Interactive Writing Notebooks - I'm Lovin' Lit · Interactive notebooking took the place of my giving notes. I consider the time it takes my students to construct their interactive

Interactive Writing Notebooks TABLE OF CONTENTS

© 2013 erin cobb imlovinlit.blogspot.com

TTeeaacchheerr’’ss GGuuiiddee ii,, iiii,, iiiiii,, iivv

LLeessssoonn 11:: DDeeaadd WWoorrddss && DDeeaadd VVeerrbbss,, AAccttiivviittyy 11 EExxaammppllee 11

LLeessssoonn 11:: DDeeaadd WWoorrddss && DDeeaadd VVeerrbbss,, AAccttiivviittyy 11 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 22

LLeessssoonn 11:: DDeeaadd WWoorrddss && DDeeaadd VVeerrbbss,, AAccttiivviittyy 11 SSttuuddeenntt PPaaggeess 33--44

LLeessssoonn 11:: DDeeaadd WWoorrddss && DDeeaadd VVeerrbbss,, AAccttiivviittyy 22 EExxaammppllee 55

LLeessssoonn 11:: DDeeaadd WWoorrddss && DDeeaadd VVeerrbbss,, AAccttiivviittyy 22 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 66

LLeessssoonn 11:: DDeeaadd WWoorrddss && DDeeaadd VVeerrbbss,, AAccttiivviittyy 22 SSttuuddeenntt PPaaggeess 77--88

LLeessssoonn 22:: VViivviidd VVeerrbbss,, AAccttiivviittyy 11 EExxaammppllee 99

LLeessssoonn 22:: VViivviidd VVeerrbbss,, AAccttiivviittyy 11 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 1100

LLeessssoonn 22:: VViivviidd VVeerrbbss,, AAccttiivviittyy 11 SSttuuddeenntt PPaaggeess 1111--1133


LLeessssoonn 22:: VViivviidd VVeerrbbss,, AAccttiivviittyy 22 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 1155

LLeessssoonn 22:: VViivviidd VVeerrbbss,, AAccttiivviittyy 22 SSttuuddeenntt PPaaggeess 1166--1177


LLeessssoonn 22:: VViivviidd VVeerrbbss,, AAccttiivviittyy 33 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 1199--2200

LLeessssoonn 22:: VViivviidd VVeerrbbss,, AAccttiivviittyy 33 SSttuuddeenntt PPaaggeess 2211

LLeessssoonn 33:: DDeessccrriibbeerrss EExxaammppllee 2222

LLeessssoonn 33:: DDeessccrriibbeerrss TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 2233

LLeessssoonn 33:: DDeessccrriibbeerrss SSttuuddeenntt PPaaggee 2244

LLeessssoonn 44:: GGoooodd SSeenntteenncceess EExxaammppllee 2255

LLeessssoonn 44:: GGoooodd SSeenntteenncceess TTeeaacchheerr’’ss IInnssttrruuccttiioonnss aanndd NNootteess 2266--2277

LLeessssoonn 44:: GGoooodd SSeenntteenncceess SSttuuddeenntt PPaaggeess 2288--3300

LLeessssoonnss 55--88 EExxppllaannaattiioonn 3311

LLeessssoonn 55:: AAccttiioonn PPaarrttss ooff aa SSeenntteennccee,, AAccttiivviittyy 11 EExxaammppllee 3322

LLeessssoonn 55:: AAccttiioonn PPaarrttss ooff aa SSeenntteennccee,, AAccttiivviittyy 11 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 3333--3344

LLeessssoonn 55:: AAccttiioonn PPaarrttss ooff aa SSeenntteennccee,, AAccttiivviittyy 11 SSttuuddeenntt PPaaggeess 3355--3366

LLeessssoonn 55:: AAccttiioonn PPaarrttss ooff aa SSeenntteennccee,, AAccttiivviittyy 22 EExxaammppllee 3377



LLeessssoonn 55:: AAccttiioonn PPaarrttss ooff aa SSeenntteennccee,, AAccttiivviittyy 22 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 3388--4400

LLeessssoonn 55:: AAccttiioonn PPaarrttss ooff aa SSeenntteennccee,, AAccttiivviittyy 22 SSttuuddeenntt PPaaggee 4411

LLeessssoonn 66:: BBeetttteerr SSeenntteenncceess EExxaammppllee 4422

LLeessssoonn 66:: BBeetttteerr SSeenntteenncceess TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 4433

LLeessssoonn 66:: BBeetttteerr SSeenntteenncceess SSttuuddeenntt PPaaggeess 4444--4477

LLeessssoonn 77:: BBeesstt SSeenntteenncceess,, AAccttiivviittyy 11 EExxaammppllee 4488

LLeessssoonn 77:: BBeesstt SSeenntteenncceess,, AAccttiivviittyy 11 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 4499

