once the student learns to recognize the verb to be, he or she will
be able to switch the sentence to active voice.
Have the student read the following passive voice sentences, identify the form of the verb to
be, and rewrite the sentence in active voice. There is an answer key following the sentences.
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(Be sure to hide the answer key until the student completes the exercise)
1.
2.
3.
4.
5.
My brother was scared by the movie.
The videogame was broken by Jesse.
Ten of my friends will be invited to my birthday party.
Our soccer game will be coached by Maya’s uncle.
That new Harry Potter book is being read by most of the sixth graders.
Answer Key- Identify the verb to be
1.
2.
3.
4.
5.
My brother was scared by the movie.
The video game was broken by Jesse.
Ten of my friends will be invited to my birthday party.
Our soccer game will be coached by Maya’s uncle.
That new Harry Potter book is being read by most of the sixth graders.
Answer Key- Rewriting sentences in active voice
1.
2.
3.
4.
5.
The movie scared my brother.
Jesse broke the video game.
I invited ten of my friends to my birthday party.
Maya’s uncle will coach our soccer game.
Most of the sixth graders are reading the new Harry Potter book.
Once the student is comfortable identifying passive voice and rewriting sentences in active
voice, remind him or her to check all of his or her writing projects for passive voice. The more
the student checks the voice of his or her writing pieces, the more likely this will become a
good writing habit that greatly improves the quality of his or her work.
Review:
What does it mean to write using active voice?
Give an example of a sentence that contains passive voice.
Now change the sentence so that it is active.
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Write poetry.
Students should be comfortable creating poetry. After reading and discussing several different
styles, such as rhyming, haiku, free-form, and limericks, they should create some poems in a
format of their own choosing.
Tutorial:
By this level the student has probably had some experience reading and writing different
types of poetry. Ask if he or she can name any poets whose work he or she enjoys. What are
some types of poetry that the student has written in class? Did he or she enjoy the writing?
(Some students get hung up on the idea that all poems have to rhyme, which can frustrate
them and limit their creativity!) Asking the student questions about the previous experience
that he or she had reading and writing poetry will give you a better idea of how much time
you will want to spend exposing him or her to different poets and types of poems.
Activity 1: Read a Variety of Poets and Poetry
For this activity, you will need the following:



Several different types of poems
Notebook paper
Pen or pencil
Take a trip to the library together. Do a search using the on-line catalog to find a couple of
poetry anthologies (an anthology is a collection of literary pieces). Locate the books on the
shelves, and pull out a couple to use for this activity. If there is a particular poet, or poets,
that you think the student might enjoy, pull some of their works off the shelves too. Look
through the index of one of the anthologies, and ask the student to select some poems that
he or she thinks might be interesting. Try to read a variety of poetry.
You can also search on-line for age-appropriate poetry. You can complete your own search by
typing "poetry" + "students’s" or "elementary." We also recommend the following links:
www.gigglepoetry.com
www.poetryteachers.com/poetclass/poetclass.html
www.poets.org
Some of the different types of poetry you might look for include the following:
Rhyming poetry: any poem whose end words rhyme, such as nursery rhymes.
I love to gaze upon a flower,
Which cheers my mood with each passing hour.
Roses or lilies, I love them the same.
A flower is a flower, regardless of name.
Limerick: a humorous, five-line poem, with a specific rhyme scheme (A-A-B-B-A) and meter.
There once was a teacher named Lou (A)
Who wore only ruby red shoes. (A)
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He once told his students (B)
It wouldn’t be prudent (B)
To question the rules of the school. (A)
Haiku: an old form of Japanese poetry that traditionally contains three lines with a set number
of syllables (5 - 7 - 5). Often haikus are about the seasons or nature. Haiku poems do not
rhyme and may seem choppy in nature at first. (Many haikus do not follow the traditional set
of syllables.)
Springtime lightens air (5)
Inhaling fragrances, growth (7)
Flowers opening (5)
Free verse: poetry that doesn’t require meter or a rhyme scheme. (Students often enjoy this
type of poetry because they don’t have to follow a set pattern or worry about making their
poems rhyme!)
The elevator rose and we could see
The multitude of people walking
Below us, searching the stores for
Something perfect. An outfit. A gift. A new toy.
Take turns reading poems from the different books. If you have a book of poetry by one
particular poet that you enjoy, share some of the poems with the student and explain why you
enjoy that person’s work. The important thing about this activity is introducing the student to
a variety of styles, topics, and formats. He or she may not enjoy all of the poems or poets,
but is sure to find some that he or she likes.
