Simulated Journals Lauren Hunter and Pearl-Anne Brown ECED 4300 C Dr. Tonja Root Spring 2008 Grade level: 5

Pearl-Anne Brown Stage of Writing: Prewriting PLO: The student will prewrite for a simulated journal by completing a graphic organizer. GPS: ELA5W4 The student consistently uses a writing process to develop, revise, and evaluate writing. The student a. Plans and drafts independently and resourcefully.

Form of Writing: Simulated Journal A simulated journal is a form of narrative writing where we write from another person’s point of view. You will write as if you live in that period of time and use words and phrases that would have been used by that person. You can write about anything that the person would have done.

Stage of Writing: Prewriting Before we can begin to write our Simulated Journals, we must first fill in a graphic organizer. The graphic organizer will be our prewriting, and it will be a way to figure out exactly what we want to say. Prewriting is when we figure out what information we want to include.

Pearl-Anne Brown Example: APA Tompkins, G. E. (2005). Language arts: Patterns of practice. Upper Saddle River, NJ: Pearson.

Practice Activity The teacher will complete a Simulated Journal graphic organizer based on a selection from Across the wide and lonesome prairie: The Oregon trail diary of Hattie Campbell, The students will give ideas to help complete the organizer.

Assessment Activity The students will complete their own Simulated Journal graphic organizer. The Simulated Journal will be based on a person in the recently completed book, Across the wide and lonesome prairie: The Oregon trail diary of Hattie Campbell, The students will finish every section and have at least two details under setting and each event.

Lauren Hunter Stage of Writing: Drafting PLO for Drafting Stage Students will use story maps to write a rough draft for later revision and editing. GPS for Drafting Stage ELA5W4. The student consistently uses a writing process to develop, revise, and evaluate writing; the student a.Plans and drafts independently and resourcefully.

Stage of Writing: Revising PLO for Revising Stage Students will revise their writing by adding, deleting, changing, and rearranging words, sentences, and/or paragraphs. GPS for Revising Stage ELA5W4. The student consistently uses a writing process to develop, revise, and evaluate writing; the student b.Revises manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Stage of Writing: Editing PLO for Editing Stage Students will correct errors in spelling, punctuation, capitalization, and grammar. GPS for Editing Stage ELA5W4. The student consistently uses a writing process to develop, revise, and evaluate writing; the student c.Edits to correct errors in spelling, punctuation, etc.

Form of writing: simulated journal Today we are going to write something called a simulated journal. This is like a diary entry, only you write it from the point of view of the person in the story we read. You may tell about what you did that day, what was going on in the world, or anything else that may have happened in that person’s life.

Stage of writing: Drafting Now that we have done our prewriting, we are going to start our drafts. This is where we try to get all of our ideas for our journal on paper, without worrying about getting the spelling and punctuation perfect just yet.

Stage of writing: Revising Now that we have our drafts done, we are going to start revising them. This means that we are going to go and fix the ideas in our journals so that they make more sense. This can include adding things in, taking things out, moving them around, or changing them to say something different.

Stage of writing: Editing Now that we have revised our drafts, we are going to edit them. This means that we are going to go through and fix our spelling, grammar, and punctuation mistakes so that we will be ready to make clean published copies.

Lauren Hunter Example: APA Gregory, K. (1997). Across the wide and lonesome prairie: The Oregon trail diary of Hattie Campbell, New York, NY: Scholastic Inc.

Practice activity: Group students in pairs. Each student will write a journal entry. Students will then read their partner’s piece, make comments, and suggest possible revisions or edits.

Assessment activity: Students will write a journal entry from the point of view of the main character in the story. It will be assessed based on both following the steps of the writing process and its accuracy to the form of writing being done.