storage.schoolnet.comstorage.schoolnet.com/cfisd/lang_2_a_fiction writing_l… · web...

Writing Unit of Study:Fiction

Cypress-Fairbanks Independent School DistrictElementary Language Arts Department, Grade 2

Revised December 2016

Genre Overview

Fiction Writing Unit of StudyPurpose

“Think of the challenging task of the fiction writer. She has to create characters and place them in a setting that is described well enough that readers can easily imagine it. She constructs a believable problem or problems and describes a series of events through which the characters move with increasing tension to the ‘high point’ or resolution of the story. After that, she wraps it up with ‘falling action’ leading to a satisfying end. And this is an oversimplified description of how fiction works.”(from Genre Study by Irene C. Fountas & Gay Su Pinnell)

This unit of study is intended to allow students to write an imaginative story in whatever format they choose (realistic, fantasy, etc.). Students will learn how to generate ideas for fiction writing and be taught strategies for including details. Furthermore, they will learn how to use published short fiction as a mentor for ideas. Teachers will model and guide students through the writing process in writing fiction by creating his/her own fiction piece along with students.

The Role of Immersion During this unit, the teacher will use professionally published pieces of short fiction as mentor texts

to guide students through examining the qualities and structure of a fictional writing. The collection of stories will be referenced and used throughout the unit to support all of the stages in the writing process. Because of this, it is necessary for each student to have copies available of literature to use throughout the unit. When selecting mentor texts, please be mindful of the complexity of the plot structures. Second grade students can comprehend much more sophisticated texts than they can produce. Look for stories that have very simple plot structures and clearly developed characters to serve as mentor texts. Please be sure the stories you use are familiar to students prior to the start of the unit.

It is recommended that teachers collect and save copies of high quality student writing that can be used as mentor texts in the future. Doing so will provide students with a wide variety of examples to read and return to throughout the unit.

CFISD Curriculum – Revised December 2016 2nd Writing Unit: FICTION

2

Unit Preparation

Preparing to Teach

TEACHER MODEL: Throughout the unit, the teacher will need to work on his/her own short story as an example for students. The teacher’s model will be used in the lessons through all the stages of the writing process. It will be critical for the teacher to do this work in front of students to help them see the process in action. That means each teacher will need to: collect entries in his/her notebook to share in lessons, select an idea to turn into a published piece, create a plan for his/her story, compose a draft of a short fiction piece to selected literature, and revise/edit/publish the story.

MENTOR TEXTS: While teachers will select 2 or 3 short stories as touchstone texts to refer to throughout the unit, students will also need many examples of well-written short fiction to use as mentor texts. Short stories and picture books used in previous reading and writing units would be great for this purpose. Teachers should also consider using texts at lower reading level than students’ current independent level. Students will need examples of stories with very simple plot structure to pattern their writing after.

Publishing and CelebrationStudents will publish their fiction stories at the end of this unit. Rather than have them completely

rewrite their stories, consider other publishing options. They could color their sketches and/or create covers for their booklets.

It will be important to celebrate student writing at the end of the unit. Create an opportunity for students to show off their hard work. Providing motivating publishing options and authentic audiences for their work will encourage better writing.


3

f

Lessons Included in the Fiction Writing Unit of Study

The following is a list of lessons that are included in the Fiction Writing unit. Each lesson has been assigned a number that correlates to a number found in the upper right corner of each lesson card which signifies a suggested sequence or progression of the lessons.

After analyzing the grade level expectations, district curriculum, and student needs, teachers should customize the mini-lessons for their students. The mini-lessons are based upon the grade-level expectations found in the English Language Arts and Reading TEKS objectives.

Personal Narrative LessonsLesson Title Purpose TEKS

1 Immersion in Fiction Writing

Writers will read mentor texts as writers to discover what authors include when telling their fiction stories.

2.17A, 2.18AImmersion

2 Immersion in All Kinds of Fiction Writing

Writers read all kinds of fiction texts to understand what characteristics make a good fiction story.

2.17A, 2.18AImmersion

3 Collecting Fiction Story Ideas

Writers reread fiction texts and focus on collecting story ideas to begin planning their own fiction stories.

2.17ABrainstorming

4 Digging Deeper into Our Fiction Story Ideas

Writers explore including one or more attempts to solve a problem or achieve a goal in a fiction story.

2.17ABrainstorming

5 Rehearsing Your Story (Oral Storytelling)

Writers rehearse ideas before writing. 2.17APlanning

6 Storytelling with a Partner Writers can support each other to improve storytelling skills.

2.17A, 2.17BPlanning

7 Rehearsing Your Story (Sketching)

Writers rehearse their story through sketches.