LLeessssoonn 77:: BBeesstt SSeenntteenncceess,, AAccttiivviittyy 11 SSttuuddeenntt PPaaggeess 5500--5511

LLeessssoonn 77:: BBeesstt SSeenntteenncceess,, AAccttiivviittyy 22 EExxaammppllee 5522

LLeessssoonn 77:: BBeesstt SSeenntteenncceess,, AAccttiivviittyy 22 SSttuuddeenntt PPaaggeess 5533--5544

LLeessssoonn 88:: SShhoorrtt RReessppoonnssee ttoo LLiitteerraattuurree,, AAccttiivviittyy 11 EExxaammppllee 5555

LLeessssoonn 88:: SShhoorrtt RReessppoonnssee ttoo LLiitteerraattuurree,, AAccttiivviittyy 11 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 5566

LLeessssoonn 88:: SShhoorrtt RReessppoonnssee ttoo LLiitteerraattuurree,, AAccttiivviittyy 11 SSttuuddeenntt PPaaggee 5577

LLeessssoonn 88:: SShhoorrtt RReessppoonnssee ttoo LLiitteerraattuurree,, AAccttiivviittyy 22 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 5588

LLeessssoonn 88:: SShhoorrtt RReessppoonnssee ttoo LLiitteerraattuurree,, AAccttiivviittyy 22 SSttuuddeenntt PPaaggeess 5599--6611

LLeessssoonn 99:: NNaarrrraattiivvee WWrriittiinngg,, AAccttiivviittyy 11 EExxaammppllee 6622

LLeessssoonn 99:: NNaarrrraattiivvee WWrriittiinngg,, AAccttiivviittyy 11 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 6633--6644

LLeessssoonn 99:: NNaarrrraattiivvee WWrriittiinngg,, AAccttiivviittyy 11 SSttuuddeenntt PPaaggee 6655



LLeessssoonn 99:: NNaarrrraattiivvee WWrriittiinngg,, AAccttiivviittyy 22--33 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 6688--6699

LLeessssoonn 99:: NNaarrrraattiivvee WWrriittiinngg,, AAccttiivviittyy 22--33 SSttuuddeenntt PPaaggeess 7700--7722

LLeessssoonn 99:: NNaarrrraattiivvee WWrriittiinngg,, AAccttiivviittyy 44 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 7733--7744

LLeessssoonn 1100:: TTrraannssiittiioonn WWoorrddss EExxaammppllee 7755

LLeessssoonn 1100:: TTrraannssiittiioonn WWoorrddss TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 7766

LLeessssoonn 1100:: TTrraannssiittiioonn WWoorrddss SSttuuddeenntt PPaaggeess 7777--7799

LLeessssoonn 1111:: EExxppoossiittoorryy PPaarraaggrraapphh SSttrruuccttuurree,, AAccttiivviittyy 11 EExxaammppllee 8800



LLeessssoonn 1111:: EExxppoossiittoorryy PPaarraaggrraapphh SSttrruuccttuurree,, AAccttiivviittyy 11 TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 8811--8833

LLeessssoonn 1111:: EExxppoossiittoorryy PPaarraaggrraapphh SSttrruuccttuurree,, AAccttiivviittyy 11 SSttuuddeenntt PPaaggeess 8844--8877







LLeessssoonn 1122:: WWrriittee aann EExxppoossiittoorryy PPaarraaggrraapphh TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 9999

LLeessssoonn 1122:: WWrriittee aann EExxppoossiittoorryy PPaarraaggrraapphh SSttuuddeenntt PPaaggee 110000--110011

LLeessssoonn 1133:: DDeessccrriippttiivvee PPaarraaggrraapphhss EExxeemmppllaarr CClloossee RReeaaddiinngg TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 110022--110044

LLeessssoonn 1133:: DDeessccrriippttiivvee PPaarraaggrraapphhss EExxeemmppllaarr CClloossee RReeaaddiinngg SSttuuddeenntt PPaaggeess 110055--110099

LLeessssoonn 1144:: WWrriittee aa DDeessccrriippttiivvee PPaarraaggrraapphh TTeeaacchheerr’’ss IInnssttrruuccttiioonnss && NNootteess 111100

LLeessssoonn 1144:: WWrriittee aa DDeessccrriippttiivvee PPaarraaggrraapphh SSttuuddeenntt PPaaggeess 111111--111133

LLeessssoonn 1155:: SSeeqquueennccee PPaarraaggrraapphhss CClloossee RReeaaddiinngg ooff EExxeemmppllaarr AA EExxaammppllee 111144

LLeessssoonn 1155:: SSeeqquueennccee PPaarraaggrraapphhss CClloossee RReeaaddiinngg ooff EExxeemmppllaarr AA TTeeaacchheerr’’ss NNootteess 111155--111166

