Writing 

Hook: 
Sticky notes students write down the different voices/expression they think is used when reading/ writing.

Put post-it notes on board.

Mini Lesson: 

Introduction to Voice: Begin by explaining that writer’s voice is the unique way a writer expresses their personality through their writing. It’s made up of 

-Word choice

-Tone

-Sentence structure, and the way the writer communicates ideas.

Examples of Different Voices: Read examples of writing with different voices (e.g., a funny diary entry, a serious news report, a descriptive poem). Discuss how each example sounds different.

Class Discussion: Ask students how they think the writer feels in each example and what specific words or phrases show that feeling.

Independent

Have students write a short personal narrative in their own voice (e.g., “A Day in My Life”).

Year 5:

Can be related to their Camp experience

Reflection

Students read to a partner in their unique voice.

Hook:  

Write two versions of a sentence on the board (e.g., “The dog was big.” vs. “The enormous, slobbering dog stormed into the yard.”). Discuss how the second sentence gives a clearer sense of the dog’s personality.

Mini Lesson: 

Word Choice Exercise: Provide students with a list of bland sentences (e.g., "The teacher was nice.") How can we rewrite this using stronger, more specific words to create a unique tone or voice (e.g., "The teacher, kind and patient, smiled as she handed back the papers.").

Independent

 In pairs using whiteboards. Writer’s notebook, students work on rewriting a bland sentence together. One partner focuses on making the tone more exciting, while the other works on making it more serious or emotional.

Discussion: Discuss how different word choices impact the reader’s understanding and emotional response to the writing.

• Ask students to choose a favorite scene from a book/ movie and rewrite it with a different tone (e.g., make a funny scene more serious or a serious one more lighthearted).

• Can also be from their own writing.

Reflection

Authors chair - Select students to share their writing with the class.

Hook: 
Play the song the Count on Me, by Bruno Mars 

Listen to the Song: Play the song for the class and have them focus on how it makes them feel.

Analyze the Lyrics: After listening, discuss the tone and mood of the song. Ask questions like:

What words or phrases make the song feel supportive and positive?

How do these words help create a mood of comfort and trust?

Mini Lesson: 

Defining Tone and Mood: Explain that tone is the writer's attitude toward the subject (e.g., angry, funny, sarcastic) and mood is the feeling that the reader gets from the writing (e.g., happy, sad, suspenseful). Examples: Show examples of writing with different tones (e.g., a letter written in a happy tone vs. a letter written in a sad tone). Discuss how word choices affect tone and mood.

Independent

Students write a short paragraph (e.g., describing their room) in two different tones (e.g., one upbeat and cheerful, the other gloomy and serious).

Once complete can continue on with writing. 

Reflection

Students to share their with a partner, they can give feedback.

Hook: 
Exploring Different Styles: Have students write short passages based on different prompts (e.g., "Describe your dream vacation," "Tell about a funny incident in school," "Explain your favorite hobby"). Encourage them to experiment with different voices: formal, humorous, descriptive, or conversational. 

Mini Lesson: 

Invite students to share one of their writings with the class. Discuss how different students’ writing styles reflect their personality.

Encourage students to think about how they can make their writing more personal. Discuss how their voice might change based on the audience or the purpose of the writing (e.g., a letter to a friend vs. a letter to a teacher).

Independent

Have students write a journal entry about a personal experience, focusing on expressing their unique voice. They should pay attention to the tone, word choice, and sentence structure.

Journal Entry about a Teacehr's Day 

Reflection

Ask students to reflect on which writing style felt the most natural for them and why. Discuss how the tone, word choice, and sentence structure can help a writer communicate their true self.

Hook: 
Teacher revises the VCOP elements.

Teacher goes through the VCOP cards.

Mini Lesson: 

Students brainstorm with a partner which VCOP element they think they need to work on in their writing.

Students choose a VCOP card from the deck

Independent

Students write freely in their Writing book with a focus of using the card within their piece.

Reflection

Author’s Chair