After you have read several different poems, ask the student if there is a particular type of
poetry that he or she enjoys. Was there one poet that he or she thought really stood out?
Why? Did the student notice any particular topic or theme that was written about quite often?
(Nature, death, and love are common themes within poetry.)
Activity 2: Write Different Types of Poetry
For this activity, you will need the following:




Notebook paper
Plain white paper
Pen or pencil
Water colors or other artistic materials for illustrations
Ask the student to look at the list above, think about some of the poems that you read
together at the library, and write a poem for each of the types listed above.
Have the student refer to a resource (mentioned in the first activity) if he or she is unsure of
the structure of the type of poetry that he or she has chosen to write. Point out that the
student might choose to write all of his or her poems about a common theme, or he or she
may choose different themes or subjects for his or her poems.
When the student has finished the rough draft for each, edit the poems for the student. Also,
check to see that he or she followed the guidelines for that particular type of poetry. (For
example, if the student wrote a Haiku, is it three lines? Is the topic related to nature?) To
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create his or her final drafts, the student might choose to use a word processor and print his
or her poems out, or he or she may want to write them (in pen) on unlined paper. Either way,
the student should leave room at the top of each page for an illustration. Let him or her
choose the artistic medium (or material) for the drawings.
You may choose to have the student display one of the poems and illustrations in the
classroom or at home, or even combine them and make a cover so that the student has his or
her own book of poetry to share!
Review:
Name four different types of poetry.
Does a poem have to rhyme?
In poems that do rhyme, where does the rhyme occur?
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Write using dialogue.
Students should be able to use the correct punctuation, format, and capitalization when
including dialogue in their writing.
Tutorial:
Begin by reviewing the term dialogue with the student. Ask if he or she knows what it means.
If not, provide the following definition.
Dialogue is a conversation between two or more people
Now review the different punctuation that the student will need in order to write dialogue.
Quotation Marks " "
Must be placed at the beginning and end of sentences that show someone is speaking.
"I love to eat Italian food."
"Has anyone seen my fork?" Mark asked.
Comma ,
Used to set off the speaker. When a comma is used at the end of dialogue it is placed INSIDE
the quotation marks.
Anita loudly requested, "Pass the meatballs!"
"Pass the meatballs," Anita requested loudly.
End Marks . ! ?
Used at the end of sentences. When an end mark is used within dialogue, it is always placed
INSIDE the quotation marks.
"Pass the meatballs!"
"Did you have any spaghetti?"
"I enjoyed dinner."
Activity 1: Recognizing Dialogue and its Conventions
For this activity, you will need the following:

Age-appropriate novel
The best way to explain dialogue is to begin with an example. Have the student choose a
couple of his or her own books, or take a trip to the library and let him or her pick a couple of
novels off the shelf. Ask the student to open one of the books and look for an example of
dialogue between two people. If the book is told "in first person" by one of the characters, he
or she may not find as much dialogue. If the story is told by a narrator, it should contain more
examples of dialogue between two or more characters.
Once the student has located an exchange of dialogue between two characters, ask him or her
to identify the different punctuation and capitalization that is used. The student should be able
to tell you that every time a new character speaks, there are quotation marks before the
dialogue, and at the end of the dialogue, after the comma or period. Sometimes after the
quotation, it will say said Tony. This is to clarify who is speaking. For example, "The coach
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said that we should make it to the state finals," said Tony. When this happens, tell the student
to notice that there is a comma before the quotation mark instead of a period, because the
sentence isn’t complete yet. However, some dialogue does not tell the speaker’s name. For
example, "I hope we beat Millerville!" In this quotation, an end mark (exclamation mark) is
used before the quotation mark because that is the end of the sentence.
Once the student has identified where capitalization occurs within dialogue and where to place
quotation marks, commas, and periods, ask if he or she notices anything about the structure
or format of the writing. The student should recognize that every time the speaker changes, a
new paragraph begins. He or she should be able to point out that the next speaker’s dialogue
begins on a new line and is indented before he begins speaking. Ask the student to find
several examples of this within the book he or she chose. You can continue this lesson using
different books until you are sure that he or she understands the structure.
Activity 2: Writing Dialogue
For this activity, you will need the following:


Notebook paper and a pencil
Thesaurus
Review the proper format, punctuation, and capitalization used for writing dialogue from
Activity 1. Remind the student to begin a new line and indent every time the speaker changes.
