Writing Program for Sixth Grade

Writing Program for Sixth Grade

When children are young and just learning to write, writing is often fun. Children are awed by the fact that they can produce letters; it is like a secret code has been unlocked for them. Soon, writing becomes a way through which they express themselves. Drawings are annotated, and people in pictures are given the gift of speech through cartoon bubbles. Children write in journals, draft poetry, and enjoy writing stories. But as they progress throughout their schooling, some begin to see writing as a chore. Around the sixth grade, when students are being asked to write hefty reports and papers, children's negative attitudes toward writing are a concern. Thus, the objectives of this writing program are the following: for sixth graders to learn that writing is a thinking tool, for sixth graders to learn the writing process, and for sixth graders to be able to take pride in their writing. These objectives will be met through a writing program that includes pre-writing, drafting and revision, conferences, and publishing.

First, students will be told that they are going to get the opportunity to write about any topic they choose. Students should be instructed that the choice of topic will not be considered during evaluation or grading. Students will write about the topic that they will most enjoy writing about. The teacher will then give a brief lesson about genre. He or she will introduce the class to a variety of genres in which they might write. Some may choose to write a narrative story, others a poem. Some will want to write a complaint letter, and others a thank-you note. The teacher will then give a short lesson on voice and audience, telling the sixth graders that writers have to make important choices before they write. Next, the teacher will have the students get into groups and discuss topics that they are considering writing about, genres that they want to try, and voices that they think are appropriate. Next, students will be told to spend five minutes freewriting. The instructor will tell them to get as many ideas as they can down on paper, completely disregarding spelling, paragraphs, sentences, etc. Finally, the teacher will ask students to take their freewrites and supplement them with an idea map our outline. In order to show students how to construct these things, the teacher will model both an idea map and an outline on the board. The instructor will ask for a topic from one of the students, and will proceed in engaging the entire class in drafting the idea map or outline. After completing this first step of the writing program, students will now have an understanding not only of the first step in the writing process -- pre-writing -- but also that writers have to make choices before they begin. Furthermore, as the teacher models the process, children will be able to quickly understand the idea of writing as a process. Also, because students are being given the chance to write about anything that they want, they are realizing that writing is a thinking tool, a way for them to grapple with the topics that interest them.

Second, the teacher will instruct students to begin drafting their pieces. To begin, the teacher will conduct the class in writing some drafts of a class piece on the overhead. She will take ideas for a short story or poem and write them on the overhead, then engage the students in the process of revision by asking them questions that lead to changes. Some of the questions that the teacher might ask that will lead to drafting are as follows: At the end of the story, the cow goes home happy, but I'm not sure why. Can we add why the cow goes home happy in there? At the beginning of the story, we talk about three girls, but at the end there are only two. What happened to the other girl? Our poem describes the sun as yellow and bright. Now, what are some things that the sun does for us? For the sake of this model, editing will neither be included in the revision process nor included in the program, as it takes the focus away from thinking and writing. This method will help children learn the revision process through modeling, a concept that has already been shown to be beneficial to children learning to write. In addition, it will help them learn the value of revision, not only as a tool in the writing process, but also as a means through which writing is a tool that helps them think. As they are asked questions, new thoughts enter their minds, and they realize how writing encourages innovation.

Third, teachers will begin to conference with their students individually or in groups as they begin to draft and revise. After a child completes a draft, he or she will be asked to meet with the teacher, who will ask him or her some questions that lead to revision. For each draft, the children will be given different colors of paper. Conferences will consist not only of questions, but teachers' praise for the students work. This praise, though required, should not be false. Instead, the instructor should focus on what the child has done well, and point it out. By conferencing, children not only get the feedback they need for revision, but also they learn that writing is a collaborative process that often requires the fresh eyes of someone not as invested in the task. In this step, children not only become more aware of the writing process, but they also begin to take pride in their writing because of the praise they receive.