2.17APlanning

8 Writing Our First Fiction Story

Writers begin writing a fiction story using their sketches to guide them

2.17BDrafting

9 What Do I Do When I Am Done?

Writers understand what to do when finished writing a fiction story

2.17A, 2.17B, 2.17CDrafting

10 Writers Reread Their Story to See If It Makes Sense

Writers reread their story to see if it makes sense.

2.17CRevising

11 Story Beginnings Writers explore beginning sentences from mentor texts to create their own beginning sentence.

2.17A, 2.17B, 2.17CRevising

12 The Story Ends Writers explore ending from mentor texts to create their own ending.

2.17A, 2.17B, 2.17CRevising

13 Revising with a Partner, Writers share their draft with a partner and provide specific, encouraging feedback.

2.17CRevising


4

Personal Narrative LessonsLesson Title Purpose TEKS

Day 1

14 Revising with a Partner, Day 2

Writers share their draft with a partner and provide specific, encouraging feedback.

2.17CRevising

15 Think, Write, Punctuation, Read It!

Writers will put the correct punctuation as they write their fiction story.

2.17D, 2.22C (i)Editing

16 Using the Word Wall Writers use the word wall to help them spell high frequency words.

2.17CEditing

17 Editing with a Partner Writers will edit their fiction story with a partner.

2.17DEditing

18 Celebrating Fiction Authors

Writers will rehearse and share their revised and edited fiction story.

2.17EPublishing

Optional Craft LessonsLesson Title Purpose TEKS

1 Adding Dialogue Writers add words the character says into their fiction stories.

2.17C

2 Show, Don’t Tell Writers will show how a character feels by describing what the character does and says

2.17C

3 Improving the Lead Writers will use familiar texts as models to improve the lead of their fiction story

2.17C

4 Explore Strong Leads with Introducing the character

Writers write a strong lead by giving details about the main character

2.17C

5 Something Surprising Happens Right Before the End

Writers will write a surprising event right before the story ends.

2.17A


5

Essential Understandings and Guiding Questions

Understanding Structure and Elements of Fiction WritingEssential Understandings

Fiction writing can be realistic or fantasy Fiction has story elements – characters, setting, problem, and solution Fiction writers introduce the characters and setting Fiction writers include dialogue, action, strong emotion, and surprising events

Guiding Questions What do you notice about fiction stories? What are the elements of fiction? How do fiction writers begin their stories? What do fiction writers always include in their stories?

Generating Ideas and Selecting a TopicEssential Understandings

Writers get ideas for topics from other writers Writers get ideas for topics from their own lives Writers create a band of ideas to use when writing Writers thing about which idea would be most interesting to self and others

Guiding Questions Where do writers get ideas for topics? Where do writers keep ideas for writing topics? How do writers choose a topic to write about?

Organizing and Prewriting StructuresEssential Understandings

Writers rehearse their story to prepare for drafting (orally) Writers tell their stories to partners Writers rehearse their story through sketching

Guiding Questions What prewriting structures do writers use to organize their stories? How do listeners help writers know where to revise their stories? Why is it important for writers to tell and retell their stories?

Revision StrategiesEssential Understandings


6

Writers use effective leads to hook their reader. Writers use a picture to focus their stories Writers compose satisfying endings that readers will remember. Writers revise their drafts by adding sensory detail Writers revise their drafts by slowing down an important moment. Writers use strong verbs and precise language. Writers will revise and add 1 or more sentences to help the reader "step into" th

story and visualize the events.

Guiding Questions Why do writers use effective leads? What is the importance of satisfying endings? How do writers add sensory detail to their writing? Why is it important to slow down an important moment? What happens when writers use strong verbs and precise language? How do writers help the reader to "step into" the story and visualize events?

Editing Strategies/Publication/CelebrationEssential Understandings

Writers apply strategies for punctuating dialogue. Writers use an editing checklist and other resources to proofread their personal

narratives. Writers make careful publishing decisions and polish the presentation of their

stories.Writers celebrate their work by sharing with an audience and reflecting on themselves as writers.

Guiding Questions How do writers punctuate dialogue? What resources do good writers use to edit their writing? How do writers polish their work for publication? Why do writers celebrate and reflect at the end of a writing piece? What have I learned about myself as a writer?