LLeessssoonn 1155:: SSeeqquueennccee PPaarraaggrraapphhss CClloossee RReeaaddiinngg ooff EExxeemmppllaarr AA SSttuuddeenntt PPaaggeess 111177--111188

LLeessssoonn 1166:: WWrriittee aa SSeeqquueennccee PPaarraaggrraapphh AA ((PPrroocceedduurreess)) TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 111199

LLeessssoonn 1166:: WWrriittee aa SSeeqquueennccee PPaarraaggrraapphh AA ((PPrroocceedduurreess)) SSttuuddeenntt PPaaggeess 112200

LLeessssoonn 1177:: SSeeqquueennccee PPaarraaggrraapphhss CClloossee RReeaaddiinngg ooff EExxeemmppllaarr BB EExxaammppllee 112211

LLeessssoonn 1177:: SSeeqquueennccee PPaarraaggrraapphhss CClloossee RReeaaddiinngg ooff EExxeemmppllaarr BB TTeeaacchheerr’’ss NNootteess 112222--112244

LLeessssoonn 1177:: SSeeqquueennccee PPaarraaggrraapphhss CClloossee RReeaaddiinngg ooff EExxeemmppllaarr BB SSttuuddeenntt PPaaggeess 112255--112266

LLeessssoonn 1188:: WWrriittee aa SSeeqquueennccee PPaarraaggrraapphh BB ((EEvveennttss)) TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 112277--112288

LLeessssoonn 1188:: WWrriittee aa SSeeqquueennccee PPaarraaggrraapphh BB ((EEvveennttss)) SSttuuddeenntt PPaaggeess 112299--113300

LLeessssoonn 1199:: CCoommppaarree && CCoonnttrraasstt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr EExxaammpplleess 113311--113322

LLeessssoonn 1199:: CCoommppaarree && CCoonnttrraasstt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr TTeeaacchheerr’’ss NNootteess 113333--113366

LLeessssoonn 1199:: CCoommppaarree && CCoonnttrraasstt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr SSttuuddeenntt PPaaggeess 113377--113399

LLeessssoonn 2200:: WWrriittee aa CCoommppaarree && CCoonnttrraasstt PPaarraaggrraapphh TTeeaacchheerr’’ss NNootteess 114400

Interactive Reading Literature Notebooks TABLE OF CONTENTS


LLeessssoonn 2200:: WWrriittee aa CCoommppaarree && CCoonnttrraasstt PPaarraaggrraapphh SSttuuddeenntt PPaaggee 114411

LLeessssoonn 2211:: PPrroobblleemm && SSoolluuttiioonn CClloossee RReeaaddiinngg ooff EExxeemmppllaarr EExxaammppllee 114422

LLeessssoonn 2211:: PPrroobblleemm && SSoolluuttiioonn CClloossee RReeaaddiinngg ooff EExxeemmppllaarr TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 114433--114455

LLeessssoonn 2211:: PPrroobblleemm && SSoolluuttiioonn CClloossee RReeaaddiinngg ooff EExxeemmppllaarr SSttuuddeenntt PPaaggeess 114466--114477

LLeessssoonn 2222:: WWrriittee aa PPrroobblleemm && SSoolluuttiioonn PPaarraaggrraapphh TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 114488

LLeessssoonn 2222:: WWrriittee aa PPrroobblleemm && SSoolluuttiioonn PPaarraaggrraapphh SSttuuddeenntt PPaaggee 114499

LLeessssoonn 2233:: CCaauussee && EEffffeecctt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr EExxaammppllee 115500

LLeessssoonn 2233:: CCaauussee && EEffffeecctt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 115511--115533

LLeessssoonn 2233:: CCaauussee && EEffffeecctt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr SSttuuddeenntt PPaaggeess 115544--115555

LLeessssoonn 2244:: WWrriittee aa CCaauussee && EEffffeecctt PPaarraaggrraapphh TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 115566

LLeessssoonn 2244:: WWrriittee aa CCaauussee && EEffffeecctt PPaarraaggrraapphh SSttuuddeenntt PPaaggee 115577

LLeessssoonn 2255:: OOppiinniioonn//AArrgguummeennttaattiivvee PPaarraaggrraapphh EExxeemmppllaarr EExxaammppllee 115588

LLeessssoonn 2255:: OOppiinniioonn//AArrgguummeennttaattiivvee PPaarraaggrraapphh EExxeemmppllaarr TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 115599--116611

LLeessssoonn 2255:: OOppiinniioonn//AArrgguummeennttaattiivvee PPaarraaggrraapphh EExxeemmppllaarr SSttuuddeenntt PPaaggeess 116622--116644

LLeessssoonn 2266:: WWrriittee aann OOppiinniioonn//AArrgguummeennttaattiivvee PPaarraaggrraapphh TTeeaacchheerr’’ss IInnssttrruuccttiioonnss 116655

