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It contains a beginning, middle, and end. Beginning grabs reader's attention, the middle provides evidence and support, and the end helps lead the reader to agree with the writer's beliefs. Younger children practice with persuasive writing but older students consider both sides of an issue which allows for deeper thinking. Argumentative writing requires a more elaborate organization than the simplistic, traditional 5 paragraph structure.

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Persuasive posters is a fun assignment that can include both drawing and writing to state a position on persuasive posters. Since children are surrounded by these in their daily life (for ex, billboards), they can relate to this and it would be familiar.

I would implement this in my classroom at any grade level because I think it is such a great way for students to express their creativity while practicing their nonfiction writing.

Persuasive letter is another way for students to practice writing this style and these can even be mailed to real audiences. This is another great writing assignment I would love to have my future students try.

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The different grade levels have their own goals of what to reach in argumentative writing. For instance, in grades K-2, students would create posters and state their opinion about a topic. They would also practice writing persuasive letters. In grades 3-5, students write persuasive letters that express opinions & arguments as well as argumentative essays. In grades 6-8, students should write convincing arguments, including counterarguments and a call for action in their letters and essays.

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Certain websites can allow teachers to use material and resources to then use for lessons in their classrooms. There are different topic ideas, sets of articles including news articles, and additional material that students can use to map out their topics for persuasive writing. When I assign persuasive writing to my students, I will be providing such material such as news articles from the New York Times or Scholastic website. Including technology is a great way for students to have evidence that they can use to cite from and strengthen their arguments further.

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It forms the basis for a continuing love of words. Word play, is actually another aspect of word consciousness and it helps students become more aware of the structure and rules of language.

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Idioms are fun to work with and are part of everyday vocabulary. Students would enjoy working with figurative meanings. Teachers should tell students that idioms are often have nothing to do with the meanings of the words taken one by one, but they are used to make expression more colorful. I feel that it makes writing sound more exciting as well. I would give students an activity where they explore various idioms and students would work together in groups to make drawings or visual interpretations of what the idioms would look if it meant literally what is being said. Each group would be assigned a different idiom. I would then have the groups share this and perhaps even give them the opportunity to act out the action if they choose. Students would then guess the idiom's figurative meaning and use it in a sentence.

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Antonyms are among the first word relationships that children learn. For instance, Up -> down, hot -> cold, and so on. To explain a lesson on antonyms would be crucial, especially to students at the younger grade levels. Since there are actually two types of antonyms - complementary and gradable - I would teach an activity where students learn to differentiate between these two groups. I would illustrate them and print them to display on the bulletin board. One lesson could be where I print out several antonym pairs on the board and have the class decide whether each pair is complementary or gradable. It would be helpful to students to know the difference.

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The Different Components in Narrative Writing

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The Different Components in Narrative Writing

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We first have the plot, which explains the sequence of events and can be divided into the beginning, middle, and end. In that, we usually see a conflict of some sort. The setting is a crucial detail that sets the backdrop for us. Characters are the people or personified animals in the story. It is often the most important element in a story. The theme is the underlying meaning of a story. We then have point(s) of view and narrative devices.

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Children develop their concept of story through listening to stories read aloud as well as telling stories during their early, formative years. Students will therefore be ready to learn more about how stories are organized and how authors use the elements of story structure to create stories. Students will apply this knowledge to compose stories they write as well as comprehend them. As a teacher, I will give them a good background on narrative writing and have them practice writing some on their own. Since each grade level has different goals set to meet, I will make sure that I am teaching accordingly.

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These are first-person accounts of single events from the writer's own life. The writes invites readers to experience something that has happened to them. This type of writing focuses on one experience and it is written in first-person. There is good organization and a sequence of events. Sometimes, there is dialogue involved and the event explains how it has affected the writer.

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Older children may try writing this. These are stories to interpret events in a writer's life. These recount and interpret life events and students create engaging narratives by developing powerful images, including vivid details, and linking episodes with a unifying theme. These life stories are more intimate, but less encompassing than autobiographies.

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These are sketches of the writer's entire life and are also written in first-person. Autobiographies are much more complete, usually spanning a person's entire life and the events that are presented are in chronological order. Students would describe memorable events and their greatest source of information for writing is their own experience. Different grade levels have different ways to write and create their own autobiographies. For ex, kindergarteners and first graders often compile "All About Me" books. I would incorporate autobiographical writing in my class because not only would it be a great writing lesson for my students, but it also would help me learn more about my students and who they are.

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These are stories about selected events in a person's life or the person's entire life written by someone else. Writers do research to make the account as accurate and authentic as possible. Biographies of well-known figures such as explorers, presidents, athletes, and movie stars, as well as ordinary people who have endured hardship and shown lots of courage are what children read and learn about. Many biographies span the person's entire life. When I was a student in elementary school, I remember writing a biography report on a famous or influential person. It helped me learn so much and it was really impactful. I will be implementing this writing lesson in my future class.