Have him or her consult a thesaurus to look for a variety of words to use for "said" to show
that a character has spoken. Possible substitutions include cried, exclaimed, asked,
commented, suggested, implied. Ask the student to think of two famous people from different
eras who would have an interesting exchange if they were to meet today. Possible pairs could
be




George Washington and the current U.S. president
Babe Ruth and a current major league baseball player
Two famous authors such as Lewis Carroll and J.K. Rowling
You and a famous person that you’d like to meet
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Have the student write one page of dialogue between the two characters and share it with
you. Make sure to point out any punctuation, capitalization, or structure errors and have him
or her correct them. Encourage the student to think about including dialogue in the next
creative piece he or she writes to make the writing more interesting.
Review:
How do you know when a character is speaking to another character in a story?
What is dialogue?
Write an example of dialogue that you might use in a story.
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Produce cohesive and coherent works.
Students should produce a unified and clear piece of writing. They should have the ability to
eliminate unnecessary information. Written works should show mastery of organization,
transitions, precise details, and examples.
Tutorial:
Ask the student if he or she can explain the difference between cohesive and coherent.
Explain that now that the student will be creating more sophisticated written works for
different classes, it’s important that he or she learn what these writing techniques mean.
Cohesive Writing
Cohesive writing means your sentences "stick like glue" to the main idea. A written work
should be a unified group of sentences. To help practice writing cohesively, have the student
ask himself or herself the following question while writing: Does each sentence stick like glue
to my main idea? If a sentence does not directly relate to the main idea, then it should be
removed.
Activity 1
Have the student become familiar with cohesive writing by deciding which three sentences
don’t belong in the following story. Here’s a hint: There’s one sentence in each paragraph that
does not belong.
Yesterday, I went to the zoo with my grandmother and cousins. I was so excited to see
the new panda exhibit! The pandas were a special exhibit on loan from the government
of China. I knew this might be my only chance to see a real panda. My little sister likes
monkeys much more than pandas.
As we waited in line to see the pandas, my excitement grew. Would they be awake?
Would they be eating? I love to eat at the Condor Cafe when we visit the zoo. I heard
that sometimes they are sleeping, which isn’t very exciting to watch. I only had one
chance to see the pandas because they were returning to China next month.
Finally, our part of the line reached the panda exhibit. The zoo workers urged us to
speak in quiet voices so the pandas wouldn’t be disturbed. One of the zoo workers
looked like my dad. I was in luck! Not only were the pandas awake, they were playing
and chasing each other around the trees and water. After a few minutes, they climbed
trees right next to each other and rested. We were so close we could hear their heavy
panting and the crunching of bamboo as they munched their snack. Finally, it was time
to move on and let the other visitors see the pandas. I was not disappointed in my
panda experience!
The answers to this activity are at the end of the tutorial.
Coherent Writing
Coherent writing addresses organization in writing. Is a written work clear and easy to
follow? Is it logically ordered and structured? If so, then it is coherently written. To practice
writing coherently, have the student ask the following question when writing, "Is each of my
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sentences placed in the best spot?"
Activity 2
Ask the student to find the problems with coherence in this written piece about making a
peanut butter and jelly sandwich. Here’s a hint: Each paragraph contains one sentence that is
out of sequence.
Making a peanut butter and jelly sandwich is quite easy. Even a five-year-old can do it!
First, get out all of your ingredients. Make sure you clean up afterward. You will need
peanut butter, jelly, bread, a safe knife, and a plate.
Next, spread the jelly on one piece of bread and then the peanut butter on the other
piece of bread. Make sure you don’t put too much of each ingredient on your bread, or
your sandwich will be too gooey. Before you start, make sure you have washed your
hands.
Your sandwich can now be cut in half using the knife carefully. Next, put away the
ingredients, and wash the knife. Finally, place the sandwich on the plate, and enjoy!
Make sure it’s okay with your parent that you are using a knife.
The answers to this activity are at the end of the tutorial.
Activity 1 Answers
My little sister likes monkeys much more than pandas.
I love to eat at the Condor Cafe when we visit the zoo.
One of the zoo workers looked like my dad.
Activity 2 Answers
Make sure you clean up afterward. (belongs in the last paragraph)
Before you start, make sure you have washed your hands. (belongs in the first paragraph)
Make sure it’s OK with your parent that you are using a knife. (should be mentioned before
the knife is used)
Although the two terms sound similar, the student can now differentiate between cohesive
and coherent writing. He or she is on the way to improving his or her writing in two important
ways!
Review:
What does it mean to write cohesively?
