Author in You - Ian Ogilvy & Cynthia Kadohata Classroom Activities
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Combined Activity--Ogilvy & Kadohata.doc
Combined AKS Activity
for
Ian Ogilvy
and
Cynthia Kadohata

Fifth Grade
(5LA_D2005-35)prewrite to generate ideas for self-selected writing
(5LA_D2005-36)write ideas in story form with attention to beginning, sequence, main ideas, supporting details, characters, point of view, conflict and closing/clincher sentence
(5LA_D2005-38)use transitions between ideas and paragraphs
(5LA_D2005-39)revise writing to improve fluency, content (descriptive words and phrases), organization and style, to match purposes with audience
(5LA_D2005-40)expand or reduce sentences by adding or deleting modifiers, phrases or combining sentences
(5LA_D2005-41)edit for punctuation, spelling, fragments and run-on sentences
(5LA_D2005-43)write an informational piece that is organized, uses appropriate facts and details, draws from a variety of resources and reflects the intended audience
(5LA_G2005-67)use the media center and available technology as sources of information and pleasure
Sixth Grade
(6LA_E2005-34)prewrite, draft, revise and edit writing to improve fluency, content, organization and style (writing process)
(6LA_E2005-35)edit for spelling, fragments and run-on sentences
(6LA_E2005-37)use writing handbooks, grammar check and references to edit usage and mechanics
(6LA_E2005-38)develop a clear topic with examples and details
(6LA_E2005-39)use transitions between ideas and paragraphs
6LA_E2005-41)write stories with setting, characters and plot which engage the reader
(6LA_E2005-44)write, combine and vary sentences to match purpose and audience
(6LA_E2005-45)use available technology to assist in writing
Seventh Grade
(7LA_E2005-38)prewrite, draft, revise and edit writing to improve fluency, content, organization and style (writing process)
(7LA_E2005-39)edit for spelling, fragments and run-on sentences
(7LA_E2005-40)produce writing (narrative, multi-paragraph, expository, persuasive and technical) that establishes an organizational structure appropriate to purpose, audience, context and type of composition
(7LA_E2005-41)use writing handbooks, grammar check and references to edit usage and mechanics
(7LA_E2005-42)develop a clear topic with examples and details
(7LA_E2005-43)use transitions between ideas and paragraphs
(7LA_E2005-48)write, combine and vary sentences to match purpose and audience
(7LA_E2005-50)use available technology to assist in writing
(7LA_H2005-66)locate books and media in media center
Eighth Grade
(8LA_E2005-25)prewrite, draft, revise and edit writing to improve fluency, content, organization and style (writing process)
(8LA_E2005-26)edit for spelling, fragments and run-on sentences
(8LA_E2005-27)produce writing (multi-paragraph, expository, persuasive and technical) that establishes an organizational structure appropriate to purpose, audience, content and type of composition
(8LA_E2005-28)use writing handbooks, grammar check and references to edit usage and mechanics
(8LA_E2005-30)develop a central idea with examples, illustrations, facts and details
(8LA_E2005-31)write logical and effective transitions between ideas and paragraphs
(8LA_E2005-32)document sources of quotations, ideas and facts
(8LA_E2005-33)incorporate reference quotations and citations into written text while maintaining the flow of ideas through the use of synthesizing information and summarizing to avoid plagiarism
(8LA_E2005-34)establish voice through tone, word choice, rhetorical devices and literary devices
(8LA_E2005-35)write, combine and vary sentences to match purpose and audience
(8LA_E2005-36)use available technology to assist in writing

Activity 1
This activity will combine the writing process of Cynthia and an idea Ian gives for writer’s block that might occur when the students are composing their story.

In Cynthia’s interview, she tells the viewer that she begins her writing by making an outline.
1. In the prewrite stage, have the children begin the plan of their story by outlining it.
2. After they have the outline of the total story, then have them begin to write. (When she was talking about her writing, she also commented that sometimes the writing does not follow the outline of the intended story. Allow the children this freedom to change an idea, character, or whatever is not working.)

As they write, remind them of the trick Ian does when he has writer’s block; he adds another character. Make this suggestion as they write.

3. Continue the writing process through to the completion of the piece they are writing.
4. When they are finished, have them evaluate the techniques by these two authors for effectiveness with their writing process.


Activity 2
After the children have written their stories and revised:
Have the students use the Student Writing Center or another desktop publishing program to publish the final story.
or
Have the children use Microsoft Word to write and reedit their story.