Lesson Overview:
Nevada students (or students from any state) who are learning about the history of their state will show their knowledge by writing an alphabet book at the end of their unit. Because each student will choose a topic based on an alphabet word or phrase to research, he will then be responsible for writing about that topic. This on-line prompt encourages students to narrow and focus their research and writing to reflect clear and concise information which will fit into a larger whole---an alphabet book.
6 Trait Overview:
The focus trait in this writing assignment is organization; the writer’s goal is to compose a complete text about a topic in an alphabet format. After the writer has completed his research, he must write his knowledge in such a way as to fit the demands of a page in an alphabet book. Therefore, the support trait is idea development; the writer must be able to sift through his research and write only the most relevant information.
Teacher Instructions:
(These instructions were written for a Nevada classroom; if you're in another state, obviously you'll need to change any specific Nevada examples mentioned in the lesson.)
 Step One (sharing some published models): Tell the students that they are going to explore some alphabet books to see several different ways they have been organized to give information. Read two alphabet books in addition to an alphabet book from your state from the Discover America State by State series and compare and contrast how each of the authors handled the subject matter; Karen uses the two texts at right, in addition to the alphabet book about Nevada by Eleanor Coerr.
Then explain that as a class, they too will write an alphabet book about Nevada---similar to the published model, but not the same. Instead, they will be asked to write more dense information similar to The Weighty Word Book--- more an illustrated book than a picture book. The book will be the final product at the end of the Nevada unit.
Introduce a large alphabet chart, and explain that the students will use this chart as a kind of “Anticipation Guide” for their reading and studying about Nevada. Each time they see a key word or phrase they think is critical information, they will add it to the appropriate box on the chart. You, as the teacher, may start the process by adding one or two key words. (Undoubtedly, you will need to fill in both the X and Z box---Planet X and zephyr or Zephyr Cove. Planet X is a pottery studio outside of Gerlach, a rural town in Washoe County which produces gypsum, the major ingredient in walls.)
When the Nevada unit is complete, ask each student to select a key word or phrase from the alphabet chart to “become the authority on.” If you have more than 26 students, suggest that students select their words from boxes with very important information. Once a student has his key word or phrase, he is responsible for researching it. (You may guide your students with special needs to choose words which have fairly straight-forward, simple research components, ie. zephyr.)
Step Two (introducing models of writing): At this time, we are waiting for student samples. See this lesson's student samples page for information.
Step Three (thinking and pre-writing): You or you with the help of the class must decide the form of the writing. Once that form is established, students begin writing their page or pages based on their research. If your students have no previous experience with this kind of writing, or if their expository writing skills are weak, you might consider teaching the Key Idea Comprehension Strategy (see attachment B for a model) prior to this time.
Step Four (revision with specific trait language): To promote response and revision to rough draft writing, attach Writing Fix’s Revision and Response Post-Its to your students’ drafts. Make sure the students rank their use of the trait-specific skills on the Post-Its, which means they’ll only have one “1” and one “5.” Have them commit to ideas for revision based on their Post-It rankings. For more ideas on Writing Fix’s Revision & Response Post-Its, click here.
Step Five (editing for conventions): After students apply their revision ideas to their drafts and re-write neatly, require them to find an editor. If you've established a "Community of Editors" among your students, have each student exchange his/her paper with multiple peers. With yellow high-lighters in hand, each peer reads for and highlights suspected errors for just one item from the Editing Post-it. The "Community of Editors" idea is just one of dozens and dozens of inspiring ideas that is talked about in detail in the Northern Nevada Writing Project's Going Deep with 6 Trait Language Workbook for Teachers.
Step Six (publishing for the portfolio): Same. Perhaps the best way to publish is to have each student read his page aloud and ask the others in class if they have any questions or comments. When each student has shared his page, bind the pages together into a class book.
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