1. Travel Journal Entries: 5 th Grade ECED 4300B Dr. Tonja Root Spring 2010 Summer Cook, Kayla Cleghorn, & Whitney Guess

2. Stage of Writing: Pre-writing Kayla Cleghorn  PLO: The student will choose a topic, decide on an audience, and complete a graphic organizer to organize their thoughts and ideas for writing.

3. Travel Journal Sample Nauvoovacation. (2007, April ). Retrieved on March 30, 2010 from http://www.nauvoovac ation.com/images/acco mmodations/gallery_h ouse/gh_journal_5.jpg http://www.nauvoovac

4. Stage of Writing: Pre-writing  GPS: ELA5W1- The student produces writing that establishes an appropriate structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student  a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format.

5. Form of Writing:Travel Journal Entry  a record made by a traveler  generally in diary form  contains a description of the travelers experiences  normally written over the course of the traveler’s journey  may or may not be intended for publishing.

6. Stage of Writing: Pre-writing  “getting ready to write” stage  most important stage  topic  audience  graphic organizer for organizing thoughts and ideas for writing

7. Graphic Organizer: Travel Journal

8. Practice Activity: Pre-writing  “This is the travel journal graphic organizer we will be using today. This graphic organizer will help us decide what to include in our travel journal entry.”  During whole class instruction, the teacher will use the shared writing technique in which students will dictate information for the teacher to transcribe on the large graphic organizer on the Smart Board.

9. Practice Activity: Pre-writing  “For this practice activity, we will use the location of Wild Adventures.”  “Where should we write the location?”  (On the line labeled “Location")  “Next, we should write about how we got to Wild Adventures. The Location and How We Got There portions of the graphic organizer will be included in the introduction of our draft.”

10. Practice Activity: Pre-writing  “Then, we should follow the same steps for completing the graphic organizer. The remaining portions of the graphic organizer will be included in the three body paragraphs of your draft. Your conclusion will also be drawn from that information.”  “Should I have complete sentences on my graphic organizer?”  (No; thoughts must be organized in words/ phrases.)

11. Assessment Activity: Pre-writing  “Now that we have discussed the pre-writing stage of writing a travel journal entry, you will complete your own travel journal graphic organizer. As a class, we have completed a travel journal graphic organizer, so you are familiar with how to complete this assignment. Your graphic organizer should reflect information about your trip with Dr. Jones to Lake Louise.”  “Remember not to use complete sentences, only words or phrases to express your ideas.” 5 th Grade

12. Stage of Writing: Drafting  PLO: Students will use the graphic organizer they completed in the prewriting stage to compose a draft independently that includes appropriate facts and details. Whitney Guess

13. Microsoft library media. (n.d.). Retrieved on March 30, 2010 from http://www.microsoft.com/ library/media/1033/windo wsxp/images/using/abletp c/journal.gif Travel Journal Sample

14. Stage of Writing: Drafting  ELA5W4- The student consistently uses a writing process to develop, revise, and evaluate writing; The student  a. Plans and drafts independently and resourcefully.

15. Form of Writing: Travel Journal Entry  a record made by a traveler  generally in diary form  contains a description of the travelers experiences  normally written over the course of the traveler’s journey  may or may not be intended for publishing.

16. Stage of Writing: Drafting  ideas from Graphic Organizer  label draft  title  name under title  X on every other line  5 paragraphs

17. Practice Activity: Drafting  The teacher will post the class collaboration graphic organizer about Wild Adventures.  For the sake of time, we will only model drafting the first paragraph.  “Today, we are going to complete a rough draft using our ideas from the graphic organizer we completed about Wild Adventures.”

18. Practice Activity: Drafting  “Let’s look at our graphic organizers. I want to make sure you all know what portions go with the right paragraphs. Location and How We Got There are to be discussed in the introduction. Where We Stayed and Weather will be your first body paragraph. Who I Saw/Met and Things We Did will be your second body paragraph. Your Favorite Part and Least Favorite Part will be your third body paragraph. Wrap-up and Any Other Thoughts will be the conclusion paragraph.”

19. Practice Activity: Drafting  “I expect you to have at least 3 sentences in each paragraph.”  “What is the first thing we should do to our draft?”  (Label it Draft at the top of the paper)  “Next we need to come up with a title for our draft. What would be a good title?”  (My trip to Wild Adventures)

20. Practice Activity: Drafting  “Make sure you write your name under the title.”  “What should we put on every other line so we can remember to leave space for revision and editing marks?”  (We should put an “X” on every other line)  I will plan on making some mistakes, so that they can be corrected in the revising and editing stage.

