Ohio Resource Center > Record > Imagine That! Playing with Genre through Newspapers and Short Stories

ORC Resource Number #3809

Imagine That! Playing with Genre through Newspapers and Short Stories

http://www.readwritethink.org/classroom-resources/lesson-plans/imagine-that-playing-with-311.html

PROFESSIONAL COMMENTARY

While middle school students typically understand narrative structure, they are not as familiar with expository text structures. In this introductory lesson, students compare and contrast narrative and expository structures. Condensing a short story into a newspaper article and expanding an article into a short story, students explore the ways in which exposition differs from narration. Students gain exposure to reading and writing a new genre while connecting to a more familiar one. (author/ncl)

OHIO STANDARDS

English Language Arts Standards

Writing Process Standard

Benchmarks (5 - 7)

Generate writing topics and establish a purpose appropriate for the audience.

Determine audience and purpose for self-selected and assigned writing tasks.

Clarify ideas for writing assignments by using graphics or other organizers.

Use revision strategies to improve the overall organization, the clarity and consistency of ideas within and among paragraphs and the logic and effectiveness of word choices.

Benchmarks (8 - 10)

Formulate writing ideas and identify a topic appropriate to the purpose and audience.

Determine the usefulness of organizers and apply appropriate pre-writing tasks.

Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.

Grade Level Indicators (Grade 6)

Establish a thesis statement for informational writing or a plan for narrative writing.

Determine a purpose and audience.

Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

Organize writing, beginning with an introduction, body and a resolution of plot, followed by a closing statement or a summary of important ideas and details.

Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

Grade Level Indicators (Grade 7)

Establish a thesis statement for informational writing or a plan for narrative writing.

Determine a purpose and audience

Use organizational strategies (e.g., rough outlines, diagrams, maps, webs and Venn diagrams) to plan writing.

Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus across paragraphs.

Grade Level Indicators (Grade 8)

Establish a thesis statement for informational writing or a plan for narrative writing.

Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience.

Use organizational strategies (e.g., notes and outlines) to plan writing.

Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing.

Writing Applications Standard

NATIONAL STANDARDS

Standards for the English Language Arts

Range of materials and purposes for reading

Reading strategies, language use, and conventions

Write, speak, and visually represent to create text

Purposes for using spoken, written, and visual language

RESOURCE TYPE

Instructional Resource

PRACTICE LEVEL

Promising Practice

STANDARDS ALIGNMENT

Grades 6–8

TOPICS

English Language Arts --
Reading-Strategies & Skills;
Writing;
Writing Applications;
Writing Process;

OHIOWINS INSTRUCTIONAL TOPICS

Writing Applications;
Writing Process

FOUND IN

AdLIT
OhioWINS

KEYWORDS

expository writing;
narrative writing;
news articles;
short story;
story elements;
graphic organizers

Publisher: IRA/NCTE

Author: Jacqueline Podolski

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