Nicole Moorman

ELD 308- Dr. Casey

Lesson Set 1: Writing Mini-Lesson
September 24, 2015
Grade: 5th
Subject/Topic/Activity: Writing your own Frindle
Standards:
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting
or a day or two) for a range of discipline-specific tasks, purposes,
and audiences.
Objectives:
Students will expand on strengthening their vocabulary and word
reference skills by making up their own words and meanings
referencing back to what the main character did in the book
Frindle.
Students will also be able to increase their knowledge of
dictionary entries.
Procedure:
(This writing lesson will follow the interactive read aloud)
Anticipatory Set:
The teacher will give the class the same oral direction that she
used during an interactive read aloud lesson. The teacher will
ask, Can I please have everyone take out their eldnirf and open
up to your response from yesterday.
The class will understand what the teachers direction is from
learning about the nonsense word from the day before.
The teacher will explain to the class that during there free writing
period that they are to make up their own words.
Their writing assignment will be to create dictionary entries for
their new words.
The teacher will pass out dictionaries for the class to reference,
as the students will be asked to create new words that include
the same format as the words in the dictionary. The students
new words will have to have pronunciation, part of speech, word
origin, and definition. Students can also provide an illustration if
that will help to better describe their word.
After creating new words with dictionary entries, the students will
be asked to write a small story about their new word.

The objective of the students story will be to get a fellow student

to understand what their made up word is without having to tell
them.
The teacher will emphasize that students should provide context
clues within their stories in order to help a reader understand
what their made up word is.
The teacher will explain that an individual reading their story is
going to have to use those clues and also work to make
inferences while reading in order to understand what the made
up word is.
Assessment:
The teacher will collect the students writers notebooks and use
teacher observation as assessment.
The teacher will be able to obtain an understanding of whether
or not students understand the use of dictionaries.
The teacher will also be able to see if students are strengthening
their vocabulary and word reference skills if the teacher is able to
understand what the made up word is that the student created
simply by reading their story.

Materials:
Writers notebooks
Dictionaries
Differentiation
The teacher can guide students who may be struggling with
coming up with words by helping them brainstorm a list.
The teacher can also assist any student who is struggling to who
the dictionaries or by having students work in groups to
collaborate with their peers on how to create their own word
entries.
Future connections:
Students will be able to use this information to help them better
understand word references.
They can use this information to help them connect to word
choice and to ensure that they are using correctly using words.