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Here students learn to recognize the writing trait of voice in books, music and art
Art, Language Arts, Music
5, 6, 7, 8
Title – VOICE Writing Trait – Differentiated by Process of Learning Styles
By – Marilyn Scotto
Primary Subject – Language Arts
Secondary Subjects – Music, Art
Grade Level – 5 – 8
- Voice, one of the 6 traits of writing differentiated by process of learning styles
- Students will learn to become better self-evaluators of their writing and better communicators through the written word.
- Vols. 1 & 2 by Carolyn Keene
Down the Yukon
- by Will Hobbs
- by Anne Templeton Kluit
- by Jude Welton
God Bless the U.S.A.
- -”I’m Proud to be an American” by Lee Greenwood
- Art: Student hallway art
- Also: Activity attachment, overhead, CD player
- voice, no voice
- Know Vocabulary:
- Students will understand that adding voice to their writing will create a more effective connection with their audience.
- Be Able to Do:
- Note differences in voice vs. no voice pieces
- See relationship of voice across varying mediums — books, music, art (differentiated by learning styles) .
- add voice to non-voice pieces
- Who can tell me what voice means in writing (see activity sheet) ?
- Give me an example of voice in writing (a favorite book, author) .
- Compare these two books — which has voice and which has no voice? Why (adventure vs. textbook) ?
- Listen to these two songwriters’ songs — compare/contrast (one is flat, the other inspiring/moving).
- Observe this artist. How is his voice consistent with his paintings?
- Walk into the hallway for a moment. How have the students here used voice in their artwork?
- After activity ask, ” How has she/he used their voice in this piece? “
Preparing to teach the lesson:
- Materials present; overhead/CD player ready to play
- Able to modify if necessary (words to song, guiding questions, etc.)
- Be aware of time element
- Be sure to pre-assess, during-assess and exit: through activity, review
Teaching the Lesson:
- 1. Introduce the Six Traits of Writing – lead to “Voice”.
- 2. Pre-assess – Ask for definition.
- 3. Turn on overhead – continue with meanings of “Voice”.
- 4. Give purposeful instruction. Tell students they will “come away today” knowing the meaning of voice through three different mediums/examples.
- 5. Give examples:
- A) BOOKS -
- author Carolyn Keene — her writing voice.
- Read sample from book, one that elicits a page-turner response. Show another sample from a different book by the same author and compare.
- Show two examples books on the same topic (the Yukon). Students must decide (compare/contrast) which is the book with voice and the book with no voice.
- [textbook] vs.
Down the Yukon
- B) MUSIC – students are told that two songwriters were given the task to write a song about how they felt about being an American.
- First songwriter – read his flat, emotionless words (make this up).
- Second songwriter – play half of song,
I’m Proud to be an American
- by Lee Greenwood.
- Students compare/contrast same topic, different writing voices.
- C) ART – show students two paintings by Monet to illustrate writing with a paintbrush also elicits “Voice” – the similar voice Monet uses in all his paintings. Have students walk into the hallway to view students’ artwork on walls. Emphasize how individual and personal each piece is – it is “Voice”.
- 6. During-assess: summarize before activity.
- Students will choose one writing piece (see voice activity below) and add voice to it.
- Model one for them.
- As they share their writings, comment on voice used.
Assessing the Activity:
- Authentic – activity sheet;
- exit strategy – ask students about their favorite authors/books and voice used (their textbooks, a weather report, etc.)
- Std. 1 – Information & Understanding
- Std. 2 – Literary Expression & Expression
- Std. 3 – Critical Analysis & Evaluation
Voice is *
* you — coming through your writing
* your own style, tone, and flavor
* how you, the writer connects with the reader!
* when your piece reaches out and “pulls-in” the reader.
Directions : Choose one of the following writings and add your own voice to it.
( I just had to add my comments — use as a rubric! )
Today is your birthday. Have a Happy Day!
( I’m so not buying this “boring” greeting card. )
“This whole week, I keep seeing these strange flashes of light outside my window. Oh well, maybe it’s just lightning,” thought Tom.
( I’m returning this book — it does not pull me in at all .)
“Summer is here, not much to do.
I don’t really care — how ’bout you?”
( No way is this songwriter connecting with me — just not feeling
it, Dawg! )
E-Mail Marilyn Scotto !