LLeessssoonn 2266:: WWrriittee aann OOppiinniioonn//AArrgguummeennttaattiivvee PPaarraaggrraapphh SSttuuddeenntt PPaaggee 116666

****NNOOTTEESS**** IInncclluuddeedd iinn aa sseeppaarraattee ddooccuummeenntt iinn ddoowwnnllooaadd yyoouu wwiillll ffiinndd ppaaggeess aa3322--aa5544,, aalltteerrnnaattee vveerrssiioonnss ooff LLeessssoonnss 55--88 aass eexxppllaaiinneedd oonn ppaaggee 3311.. TThhee CCoommmmoonn CCoorree AAlliiggnnmmeenntt ffoorr GGrraaddeess 33--66 ccaann bbee ffoouunndd aatt tthhee eenndd ooff tthhiiss ddooccuummeenntt.. AAddddiittiioonnaall rreessoouurrcceess aarree llooccaatteedd iinn tthhee AAppppeennddiixx..

Interactive Writing Notebooks TTeeaacchheerr’’ss GGuuiiddee // FFAAQQ ffoorr GGeettttiinngg SSttaarrtteedd

WWhhyy sshhoouulldd II uussee iinntteerraaccttiivvee nnootteebbooookkss wwhheenn II’’mm aallrreeaaddyy ssttrruugggglliinngg ttoo ffiitt eevveerryytthhiinngg iinnttoo mmyy ddaayy??

Interactive notebooks should not be another thing added to your day on top of what you are already doing. Instead, change what you are already doing to accommodate interactive notebooks. As a middle school teacher, I was already having my students take notes into their notebooks anytime I taught new content (such as what is included in this packet). Interactive notebooking took the place of my giving notes. I consider the time it takes my students to construct their interactive notes as part of my explicit instruction time. And it is so much more meaningful than a lecture!

When students construct these 3D graphic organizers and then put the information they are learning into them, they are making connections and organizing these topics in their brains in a different and more meaningful way than they would be if I were simply lecturing this material or if they were simply taking notes. Furthermore, most of my interactive notes are organized in a way that students can study them like flashcards without having to go through the trouble of writing out flashcards.

DDoo II hhaavvee ttoo uussee ccoommppoossiittiioonn nnootteebbooookkss??

Although teachers have successfully used spiral notebooks for interactive notebooking, composition books are truly better. They are more durable, less likely to fall apart, and the pages are far less likely to get torn out.

I first decided to use interactive notebooks after a summer workshop when school supplies had already been ordered. Since I have about 150 students, my school (mandates that students purchase pre-packaged supplies) had already purchased 150 Five Star spiral 3-subject notebooks for me. No way was I getting composition notebooks on top of that! So I waited for them to go on sale at Wal-Mart and Target for $0.50 each and slowly purchased 150 of them, about 40 at a time. Some were also purchased (in limited quantities) at Big Lots and Walgreens for as low as $0.20.

Now, you can still implement interactive 3d graphic organizers without ever putting them into a notebook if this works better for you. One teacher I met makes lapbooks for each of her social studies units. After she grades them and shows students their grades, she collects the unit lapbooks and files them. Then, she hands them all back before state testing so that students can study. If you’re interested in compiling these into lapbooks, here’s a great tutorial on constructing lapbooks:

http://www.youtube.com/watch?v=t1inXbba3cg i © 2013 erin cobb imlovinlit.blogspot.com

Interactive Writing Notebooks TTeeaacchheerr’’ss GGuuiiddee,, PPaaggee 22

DDooeess tthhee ttyyppee ooff gglluuee rreeaallllyy mmaatttteerr??

Absolutely! You definitely need to use Elmer’s school glue when gluing items into your interactive notebooks. Many students may purchase and use the glue sticks, but these are definitely not recommended for interactive notebooking. Yes, they’re more convenient and less messy, but they will not bond the paper permanently. I always tell my students that we use liquid glue because it will stick “forever.”

Not only does the type of glue matter, but the method of gluing matters also. Here’s a tip I learned at a workshop: NO TOASTER STRUDELING! You know what I’m talking about, and your kids will LOVE this analogy. I even begin by putting an image of a yummy cream cheese toaster strudel up on my SmartBoard and asking my students if they’ve ever eaten one. Most of them have. Do you like putting on the icing? Most students will say it’s their favorite part! Well, you will NOT be toaster strudeling in my classroom! This analogy really works for reminding students of the correct method of gluing items into interactive notebooks. Toaster strudeling will result in wavy pages and huge, sticky messes. So what’s the proper way to glue? Use small dots (I call them baby dots) spread about 1 inch apart. That’s it! The phrases I use with my students are “just a dot, not a lot” and “baby dots” and of course “NO toaster strudeling!”

