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Grandpa's Shoe Shop: A Month-Long Writing Project
Read a student's Friday journal from a month-long family story project, then sort her steps, match problems to fixes, and try each step.
Grade 4ELAInteractive · Printable
Aligned toW.4.10
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What’s included
- Single worksheet
- Auto-graded online
- 1 Common Core standard
- Printable answer key
- 11 questions
- Classroom-ready
Details
- Format
- Interactive · Printable
- Grade
- Grade 4
- Subject
- ELA
- Question types
- Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer
About this worksheet
What students practice
- Students explain how research, a break to reflect, and revision fit into a month-long writing project.
- Students compare quick journal entries with a story written over several weeks.
- Students write a short reflection, interview questions, and a stronger story beginning.
How to use
Read Ada's journal aloud and stop after each week to name the step she is on. Students answer questions 1 to 8 alone; the writing tasks work well as warm-ups during a longer project.
Curriculum
Common Core standard covered
Write routinely over longer and shorter time frames for a range of tasks, purposes, and audiences.
Preview
OwlSheets.com
Grandpa's Shoe Shop: A Month-Long Writing Project
Follow one writer through research, a break, and revision.
Read Ada's journal
Ada kept a journal while she wrote a true story about her grandpa. Read her four Friday entries and the note she added later.
My Writer's Journal
1My name is Ada, and I am in fourth grade. Our teacher, Mr. Faleolo, gave our class one month to write a true story about someone in our family. The stories would go into a class book called Our Family Stories. Every Friday, we also wrote a short journal entry about how our story was going. Each entry took about ten minutes. Here are my four entries and a note I added later.
2Week 1. I chose my grandpa, Femi, who fixed shoes in his own shop for forty years. On Tuesday after school, I interviewed him at his kitchen table. I asked him eight questions and filled four pages with notes. My favorite answer was about a bride who rushed into his shop with a broken heel an hour before her wedding. Grandpa fixed it in twenty minutes!
3Week 2. My notes were a jumble, so I sorted them into three groups: how Grandpa learned to fix shoes, a normal day in the shop, and the broken heel. Then I spent two days writing my first draft. It was four pages long, and I felt proud. Mr. Faleolo told us to put our drafts away for a few days before we read them again.
4Week 3. When I took my draft out on Monday, I noticed problems I had missed before. My beginning was dull: "This story is about my grandpa." I also had a whole page about Grandpa's favorite soup, and it did not belong in a story about his shop. Then my partner, Ezra, read my draft. He said the broken heel was the most exciting part, but he could not picture the shop. I made three changes. I cut the soup page. I began my story with the bride rushing through the door, since that part was the most exciting. I also added the smell of leather and the tap, tap, tap of Grandpa's hammer so readers could picture the shop.
5Week 4. I checked my spelling and punctuation and wrote a neat final copy. Then I drew Grandpa's shop for my page in the class book. Our story project is finished!
6Note added two weeks later. Now the class book goes home with a different family every weekend. When it was our turn, Grandpa read my story twice. He said I got the sound of his hammer just right.
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