What does it mean to write coherently?
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Use transitions in written works.
Includes transitional words and phrases. At this level, students start writing longer essays and
compositions. Having writing flow smoothly from one sentence to the next, and from one
paragraph to the next, is crucial in creating a cohesive work.
Tutorial:
At this level, the student will begin to create longer written works for all classes. His or her
ideas should be thoroughly developed and well connected. While learning to develop main
ideas is difficult, there are some easy tricks to help the student connect those ideas
throughout his or her paper.
Point out that we use transitional words and phrases to connect thoughts among sentences
and paragraphs. For pieces that contain good ideas, transitions can make the difference
between mediocre work and great work.
Activity 1: Transition List
For this activity, create a chart of transition words/phrases with the student. The student
should keep the list in a safe place or post it in a prominent place to refer to for future writing
assignments. The following websites contain detailed lists of transition words/phrases and their
uses. You could print these pages out, but we recommend that the student copy the
information in a notebook. This will help him or her remember the words.
OWL at Purdue University: Transitional Devices
Full web address: http://owl.english.purdue.edu/handouts/general/gl_transition.html
Guide to Grammar and Writing: Transitions
Full web address: http://grammar.ccc.commnet.edu/grammar/transitions.htm
Activity 2: Editing Transitions
Now that the student has a list of transition words/phrases, he or she needs to practice using
them. Keep in mind that a few transitions go a long way.
Print out the following example for the student. Ask him or her to tell you what is wrong with
this piece (Answer: the writer has used TOO MANY transitions). Have the student underline
which transitions he or she thinks should be removed. A possible answer is provided at the end
of this activity.
Sample Writing Piece
To begin with, a writer has succeeded if his or her story has an effect on the reader. Creating a
moving story is no easy task because it takes time and thought. Thus, a writer should apply
the steps of the writing process, while also applying his or her creative spark.
Brainstorming ideas, the first stage of the writing process, allows for a great amount of
creativity. Furthermore, a writer can generate a variety of topics without pausing to evaluate
them. Later, the student can take a step back and critically choose which ideas the student
likes best.
Next, a writer should plan his or her piece. Without a doubt, the student should take his or her
time on this step. He or she should choose a topic that suits him or her, as well as the
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audience. In this situation, the writer will plot his or her ideas in a shortened form, simply
getting the order of events on paper. In the near future, the student can actually write his or
her story.
Activity 3: Using Transitions
Now it’s time for the student to put what he or she has learned into practice. Using the
following fragments, have the student write a paragraph using at least THREE transitions. A
possible answer is provided at the end of the activity.
water cycle has three stages
the cycle is continuous, never ending
evaporation: water heats up and becomes a gas
condensation: water cools down and turns into liquid, forming clouds
precipitation: water falls from clouds as snow, rain, sleet, or hail
Read the student’s finished product together. Correct any possible errors or
misunderstandings.
You can repeat the above exercise with numerous topics. At the completion of these activities,
the students should feel comfortable including transitions in future writing assignments.
Possible Answer to Activity 2
All transition words have been bolded. Underlined words should be removed from the
paragraph. Keep in mind, the following is only one possible answer. The student may choose
to remove different transitions.
To begin with, a writer has succeeded if his or her story has an effect on the reader.
Creating a moving story is no easy task because it takes time and thought. Thus, a writer
should apply the steps of the writing process, while also applying his or her creative spark.
Brainstorming ideas, the first stage of the writing process, allows for a great amount of
creativity. Furthermore, a writer can generate a variety of topics without pausing to evaluate
them. Later, the student can take a step back and critically choose which ideas the student
likes best.
Next, a writer should plan his or her piece. Without a doubt, the student should take his or
her time on this step: he or she must choose a topic that suits him or her as well as the
audience. In this situation, the writer will plot his or her ideas in a shortened form, simply
getting the order of events on paper. In the near future, the student can actually write his
or her story.
Possible Answer Activity 3
The transitions in this paragraph have been bolded. Remember, this is only one possible
answer. You can use it as a guide to check the student’s work, but he or she may use different
transitions.
The water cycle is a continuous cycle made up of three stages. First, water evaporates.
Evaporation occurs when water gets hot enough to turn into a gas. Next, the water
condenses, meaning it cools down and turns back into a liquid in the form of a cloud.
Finally, the liquid gets heavy enough so it must fall back to the earth. This is called
precipitation.
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Review:
How do transitions improve your writing?
What are transitions used to connect?
Identify 5 transition words.
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