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By Amy Timberlake
Before Reading Learning Outcomes: A2, A3, A4,A9, B5,
Have students turn and talk about the cover picture on this
book. What do they see. Explain that good writers notice what
others miss. Have them study the picture for minute details
that others may miss.
Turn the book over and have students repeat these descriptions
based on the back cover illustration.
Having done this, have students predict what this book might be
about.
Next, have students brainstorm cowboy vocabulary (clothing,
gear, food, environment etc). As words are offered, ask stu-
dents to draw little pictures on chart paper to illustrate items
like chaps, lasso, spurs, holster etc. Many children will not be fa-
miliar with these words, so leveling the playing field prior to
reading can increase comprehension.
During Reading Learning Outcomes: B6, B11
After reading the last sentence on page one, pause and ask why the author may have included in-
formation about the specifics of the cowboy’s morning routine? Ask if bacon, beans, potatoes
and the song Streets of Laredo are likely to play a big part in the story. We want students to
understand how important details are in any piece of writing. But we want them to figure this out
for themselves, so don’t tell them. Lead them towards this discovery!
As the story is read, play a spot the similes game. Ask students to give you a signal (e.g. finger on nose or thumbs up) whenever they hear a simile. Ask them what they know about similes. Lis-
ten for responses indicating that they understand it is a comparison of two completely different
things, but linked using the words like or as. You may want to pause reading and give students a
chance to savour and discuss each simile.
After Reading Learning Outcomes: B7, B11, C6
Share photocopied sections from the book that contain similes. A list is on the next page. Have
students search for the similes within the text. Once found have students write down the two
items being compared and the way in which both connect.
• e.g. And the cowboy’s stench stuck to passersby like mud splashed up from a wagon wheel.
Writing Trait: Ideas & Word Choice ~ adding details with similes
Learning Intention: adding details to engage the reader Carol Walters S.D. #71
cowboy’s stench wagon wheel mud
Both items, a cowboy’s stench and wagon wheel mud, will stick to a person.
Once students are aware that the secret lies in the details, ask how writers add details?
Reread a page from Dirty Cowboy, then ask once again, how did author Amy Timberlake
add details?
Hopefully students will hear the cowboy-specific vocabulary that the author uses. This is
particularly strong in Dirty Cowboy. Perhaps the use of similes will be mentioned. If not, share one of the similes listed below and have a conversation about the details within it and how the writer combined those words.
There are wonderfully, descriptive similes used in Dirty Cowboy. Share one or two of the
following examples. Photocopy pages for students or project using a document camera like
the Luna or an Elmo and have them find the following similes:
• And the cowboy’s stench stuck to passersby like mud splashed up from a wagon wheel.
• The dog opened one eye, sniffed at the air, and followed his friend’s warm, familiar
smell as though he was following a trail of T-bone steaks.
• Then yelling wwhoooowheeeeee! the cowboy ran—naked as a newborn pack rat—
straight into the water.
• When the river ran clear and his skin puckered up like a prickly pear, the cowboy de-
clared his bath done.
• Where was that sweaty, wild boar-like smell that clung to the cowboy like a second
pair of clothes?
• “That’s about as funny as a kick in the behind with a sharp-toed boot,” the cowboy
mumbled to himself.
• First, the stitching started to give, then the buttons popped, and then thread on
thread gave way with a ripping sound like creaking before thunder.
• Why, it almost looked like a smudgy rainbow.
• The cowboy’s breath smelled like black pepper and cow jerky!
• The cacti burst into bloom like firecrackers, and suddenly the landscape was dotted
with color and ribboned with water.
• The story goes that the cowboy walked home—bare as a shorn sheep—from the river
to his tin-roofed shack. He wore his boots and his hat, but otherwise he was naked as
a nickel.
Continue to add to your list of cowboy vocabulary and have students write their own
cowboy similes.
The tumbleweed rolled across the desert like a bowling ball making a be-line for the
centre pin.