Genre and Comprehension Vocabulary Comprehension Skills and Process


7

• Generate Ideas• Develop Drafts• Sequence Ideas• Revise (add, delete, replace, phrases, words, sentences)• Edit Drafts (grammar, punctuation, spelling, conventions)• Publish• Sketch• Share Compositions• Punctuate Dialogue• Editing • Conclusion• Elaboration• Story Elements (Characters, Setting, Problem/Conflict, Solution/Resolution)


8

Mentor Texts for Personal Narratives

Picture Books• Eating the World by Ralph Fletcher

This book will serve as a mentor text for 2nd grade.• A Chair for My Mother by Vera Williams (1982)

After their home is destroyed by a fire, Rosa, her mother, and grandmother save their coins to buy a really comfortable chair for all to enjoy.

• Alexander's Terrible, Horrible, No Good, Very Bad Day by Judith Viorst (1982)A young boy gives his emotional account of his experiences and his feelings about them.

• The Art Lesson by Tomie dePaola (2001)Tommy knows he wants to be an artist when he grows up. He can't wait to get to school and have real art lessons. When Tommy gets to school and finds out that the art lessons are full of "rules", he is surprised and dismayed. How the wise art teacher finds a way to give Tommy the freedom to create and stay within the "rules" makes a wonderfully perceptive picture book about growing up and keeping one's individuality.

• Arthur's Birthday by Marc Brown (1989)Arthur can't wait to hand out his birthday party invitations. But it turns out Muffy is having her party on the exact same day! All of his friends are split between the two parties so Arthur and Francine hatch a clever scheme to make sure Arthur and Muffy have the best birthdays yet!

• Come On, Rain by Karen HesseNewbery Medalist Karen Hesse recreates the body and soul-renewing experience of a summer downpour after a sweltering city heat wave.

• Fireflies by Julie BrinckloeA young boy is proud of having caught a jar full of fireflies, which seems to him like owning a piece of moonlight, but as the light begins to dim he realizes he must set the insects free or they will die.

• Freedom Summer by Deborah Wiles (2001)Joe and John Henry are a lot alike. They both like shooting marbles, they both want to be firemen, and they both love to swim. But there's one important way they're different: Joe is white and John Henry is black, and in the South in 1964, that means John Henry isn't allowed to do everything his best friend is. Then a law is passed that forbids segregation and opens the town pool to everyone. Joe and John Henry are so excited they race each other there...only to discover that it takes more than a new law to change people's hearts.

• Gloria Who Might Be My Best Friend Journeys Textbook Volume 2.2

• Harry the Dirty Dog by Gene Zion (2006)Harry is a white dog with black spots who loves everything . . . except baths. So one day before bath time, Harry runs away. He plays outside all day long, digging and sliding in everything from garden soil to pavement tar. By the time he returns home, Harry is so dirty he looks like a black dog with white spots. His family doesn't even recognize him!

• Ira Sleeps Over by Bernard Waber (1972)Ira is thrilled to spend the night at Reggie's, until his sister raises the question of whether he should take his teddy bear.

• Ira Says Goodbye by Bernard Waber (1988)Ira confronts several emotions when he learns his best friend Reggie is moving away.

• Julius by A. Johnson (1993)


9

Maya's Granddaddy brings home...a huge, pink, Alaskan pig named Julius...Whether Julius is sporting white underwear with hearts, joyfully swinging Maya around to a jazz tune, or unhappily submitting to a bath, his love for his friend shines as brightly as his glossy pink skin. A warmhearted yet quirky tale of friendship, sharing, and affection." - School Library Journal, starred review

• Mousetronaut by Mark Kelly (2012)Mousetronaut tells the story of a small mouse that wants nothing more than to travel to outer space.

• My Rotten Redheaded Older Brother by Patricia Polacco (1944)Tricia can't stand her rotten redheaded older brother Richie, who can do everything better than she can. So when her grandmother tells her a wish made on a shooting star will come true, she knows exactly what to wish for -- to be able to do something, anything, better than Richie. When a traveling carnival comes to town, Tricia decides what that something will be -- she'll ride the merry-go-round longer than Richie. And that's how she finds out just what wishes -- and rotten redheaded older brothers -- can really do.

• Owl Moon by Jane Yolen (1987)Late one winter night a little girl and her father go owling. The trees stand still as statues and the world is silent as a dream. Whoo-whoo-whoo, the father calls to the mysterious nighttime bird.

• Screaming Mean Machine by Joy Cowley (1993)This book "explodes the moment" as a young girl experiences her first ride on the Screaming Mean Machine.

• The Relatives Came by Cynthia Rylant (1985)In a rainbow-colored station wagon that smelled like a real car, the relatives came. When they arrived, they hugged and hugged from the kitchen to the front room. All summer they tended the garden and ate up all the strawberries and melons. They plucked banjos and strummed guitars. When they finally had to leave, they were sad, but not for long. They all knew they would be together next summer.

