Generating Ideas Teaching Point #1: I can write a mystery about stolen property. 6 Mentor Text(s): Nate the Great and the Stolen Base Student Handout(s): NONE Day Anchor Review: (1 min.) We have explored the elements that writers use when writing a mystery and the specific vocabulary that good mystery writer’s use. We have also talked about the purpose that writers use for writing mysteries. Today we will focus on a common theme used in many mysteries: stolen property. Do Demonstrate/Model: (5-7 min.) I Discuss the mentor text Nate the Great and the Stolen Base and the item that was stolen. Review the anchor chart on why criminals commit crimes. The teacher chooses an item that could be stolen and writes a paragraph about the crime. Point out that this is the plot of a mystery. Guided Practice: (3-5 min.) Discuss any experience that you have with stolen property with your partner. Make up a short We mystery story about possible stolen property. Do Students will: (20-30 min.) Write a paragraph about stolen items. (If student finishes early, then they can write a second Do paragraph about another stolen item.) You ELAGSE4W5 With guidance and support from peers and adults, develop and strengthen writing as of needed by planning, revising, and editing. (Editing for conventions should demonstrate command Arts of Language Standards 1–3 up to and including grade 4.) ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Standards Language Excellence: Georgia English Generating Ideas Teaching Point #2: I can write a mystery about misplaced property. Mentor Text(s): The Missing Mitten Mystery by Steven Kellogg 7 Student Handout(s): NONE Day Anchor Chart:
Day 6 Generating Ideas Teaching Point #1: I can write a mystery about stolen property. Mentor Text(s): Nate the Great and the Stolen Base Student Handout(s): NONE Anchor I Do Review: (1 min.) We have explored the elements that writers use when writing a mystery and the specific vocabulary that good mystery writer’s use. We have also talked about the purpose that writers use for writing mysteries. Today we will focus on a common theme used in many mysteries: stolen property. Demonstrate/Model: (5-7 min.) Discuss the mentor text Nate the Great and the Stolen Base and the item that was stolen. Review the anchor chart on why criminals commit crimes. The teacher chooses an item that could be stolen and writes a paragraph about the crime. Point out that this is the plot of a mystery. We Do Guided Practice: (3-5 min.) Discuss any experience that you have with stolen property with your partner. Make up a short mystery story about possible stolen property. You Do Students will: (20-30 min.) Write a paragraph about stolen items. (If student finishes early, then they can write a second paragraph about another stolen item.) English Language Arts Georgia Standards of Excellence: ELAGSE4W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language Standards 1–3 up to and including grade 4.) ELAGSE4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Day 7 Generating Ideas Teaching Point #2: I can write a mystery about misplaced property. Mentor Text(s): The Missing Mitten Mystery by Steven Kellogg Student Handout(s): NONE Anchor Chart:
Narrative-Process-Unit-Mysteries-4th-grade-s66r.docx