Ask students to turn and talk about
writing similes and what trait of writing
this specific skill might fall under
(word choice ~ see rubric on next page)
Co-create criteria about writing similes
on the black rubric that follows.
• simple word choices;
some words have
mistakes
• no
poe
tic
words
• some interesting word choices;
mostly risk-free
• an
attem
pt at
poetr
y • interesting word choices
sprinkled throughout
• poe
try t
hat adds
inte
rest
• precise word choices that
allow the reader to visualize
• cl
ever
use o
f po
etry
Word
Choice
… a start
… coming along
… that’s it
… Wow!
Word
Choice
•
• • •
The Traits of Writing
Performance Standards
And
Writing Traits
A Start
Getting There
That’s It
Wow
!
Meaning
Ideas
• a series of loosely connected events
that do not make sense
• main idea and problem are unclear
• very few
details
• a series of loosely connected
events that make sense
• basic main idea and problem are
not too original, not too clear
• a few
details
• a logical sequence of events
• main idea, problem and solution are
clear and parts are original
• details and descriptions develop
characters and plot
• a creative and logical sequence
of events
• an interesting twist that is part
of the main idea, problem or
solution
• vivid details show
rather than
tell about characters and plot
Style
Word Choice
• simple word choices; som
e words
have mistakes
•
no p
oeti
c w
ord
s
• some interesting word choices;
mostly risk-free
•
an
att
em
pt a
t po
etr
y
• interesting word choices sprinkled
throughout
•
poe
try
th
at
ad
ds
inte
rest
• precise word choices that allow
the reader to visualize
•
cle
ver
use
of
poe
try
Sentence
Fluency
• short, simple sentences with run-ons
and/or fragments
• many sentences that begin the sam
e
way
• mostly short, simple sentences
and a few
longer ones
• many sentences that begin in
different ways
• a mixture of short, medium and long
sentences that create flow
• sentence beginnings that are differ-
ent and interesting
• sm
ooth flow because sentences
are of different lengths and
types
• a variety of clever sentence
beginnings that fit perfectly
Voice
• no personality
• no evidence of care for topic
• no thought for the reader
• characters are nam
ed, but not de-
scribed
• dialogue (if used) is boring and/or
confusing
• a glimmer of personality
• some evidence of care for topic
• thought for the reader at times
• characters are nam
ed and de-
scribed a little
• unnatural or basic dialogue
• clear personality
• evidence that show
care for topic
• carefully chosen words and events
to engage the reader
• characters are well developed on
the inside and outside
• dialogue moves plot along
or reveals
the personality of characters
• personality that shines
• evidence that show
s passion for
topic
• a clear understanding of what
readers crave
• characters have individuality
and are vividly described
• dialogue reveals character per-
sonality a
nd moves plot along
Form
Organization
•
beginning
•
middle
•
end
• no lead; reader wonders what this is
about
• a series of loosely related events
• no ending
• basic sentence connections
(e.g. and, then, so)
• has a basic lead that hints at
the story to follow
• related events that wander in
parts
• a weak ending that may not
make sense
• a sm
all variety of connections;
some are over used
• has an interesting lead that estab-
lishes the plot
• events that develop logically
• a believable ending that attempts to
tie up the story
• Smooth connecting words
• a lead that readers love and
will lure them
into the plot
• events that weave together
beautifully
• an ending that satisfies; it may
have a surprise twist
• artful connecting words
Conventions
Conventions
• frequent errors in spelling, gram
mar
and punctuation make story hard to
understand
• minimal use of paragraphs
• some errors in spelling, gram
-
mar and punctuation; reader can
figure out meaning
• evidence that show
understand-
ing of paragraphs
• errors in spelling, gram
mar and
punctuation, but only in the com
plex
parts; meaning is clear
• clear use of paragraphs
• the occasional error in spelling
and punctuation, but only in the
complex parts; meaning is clear
• paragraphs in all the right
places
My story has:
Grade 5 Story W
riting
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