HHooww sshhoouulldd II oorrggaanniizzee mmyy iinntteerraaccttiivvee nnootteebbooookkss??

Before interactive notebooks, my students’ literature notebooks were a nightmare! Now, instead of students having a hodge-podge spiral notebook that contains many random things (and notes here and there), they have an organized reference book of everything I’ve taught them that makes it easy to study now and easy to save for future reference. During finals last year, I asked one 8th grade girl, “Where is your literature notebook? I told you to make sure it was in class today!” She responded “I left it at home. My brother is in 10th grade and he was borrowing it to study for his English final.” Needless to say, the girl did not receive the usual 1 point off for not having her materials. It is my hope that the interactive notebooks my students take away from my class can serve as a valuable reference source for them in the high school years ahead (and beyond!).

When you begin using your interactive notebooks, be sure to leave about 3 blank pages at the beginning for your table of contents. Every time you make another entry, log it in your table of contents. What a great real-world lesson on this text feature! Here is an example of what one page of the table of contents looked like for my 7th grade notebook.

ii © 2013 erin cobb imlovinlit.blogspot.com


IInn wwhhaatt oorrddeerr sshhoouulldd II tteeaacchh tthhee ccoonncceeppttss iinn tthhee IInntteerraaccttiivvee RReeaaddiinngg LLiitteerraattuurree NNootteebbooookkss ppaacckkeett??

I have included many lessons and skills that I teach to my 6th, 7th, and 8th grade literature students. The order I presented them in this packet is close to the order in which I teach these skills. Still, they can be taught in any order or sequence that fits your classroom and the skills that you teach! You can skip some skills, dig into others more deeply, and mix and match them as you see fit. Take what works for you and modify it to fit your own classroom needs.

Furthermore, if you look closely at the table of contents, you will see that not everything in my students’ interactive notebook is content. I also have students glue in their AR goals, records, and even instructions that I don’t want them to lose, such as how to access my Quizlet site.

YYoouu rreeccoommmmeenndd mmaannyy YYoouuttuubbee vviiddeeoo cclliippss,, bbuutt mmyy sscchhooooll bblloocckkss YYoouuttuubbee oonn oouurr nneettwwoorrkk..

There are a couple of ways around that. First, you can create SafeShare.tv links from home by visiting http://safeshare.tv and entering in the Youtube video link I have provided. This will produce an ad-free (and comment-free!) video page that many schools allow on their network.

The second option and the option I use is http://www.savetube.com. You might be required to update your java, but after that you will be able to enter a Youtube video link and then download a .mp4 file (Mac) or a .wmv file (Windows) that you can bring to school on a flash drive, network drive, or stash in your Google drive. I like using this method because I can keep the video clips saved for next year, but it does require a level of technical proficiency and some users struggle with it.

iii © 2013 erin cobb imlovinlit.blogspot.com


iv © 2013 erin cobb imlovinlit.blogspot.com

DDoo II nneeeedd sseeppaarraattee ccoommppoossiittiioonn nnootteebbooookkss ffoorr rreeaaddiinngg lliitteerraattuurree,, rreeaaddiinngg iinnffoorrmmaattiioonnaall tteexxtt,, aanndd//oorr wwrriittiinngg??

NO! My students keep all of their ELA interactive activities in ONE notebook. I can imagine that using multiple notebooks would create a nightmare of having the right notebook at the right time and gluing the wrong template into the wrong notebook. I have come a little close, but I have never filled an entire composition notebook. If we happened to fill one, I guess we’d just get new notebooks and start over, keeping the old ones around for reference! As long as we‘re logging what we’re doing in the Table of Contents, it will be easy enough to find what we need, even if it IS all in one notebook.

WWhhaatt aabboouutt BBeellll RRiinnggeerrss aanndd//oorr ddaaiillyy wwrriittiinngg eennttrriieess?? DDoo yyoouu ppuutt tthhoossee iinnttoo tthhee iinntteerraaccttiivvee nnootteebbooookk??

NO WAY! I never have my students “stick” random things into their precious interactive notebooks. These notebooks are sacred and no kind of daily work or jargon goes in there. Everything we put into our notebooks is useful in some way. I put things into the notebook that we will need to refer back to at some point, to help recall information, and as a record of the concepts, skills, and strategies we’ve learned. Don’t junk up that notebook! I have another place for daily activities and free-write stuff.

DDoo yyoouu hhaavvee aa ppaacciinngg gguuiiddee??

In my previous interactive notebook products, many teachers have requested pacing guides. I’ve always been reluctant to set a pacing guide with reading activities since the time spent on each concept varies so much by grade level and individual class needs. Since writing is somewhat more structured I can offer this skeleton of a pacing guide, but please slow down or speed up as your students need. You may also need to bring in additional activities and resources to supplement those in this product.