21. Practice Activity: Drafting  “Since we have our piece labeled draft, have our title and name, and X’s on every other line, let’s go ahead and begin.”  “Looking at your graphic organizer, what would be a great opening sentence about your trip to Wild Adventures?”  (Answers will vary. However, if students have trouble coming up with a sentence, I will help them out with this example: I went to Wild Adventures last weekend. We went to Wild Adventures in my mom and dad’s car.)

22. Practice Activity: Drafting  “What would be another great sentence to write in the introduction about Wild Adventures?”  (Answers will vary. However, if students have trouble coming up with a sentence, I will help them out with this example: Wild Adventures is a fun place to go because there are lots of rides, good food, and a lot of cool animals!)

23. Practice Activity: Drafting  “Remember, if you feel like you need to add more information to your draft, you can always gather more information to make sure that the subject of the piece is fully expressed.”

24. Assessment Activity: Drafting  “Now it is your turn to draft. I want you to compose a draft using your graphic organizer about your trip to Lake Louis. Don’t forget to label your piece “Draft”.”

25. Assessment Activity: Drafting  “I expect you to have a title on the first line of your paper, along with your name underneath, and X’s on every other line. I expect you to have a draft that has five paragraphs, which includes an introduction, three body paragraphs, and a conclusion. I also expect you to have at least three sentences for each paragraph. Once you have done the steps to getting ready to write your draft, you may begin!”

26. Stage of Writing: Editing Summer Cook  PLO: The student will use proofreading word by word to correct errors in spelling, capitalization, punctuation, and paragraph formation on the revised piece.

27. Sample Travel Journal Vacation journal image by gummybear09. (n.d.). Retrieved on March 30,2010 from http://media.photob ucket.com/image/va cation%20journal/g ummybear09/Misce llaneous/IMG_7785.jpg

28. Stage of Writing: Editing ELA5C1- The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats; the student: f. Identifies and uses correct mechanics (e.g. apostrophes, quotation marks, comma use in compound sentences, paragraph indentations) and correct sentence structure (e.g. elimination of sentence fragments and run- ons) g. Uses additional knowledge of correct mechanics (e.g. apostrophes, quotation marks, comma use in compound sentences, paragraph indentations), correct sentence structure (e.g. elimination of sentence fragments and run- ons), and correct standard English spelling (e.g. commonly used homophones) when writing, revising and editing.

29. Form of Writing: Travel Journal Entry  a record made by a traveler  generally in diary form  contains a description of the travelers experiences  normally written over the course of the traveler’s journey  may or may not be intended for publishing.

30. Stage of Writing: Editing  Proofreading  Word by word reading  Errors in mechanics  Allow wait time  Looking with specific purpose  Use proofreaders marks

31. Practice Activity: Editing  “Class now we will review some common errors in mechanics before we begin editing our collaborative draft on Wild Adventures. First we will review comma splices.”  “A comma splice occurs when you use a comma to join two independent clauses, instead of a conjunction, semi-colon, or period.”

32. Practice Activity: Editing  “Can anyone tell me what you must have to create a complete sentence? (a subject and a predicate)  Sentence fragments are incomplete sentences. Typically fragments are pieces of sentences that have become disconnected from the main clause.

33. Practice Activity: Editing  “Another mistake that is commonly made that we want to avoid are run-on sentences. A run-on is a sentence in which two or more independent clauses are joined without appropriate punctuation or a conjunction.”

34. Practice Activity: Editing  Teacher will post the class collaborative draft on Wild Adventures.  The teacher will demonstrate the editing stage of the writing process using interactive writing as a class.  The teacher will post the editing checklist and take students’ suggestions for editing our draft on Wild Adventures.  The students (with the teacher’s assistance) will use proofreaders’ marks to edit errors in spelling, capitalization, punctuation, sentence structure, and paragraph formation.

35. Practice Activity: Editing  “Now we will read the draft word by word as I point looking for errors in capitalization. If you see an error raise your hand and tell me where it is and which proofreaders mark to use. We will do this for each type of error on your checklist.”

36. Assessment Activity: Editing  “Now it is your turn to edit. Please take out your Lake Louise draft. Use your checklist as a guide to look for errors just like we did when we practiced. Use the reference books available to you such as the dictionary, thesaurus, and your grammar book to assist you in editing. Go word by word, pointing to each to make sure you read everything. You will need to read your piece more than once to do a thorough job. Make all necessary changes to correct errors in spelling, capitalization, punctuation, sentence structure, and paragraph formation. Don’t forget to use proofreaders’ marks when editing.”