So we have started our Explanation Writing unit. For those of you who are unaware, our board has a writing framework in place that we all follow.

I am really enjoying this form of writing. Since explanations usually answer the ‘why’, we are exploring cause and effect relationships and how far we can extend them as intermediate student.

For example:
Cause: Throwing Snow at School
Effect: (Obviously!) – Getting into trouble

This was how our unit started with our cold pieces. However, now my students are using their thinking caps and extending those effects. Now we write:

Cause: Throwing Snow at School
Effect 1: Accidentally Breaking a Window
Extension: Having to pay for the window, get suspended and grounded.
Effect 2: Accidentally hitting a passing car.
Extension: Blinding / scaring the driver who may get into an accident.
Extension: Having to explain to the police why you were throwing snow.

As you can see, we are being imaginative. The struggle now lies between narrative storytelling and real plausible cause and effect relationships. I expect three effects and a good solid five paragraph explanation with and introduction and a conclusion.

Recently we wrote about playing inappropriate video games at school.

Cause: Playing inappropriate video games at school.
Effect: Embarrass your teacher by breaking rules.
Extension: Label our entire division in the eyes of younger grades.
Extension: Younger student sees, mimics behaviour, plays the same game
Extension: Younger students’ parents phone school. Principal calls you to the office.

You get the idea. We have also played cause and effect games to get us out of our seats. Each student gets a cause or effect and has to find a matching partner.

Or, give students the effects, and have them develop causes.

Our next writing topic will be “Explain why it is not a good idea to text while driving” since this law is now in place here in Ontario.

admin General anchor chart, Explanation Writing

I have decided that for procedural writing, it might be better to have my students write computer algorithms instead of step by step instructions on how to do something like make a sandwich. They understand that a procedure is a series of finite steps used to complete a task. Well, so is an algorithm. The only key differences might be that there are rules at each step in the series. Maybe there is a loop and you can’t leave step 4 until a condition is true or false. Maybe step 7 tells you to repeat step 4 until another condition occurs.

I think computer algorithms are the perfect next steps for any kid who really gets procedural writing. This is where Scratch comes in from MIT. Using the software, students can drag code snippets into linking blocks to create algorithms. Each sprite on the screen can have an algorithm applied to it to animate. I’ve seen High School students re-create the first level of the NES version of Mario Bros. from 1985. It was very well done.

Now my students are not senior computer science majors so I am going to have them create a Pong-like game of table tennis. This game will also include a huge math component with angles etc. Some of the stronger kids will create 2 player versions with loading screens while other modified kids might just create 1 player versions without any loaders.

You don’t have to use Scratch to create games, it can also be used to create video animations or stories, which might also be useful for narrative writing. Heck, kids could event recount or persuade their audiences through Scratch animations.

Link: http://scratch.mit.edu/

admin General Explanation Writing, narrative writing, persuasive writing, procedural writing, recount writing

Here is another fantastic SMARTBoard resource. www.tumblebooks.com. The site is split into 3 sections:

TumbleBookLibrary is an online collection of TumbleBooks – animated, talking picture books which teach kids the joy of reading in a format they’ll love. TumbleBooks are created by adding animation, sound, music and narration to existing picture books in order to produce an electronic picture book which you can read, or have read to you.

TumbleReadables is an online collection of read-along titles for elementary, middle school, and high school students which features adjustable online text and complete audio narration. Sentences are highlited as they are being read and the pages turn automatically.

TumbleTalkingBooks: Your Online Audio Library – is an online audio book library collection for public libraries and schools. A subscription to TumbleTalkingBooks gives your patrons/students UNLIMITED remote access to your audio book collection.

TumbleBooks offers a 30 day free trial. What a great spot to find those mentor texts for your different writing forms.

admin Lesson Ideas Explanation Writing, persuasive writing, recount writing, SMARTBoard

When it comes to writing forms (recount, persuasive, explanatory, narrative) it is important to have a status of the class chart showing where each student is in terms of progress (rough draft, editing, good copy). This is all part of the writing process.

I have had a few conversations over the course of this year. Some teachers feel the chart must always be posted and exist at the front of the room. I argue that it can, and should be, electronic (hence, on the SMARTBoard) and can be visible during those writing tasks only (so as to not overwhelm students working on other tasks as well). This way teachers are able to have multiple statuses (sp?) / states of the class for different writing tasks.

If a class is working on a recount writing piece, but also a Science procedure, isn’t the writing process status of the class relevent to both subjects? With one chart at the front of the room, which project gets posted on the chart? Using a SMART Notebook file allows multiple charts to be visible during specific writing tasks.

I see the arguement from both sides, but still lean towards the eletronic (and multiple) versions.

It is also important to note that many teachers are creating anchor charts on the SMARTBoard which only get posted during those specific tasks and not all the time on chart paper. Why should the status of the class be any different?

admin Lesson Ideas anchor chart, Explanation Writing, narrative writing, persuasive writing, recount writing, SMART Notebook, SMARTBoard

There seems to be much confusion going around about Explanation Writing. The general consensus is “why” something works/happens or a “cause and effect” relationship.

A few great technological ideas would include:

• How a CD/DVD works
• How a PC stores information
• How fiber optic works

There are many websites out there (think HowStuffWorks) that have detailed explanations on many topics. What a great way to model this form of writing first (on the SMARTBoard too!).

I would pin the SMART Notebook page and start brainstorming similarities on these pieces of explanation writing on these websites. It’s a simple way to develop an anchor chart or performance wall.

admin Lesson Ideas CD, DVD, Explanation Writing, fiber optics, SMART Notebook, SMARTBoard