TThhee iinnssttrruuccttiioonnss ffoorr ssoommee ooff tthhee lleessssoonnss bbeettwweeeenn LLeessssoonnss 1122--2244 aarree ssoommeewwhhaatt rreedduunnddaanntt..

Yes. All of these are types of paragraphs and follow the same typical pattern. Knowing that you might choose to teach them in any order, I did not assume that you already knew how to assemble any of the templates, so I included all necessary instructions needed for each lesson for your convenience.

Interactive Writing Notebooks SSuuggggeesstteedd PPaacciinngg GGuuiiddee

v © 2013 erin cobb imlovinlit.blogspot.com

((BBaasseedd oonn 110000 MMiinnuutteess ooff WWrriittiinngg IInnssttrruuccttiioonn WWeeeekkllyy)) WWEEEEKKSS LLEESSSSOONN

11 11:: DDeeaadd WWoorrddss && DDeeaadd VVeerrbbss

11 22:: VViivviidd VVeerrbbss

½½ 33:: DDeessccrriibbeerrss

½½ 44:: GGoooodd SSeenntteenncceess SS

22 55:: AAccttiioonn PPaarrttss ooff aa SSeenntteennccee

11 66:: BBeetttteerr SSeenntteenncceess

11 77:: BBeesstt SSeenntteenncceess

22 88:: SShhoorrtt RReessppoonnssee ttoo LLiitteerraattuurree

22 99:: NNaarrrraattiivvee WWrriittiinngg

½½ 1100:: TTrraannssiittiioonn WWoorrddss

22--33 1111:: EExxppoossiittoorryy PPaarraaggrraapphh SSttrruuccttuurree

11 1122:: WWrriittee aann EExxppoossiittoorryy PPaarraaggrraapphh

11--22 1133:: DDeessccrriippttiivvee PPaarraaggrraapphhss EExxeemmppllaarr CClloossee RReeaaddiinngg

11 1144:: WWrriittee aa DDeessccrriippttiivvee PPaarraaggrraapphh

11 1155:: SSeeqquueennccee PPaarraaggrraapphhss ((PPrroocceedduurreess)) CClloossee RReeaaddiinngg AA

11 1166:: WWrriittee aa SSeeqquueennccee PPaarraaggrraapphh ((PPrroocceedduurreess))

11 1177:: SSeeqquueennccee PPaarraaggrraapphhss ((EEvveennttss)) CClloossee RReeaaddiinngg BB

11 1188:: WWrriittee aa SSeeqquueennccee PPaarraaggrraapphh ((EEvveennttss))

11 1199:: CCoommppaarree && CCoonnttrraasstt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr

11 2200:: WWrriittee aa CCoommppaarree && CCoonnttrraasstt PPaarraaggrraapphh

11 2211:: PPrroobblleemm && SSoolluuttiioonn CClloossee RReeaaddiinngg ooff EExxeemmppllaarr

11 2222:: WWrriittee aa PPrroobblleemm && SSoolluuttiioonn PPaarraaggrraapphh

11 2233:: CCaauussee && EEffffeecctt CClloossee RReeaaddiinngg ooff EExxeemmppllaarr

11 2244:: WWrriittee aa CCaauussee && EEffffeecctt PPaarraaggrraapphh

11--22 2255:: OOppiinniioonn//AArrgguummeennttaattiivvee PPaarraaggrraapphh CClloossee RReeaaddiinngg ooff EExxeemmppllaarr

11--22 2266:: WWrriittee aann OOppiinniioonn//AArrgguummeennttaattiivvee PPaarraaggrraapphh

PPuurrppoossee: Identify “dead words” or boring words that should never be used in academic writings.

TTeecchhnnoollooggyy//RReessoouurrcceess:: -- all included

**NNOOTTEE** The ideas included in this section are meant to be fun and light. Only you know your students well enough to know if these “death-themed” activities are appropriate for your students. I’ve never had a class or a student that I felt might be disturbed by “dead words” or “dead verbs,” but of course, as a teacher and a professional, you know when extenuating circumstances might make this lesson difficult for one of your students who might have recently experienced a tragedy. HHooww ttoo:: 1.  Start by cutting out the two separate

coffin pieces and mummies. I prefer to actually construct the coffin (Step 2) before naming the mummies.

2.  To construct the coffin, first glue down the top of the open coffin that reads “Dead Words.” When gluing, always use small “baby” dots and NEVER toaster strudel.

3.  The bottom of the coffin is going to work like a pocket, so make sure you only put little baby dots of glue along the sides and bottom but NOT in the middle or top.

4.  After constructing the coffin, name the mummies and bury them by putting them in the coffin, never to be risen from the dead.

5.  I like to save extra mummies in my students’ folders. When we come across a word that should be dead, we can quickly name a mummy and bury it throughout the year.

