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Materials List: voice worksheet, comic strip worksheet, colored pencils, markers,
pencils
4.L.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening. a. Choose words and phrases to convey ideas precisely. b.
Choose punctuation for effect. c. Differentiate between contexts that call for formal
English (e.g., presenting ideas) and situations where informal discourse is appropriate
(e.g., small-group discussion).
4.L.6 Acquire and accurately use grade-appropriate general academic and domain-
specific words and phrases, including those that signal precise actions, emotions, or
states of being
Anticipatory Set: To begin this lesson, I will start by asking my students what voice in
writing is. I will ask if they can give me any examples that they have written or seen.
We will brainstorm on the board for their understanding.
Questions: (throughout)
Modeling: I will read a short, descriptive excerpt that shows voice in writing. I will
have students remember and identify parts of the excerpt that they heard voice. We
will go around the room identifying parts of voice they heard in the excerpt. I will be
asking them why that sound alike voice to them. I can also ask them if there were any
parts that had no voice.
Guided Practice: During this time, students will begin working on their voice
worksheet, identifying what voice they would use for certain phrases. They can work
and discuss with group members, but will write down answers on their own paper.
After this exercise, I will ask students to give me some of their personal answers of
how they use voice in those phrases.
Independent Practice: Students will move onto an activity where they will create their
own 4 panel comic using their writing voice. I will give them four options for a starter
prompt. Each box will have a picture and a text or thought bubble with words
expressing voice of the character. Students will complete this individually.
Prompts:
Closure: As a closing activity, students will pair share their comics with an elbow
partener. They will read theirs will their “voice” and show the partner their images. I
will choose a few students to read their comic aloud and identify where they added
“voice”