Kinney, Jeff. Diary of a Wimpy Kid: a novel in cartoons. New York: Amulet Books, 2007.
Lexile Level: 950
Goals:Students will be able to recognize that a book often doesn’t answer all of our questions and experience evaluating what they still want to know by writing to an author and giving reasons for each question.
Outcomes: Students will write a letter to Jeff Kinney including questions they have regarding the book Diary of a Wimpy Kid. Students will include an introduction, questions with reasons, and a conclusion. Students will give themselves feedback and a peer feedback and use that to edit and revise their letter.
Objectives:
Students will be able to write a letter to an author including an introduction, at least three question paragraphs, and a conclusion.
Students will be able to provide support for their questions by giving support from the book or their own life.
Students will be able to use the feedback form to give specific feedback to their peer.
Students will be able to edit and revise their own writing based on their self and peer feedback.
Learning Activity:
Students in a fourth grade class will read Diary of a Wimpy Kid in guided reading groups, discussing each section of the book together. The teacher will give vocabulary lessons as needed based on the level of the group. When the class is finished reading they will come together and discuss how they feel about the book.
The teacher will say, “I feel like I wish I knew…” and “I wonder why Jeff Kinney did…” and so on. Students will be given time to share with peers questions that they still have about the book, or why the author did something.
The teacher will explain that writing to an author is something that even adults do. The teacher will guide the class through expectations of writing to an author, including using proper grammar, spelling, an introduction which introduces yourself and why you are writing, and that each question should include reasons for asking. Lastly, it should include a proper conclusion, thanking the author and hoping to hear from them. (Revising and Editing has already been taught using This Form)
Students will be asked to reread their writing and give themself feedback using the Feedback Form. This allows students time to fix any mistakes they have made before sharing. Students will then be put into pairs and asked to read each other’s letter separately. Pairs will use the Feedback Form to give feedback to their peer, but not write corrections on their paper. Students will return forms and have time to revise and edit their work a second time. (Students use blue pen for edit and red for revise before rewriting so that their effort is clear to the teacher).
Standards:
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
CCSS.ELA-LITERACY.SL.4.1.BFollow agreed-upon rules for discussions and carry out assigned roles.
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