Interactive Writing Notebooks Lesson 1: Dead Words & Dead Verbs, Activity 1

(glue on back of coffin top)

(glue on edges of bottom) SSoommee WWoorrddss ttoo CCoonnssiiddeerr BBuurryyiinngg:: very, bad, sad, nice, great, good, happy, kid, mad, got, get, lots, so, fun, cool, saw, big, little, smart, dumb

2 © 2013 erin cobb imlovinlit.blogspot.com


WWaayyss ttoo SSttaarrtt aa NNaarrrraattiivvee (g

lue t

his

sect

ion o

nly)

(glue

thi

s se

ction

onl

y)

F

old a

long

solid

ver

tical line

s

C

ut a

long

dott

ed line

s O

NLY

FFaaiirr

yy TT

aallee

SS

ttyyllee

((SS

eettttii

nngg

aanndd

//oorr

CChhaa

rraacctt

eerrss

))

WWhhee

rree

WWhhee

nn

AAcctt

iioonn

IInnttrroo

dduucc

ee aa

CC

hhaarraa

ccttee

rr

DDiiaa

lloogg

uuee

Interactive Writing Notebooks Lesson 9: Narrative Writing, Activity 3


sights touch

Interactive Writing Notebooks Lesson 13: Descriptive Paragraphs, Close Reading of Exemplar

Descriptive Paragraphs


--

----

----

----

----

----

-- (g

lue t

his

sect

ion o

nly)

--

----

----

----

----

----

----

-

--

----

----

----

----

----

-- (g

lue t

his

sect

ion o

nly)

--

----

----

----

----

----

----

-

Interactive Writing Notebooks Lesson 17: Sequence Paragraphs, Close Reading of Exemplar B

KEY: Sequence Paragraphs (Events)


Characteristic

Person, Place, Thing, or Idea #1

Person, Place, Thing, or Idea #2

convenience

tteexxtt mmeessssaaggiinngg ccaalllliinngg

time and commitment

recipient can read and respond at

any time

both parties must participate at

same time

able to hear emotions and

feelings in another’s tone

cold and impersonal, must guess at

writer’s tone using words only

emotional connection

can be done in seconds and ended

abruptly by not responding

obligated to be polite, make small talk, risk getting stuck on phone

interpersonal skills required

and/or practiced

must possess and use good speaking voice, appropriate

etiquette

informal, lack of etiquette rules, no

need to worry about manners

Likenesses: both are common forms of communication

both evolved because of improving technology

Interactive Writing Notebooks Lesson 19: Compare & Contrast, Close Reading of Exemplar

KEY: Compare & Contrast Paragraphs

Interactive Writing Notebooks COMMON CORE ALIGNMENT


Lesson/Topic Anchor

Standard 3rd

Grade 4th

Grade 5th

Grade 6th

Grade 7th

Grade 8th

Grade

1: Dead Words & Dead Verbs CCRA.L.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1 L.8.1

2: Vivid Verbs CCRA.L.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1 L.8.1

3: Describers CCRA.L.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1 L.8.1

4: Good Sentences CCRA.L.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1, 2 L.8.1, 2

5: Action Parts of a Sentence CCRA.L.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1, 2 L.8.1, 2

6: Better Sentences CCRA.L.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1, 2 L.8.1, 2

7: Best Sentences CCRA.L.1 L.3.1 L.4.1 L.5.1 L.6.1 L.7.1, 2 L.8.1, 2

8: Short Response to Literature CCRA.R.1 CCRA.W.1 CCRA.W.4

RL.3.1 RL.3.5

RL.4.1 RL.4.5

RL.5.1 RL.5.5

RL.6.1 RL.6.5

RL.7.1 RL.7.5

RL.8.1 RL.8.5

9: Narrative Writing CCRA.W.3 W.3.3 W.4.3 W.5.3 W.6.3 W.7.3 W.8.3

10: Transition Words W.3.1, 2, 3

W.4.1, 2, 3

W.5.1, 2, 3

W.6.1, 2, 3

W.7.1, 2, 3

W.8.1, 2, 3

11: Expository Paragraph Structure CCRA.R.10 CCRA.W.2 CCRA.W.4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

12: Write an Expository Paragraph CCRA.W.2 CCRA.W.4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

13: Descriptive Paragraphs Exemplar Close Reading CCRA.W.2 CCRA.W.4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

14: Write a Descriptive Paragraph CCRA.W.2 CCRA.W.4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

Interactive Writing Notebooks COMMON CORE ALIGNMENT


Lesson/Topic Anchor

Standard 3rd

Grade 4th

Grade 5th

Grade 6th

Grade 7th

Grade 8th

Grade

15: Sequence Paragraphs (Procedures) Close Reading A CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

16: Write a Sequence Paragraph (Procedures) CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

17: Sequence Paragraphs (Events) Close Reading B CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

