1. Topic-
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2. Content-
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The Voice Trait is the trait where writer brings his topic to life.
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3. Goals: Aims/Outcomes-
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By the end of this unit, the student will be able to:
1.read, write, listen to a paragraph using the "voice"� trait.
2. express certain feelings through speaking and writing |
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4. Objectives-
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By the end of the lesson, students will be able to:
1.connect the reader to their writing.
2.reflect interest in and commitment to the topic.
3.have a powerful and engaging purpose. |
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5. Materials and Aids-
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| Handouts, Flashcards, blackboard, oreo cookies, emotions Flashcards,
stereo, rubric, checklist |
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6. Procedures/Methods-
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A. Introduction-
1.Tell students that we're going to play a listening game. All students
will be asked to close their eyes. I will walk around and tap one
on the student's shoulders. That student is to say, "hi, it's
me!"� The students will open their eyes and try to guess who was tapped
by the sound of their "voice"�.
2.Pick a student to the board. He/she will pick a card that has a
sentence that shows feelings. His/her classmates will have to answer
the question: "How does this make you feel?' They might answer:
happy, sad, afraid"�
3.Voice through music:
Students will listen to different genres in music (classic, rock n'
roll, rap, blues). I asked them what the difference between these
genres is. They will notice that each genre has a voice
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B. Development-
1.Just like we have voices and express how we feel, writing does
too. Ask them how they knew it was this student who was tapped, and
that the flashcard expressed this certain feeling or the difference
of music genres. They might say that they know the sound of his voice,
his voice is different from others, this card showed that the writer
is happy"�
2.The Voice Trait shows who you are in writing. It gives the writing
a sense of flavor, a uniqueness, and gives the reader the feeling
that the writer is talking directly to him.
Your writing has voice when:
o It shows your personality
o It sounds different from everyone else's
o It contains feelings and emotions
o It comes from the heart
3.I will show them two short paragraphs with good and bad voice. The
students will differentiate and notice that they need to have an effective
and unique voice in their writing.
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C. Practice-
1."Oreo Cookie Writing"�
I pass an oreo cookie to each student and they can eat it. After that,
we write a short paragraph about what happened
I tell them that the paragraph is boring. It's not special and it
needs individuality.
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D. Independent Practice-
1.I tell them to write how they really felt about the cookie activity,
how the cookie tasted like, and what went through their heads when
I got the bag of cookies.
The students are handed the voice trait rubric/checklist and editors
marks to revise their writing. I will also show them a chart of feelings/emotion
words that will help them in their writing.
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E. Accommodations (Differentiated Instruction)-
1.Students with less comprehension will receive simplified levels
of the reading selections
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F. Checking for understanding-
1.observe students during the activity and the writing.
2. Students will assess their peers based on the a Voice related checklist.
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G. Closure-
Students will share their writings by reading them out loud to their
friends.
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7. Evaluation-
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1. Peer assessment
2. Teacher will assess them after the peer assessment using a voice
rubric |
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8. Teacher Reflection-
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| The lesson went out well and the students enjoyed the oreo cookie
writing the most and the first game that introduced the lesson (the
Hi, it's me game). They seemed motivated and engaged in the lesson |
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