• When I Go Camping with Grandma by Marion Dane (1995)A young girl goes camping with her grandmother and, whether paddling a kayak or setting up camp, experiences the wonders of nature and of love. By the author of On My Honor.

• Zack's Alligator Goes to School by Shirley Mozelle (1998)Bridget, the sassy gator from the Glades, returns for more high-energy fun in this sequel to Zack's Alligator. Zack takes Bridget to school for show-and-tell, where she sings, skateboards, and generally turns the classroom upside down. For Zack's class, show-and-tell will never be the same!


10

Minilesson: Immersion in Fiction Writing 1

Objective(s): Writers will read mentor texts as writers to discover what authors include when telling their fiction stories.

TEKS: 2.17A, 2.18A

Notes: Prior to beginning the immersion stage, have 2-4 mentor texts that you will refer back to throughout the unit. To begin the immersion process, mentor texts should be read during read aloud time. Mentor texts may be realistic fiction or fantasy texts; it would be a good idea to choose texts from the fiction reading unit from earlier in the year. Prior to reading, you should mark the text with sticky notes where you will stop during teach and active engagement.

Materials: • Realistic Fiction mentor text with pages marked • Sticky notes• Realistic Fiction picture books for students to read for independent time• Teacher and student notebooks• Chart paper and markers

Connect: connect today’s

work with ongoing work

state teaching point

Writers, earlier we were studying fiction as readers. We learned all fiction texts have story elements, things like characters, setting, a problem, events, and a solution. As we read those fiction texts, we read carefully to find those story elements. Today we are going to begin looking at fiction texts as writers. Together we will notice how the writer wrote his/her story, so that when we begin to plan our own fiction story, we will know what kinds of things we should include.

Teach: restate teaching

point tell story related to

teaching point model & think

aloud point out things

students should notice

1. Introduce a familiar mentor text from the fiction reading unit, and tell students that today as you reread this book, we will be looking for how the author wrote it. Inform students that we are looking for things the author does or includes when telling this story that we should also do or include in a fiction story that we write. Begin an anchor chart – What We Notice About Fiction (see after this lesson).2. Begin reading to the class. As you read the text, stop 2 times and share what you notice in the story – what kinds of things you are noticing that the author included to tell this story. Teacher will record ideas on sticky notes and place them on the anchor chart. Below are some characteristics or ideas to consider noticing in your text and including on your sticky notes.

Details about the setting (I notice here that the author is describing where the characters are.)

Describes the characters (Oh, here the author is telling me who the characters are and describing what they look like.)

Dialogue between the characters (Characters are talking to each other.) You can tell how the characters are feeling You know what the characters are thinking Describe the problem and why it’s important to the character. (The character seems to

want something. They have a goal.) Action words to imagine what’s happening Something surprising happens

Active Engagement: ask partners to turn

& talk

3. Continue reading, and stop 2-3 more times. Have students turn and talk about what they notice in the story. 4. The teacher should listen in on partner conversations and record responses on sticky notes and place them on the anchor chart.


11

listen, observe, & coach

share example of what you heard or observed

Link: restate teaching

point tell how learning can

be used in future

Today, Writers, you will begin to read more fiction texts, but this time, you will read them with a different purpose; you will read them to notice how the authors wrote them. This will help you when you eventually write your own.

Independent Writing:

Students will read fiction books with their writing partner. They will use their Writer’s Notebook to record what they noticed in their fiction books.

Share: Students will come back to the floor with the teacher. Have students take turns sharing what they discovered about fiction. The teacher will add 2-3 new things to the anchor chart on sticky notes. Remind students that when we begin to plan our own fiction story, we should include some of these same things that we noticed today.


What I Notice in Fiction**

12

Minilesson: Immersion in All Kinds of Fiction Writing 2

Objective(s): Writers read all kinds of fiction texts to understand what characteristics make a good fiction story.

TEKS: 2.17A, 2.18A

Notes: Prior to the lesson the teacher has added categories to the anchor chart that was created yesterday: A) Author’s Craft, B) Beginning of the story “noticings”, C) Middle of the story “noticings”, D) Conclusion “noticings”. The teacher should also sort the sticky notes from yesterday into the appropriate categories. The goal is for students to realize that no matter what type of fiction text it is, realistic or fantasy, it will have the same characteristics.