18: Write a Sequence Paragraph (Events) CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

19: Compare & Contrast Close Reading of Exemplar CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

20: Write a Compare & Contrast Paragraph CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

21: Problem & Solution Close Reading of Exemplar CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

22: Write a Problem & Solution Paragraph CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

23: Cause & Effect Close Reading of Exemplar CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

24: Write a Cause & Effect Paragraph CCRA.R.6 CCRA.W.2, 4

W.3.2 W.3.4

W.4.2 W.4.4

W.5.2 W.5.4

W.6.2 W.6.4

W.7.2 W.7.4

W.8.2 W.8.4

25: Opinion/Argumentative Paragraph Close Reading of Exemplar

CCRA.R.8 CCRA.W.1 CCRA.W.2, 4

W.3.1 W.3.4

W.4.1 W.4.4

W.5.1 W.5.4

W.6.1 W.6.4

W.7.1 W.7.4

W.8.1 W.8.4

26: Write an Opinion/Argumentative Paragraph CCRA.R.8 CCRA.W.2, 4

W.3.1 W.3.4

W.4.1 W.4.4

W.5.1 W.5.4

W.6.1 W.6.4

W.7.1 W.7.4

W.8.1 W.8.4

Interactive Writing Notebooks TEKS Alignment

Lesson/Topic 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

1: Dead Words & Dead Verbs ELAR 4.15 ELAR 5.15 ELAR 6.19 (A) ELAR 7.19 (A) ELAR 8.19 (A)

2: Vivid Verbs ELAR 4.15 (A) ELAR 4.20 (A)

ELAR 5.15 ELAR 5.20 (A)

ELAR 6.19 (A) ELAR 7.19 (A) ELAR 8.19 (A)

3: Describers ELAR 4.20 (A) ELAR 5.20 (A) ELAR 6.19 ELAR 7.19 ELAR 8.19 (A)

4: Good Sentences ELAR 4.20 (A B C) ELAR 5.20 (A B C) ELAR 6.19 ELAR 7.19 ELAR 8.19

5: Action Parts of a Sentence ELAR 4.20 (A B C) ELAR 5.20 (A B C) ELAR 6.19 ELAR 7.19 ELAR 8.19

6: Better Sentences ELAR 4.20 (A B C) ELAR 5.20 (A B C) ELAR 6.19 ELAR 7.19 ELAR 8.19

7: Best Sentences ELAR 4.20 (A B C) ELAR 5.20 (A B C) ELAR 6.19 ELAR 7.19 ELAR 8.19

8: Short Response to Literature ELAR 4.24 (E) ELAR 4.6

ELAR 5.24 (E) ELAR 5.6

ELAR 6.6 ELAR 7.6 ELAR 8.6

9: Narrative Writing ELAR 4.16 ELAR 4.20

ELAR 5.16 (A) ELAR 5.17

ELAR 6.16 ELAR 6.17

ELAR 7.15 ELAR 7.16

ELAR 8.15 ELAR 8.16

10: Transition Words ELAR 4.20 (A) ELAR 5.20 (A) ELAR 6.16 (C) ELAR 7.17 (A) ELAR 8.17 (A)

11: Expository Paragraph Structure ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


12: Write an Expository Paragraph ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


13: Descriptive Paragraphs Exemplar Close Reading

ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


14: Write a Descriptive Paragraph ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


© 2013 erin cobb imlovinlit.com

Interactive Writing Notebooks TEKS Alignment

Lesson/Topic 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade

15: Sequence Paragraphs (Procedures) Close Reading A

ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


16: Write a Sequence Paragraph (Procedures) ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


17: Sequence Paragraphs (Events) Close Reading B

ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


18: Write a Sequence Paragraph (Events) ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


19: Compare & Contrast Close Reading of Exemplar

ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


20: Write a Compare & Contrast Paragraph ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


21: Problem & Solution Close Reading of Exemplar

ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


22: Write a Problem & Solution Paragraph ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


23: Cause & Effect Close Reading of Exemplar ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


24: Write a Cause & Effect Paragraph ELAR 4.18 ELAR 4.20

ELAR 5.18 ELAR 5.20


25: Opinion/Argumentative Paragraph Close Reading of Exemplar

ELAR 4.19 ELAR 4.20

ELAR 5.19 ELAR 5.20

ELAR 6.18, 19, 20

ELAR 7.18 ELAR 8.18

26: Write an Opinion/Argumentative Paragraph ELAR 4.19 ELAR 4.20

ELAR 5.19 ELAR 5.20

ELAR 6.18, 19, 20

ELAR 7.18 ELAR 8.18

© 2013 erin cobb imlovinlit.com

Documents

Interactive Writing Notebooks - I'm Lovin' Lit · Interactive notebooking took the place of my giving notes. I consider the time it takes my students to construct their interactive