Materials: • Realistic Fiction mentor text from the previous lesson• New Fantasy mentor text • What We Notice About Fiction anchor chart from yesterday (with categories added)• Sticky notes• Fantasy picture books for students to read during independent time• Teacher and student notebooks

Chart paper and markers




Writers, yesterday we began noticing important characteristics writers include in fiction texts. We recorded them on our anchor chart with sticky notes, so that when we begin writing our own fiction stories, we will remember what we should include. When I was looking over our sticky notes from yesterday, I realized that we could put each of them into one of four categories: author’s craft, beginning, middle, and conclusion (or ending). I went ahead and sorted our sticky notes into those categories to make our thinking more organized.

Today we will read another fiction story. This one is a type of fiction called fantasy. This kind of writing has things that are made up but could never really happen in real life. You may notice that some of the characteristics of this fantasy book are different from our fiction text from yesterday, but some of the characteristics will be the same!






2. Pull out the new fantasy mentor text. Tell the students that this is another kind of fiction and it is called fantasy. Begin reading it to the class. As you read the text, stop 2 times and share what you notice about the story. Teacher will record noticings on sticky notes and add them to the anchor chart. (These stopping points should be marked before the lesson begins; the same kinds of characteristics that you noticed yesterday should be noticed in this text.)

3. The teacher should think aloud about the similarities between the two stories.

I’m noticing that both fiction stories introduced the main character at the beginning. I also noticed the problem began at the beginning of both of the stories.


13


& talk listen, observe, &

coach share example of

what you heard or observed

4. As you continue reading, stop 2-3 more times. 5. Students will turn and talk about the things they notice about the text that is similar to our book from yesterday.6. Teacher records some responses on sticky notes and places them on the anchor chart.



be used in future

During independent writing time, students will partner read more fiction books. Let students know that you have added some fantasy books to their book baskets.

Writing partners will read and continue to record what characteristics they notice about fiction in their writing notebooks. They may add to the list from yesterday.

Today and every day, Writers, we will notice how authors write fiction. Work with your writing partner today to reread some stories from yesterday as well as reading some new stories… some of them may even be fantasy! Pay attention to things that are the same in all the stories and what is different. Record your findings in your Writer’s Notebook on the same list you started yesterday.


Students will work with partners to read and record the elements found. The teacher will confer with partners and make sure that partners are reading a variety of fiction texts (realistic and fantasy).

Share: Students will come back to the floor and share some of their findings. Teacher will add some more ideas to the anchor chart.


14

Minilesson: Collecting Fiction Story Ideas 3

Objective(s): Writers reread fiction texts and focus on collecting story ideas to begin planning their own fiction stories.

TEKS: 2.17A

Notes: * Students will gather ideas from their stories. Take the story idea, modify so it is general and add it to a story ideas list in the writer’s notebooks (e.g. child lost their dog; child has not lost a tooth and everyone else has; child is sick and can’t go to a friend’s sleepover; etc.)* Before bringing students to the floor, make sure each partnership comes with a previously read fiction book, a sticky note, and a pencil.

Materials: • Mentor texts from last 2 lessons• Fiction picture books for students to read for independent time• Teacher and student notebooks• Chart paper and markers




Writers, over the past couple of days we have been noticing all the parts of a good fiction story. We noticed that every fiction story had a character that really wanted something. Today we will gather all the ideas from every story we read and begin creating a story ideas list. Writers, over the past couple of days we have been noticing all the characteristics that an author includes in a good fiction story. Today we will begin gathering ideas from every story we read and create a list of fiction story ideas so that we can soon start writing our own fiction story!






1. Review the first mentor text briefly with the students by quickly retelling the story. Model thinking aloud about what kind of story this is and how to add this idea to your list.

Hmm. So this story was really about a girl whose dog runs away. So I could write a fiction story about someone who loses something! 2. Begin chart: “Collecting Story Ideas”. Make sure to not use names or other specifics-be general! (e.g., A fox wants to be like all their animal friends, a robot and child both want to be the boss, a girl loses her dog, etc.)*If you feel students need a bit more scaffolding, you could record the ideas as a t-chart: Kind of Character / Kind of Problem. This may help guide them to correctly identifying the kinds of stories they could write.3. Repeat the modeling process with the other mentor text and add another story idea to the list.



coach

4. Students will buzz with their writing partner about the fiction story idea they could get from the book they have brought with them to the floor.5. Students will write the idea on a sticky note.6. Teacher will walk around to help partners.7. Teacher will collect sticky notes and share 2-4 and post on the anchor chart.8. Later on, when time allows, teacher will add the other sticky notes.


15




be used in future

Today Writers, you will work with your writing partner to review the fiction stories you have read. You will begin collecting story ideas and record them in your Writer’s Notebook. You’ll want to collect plenty of ideas, so that when it comes time to choose one, you’ll have plenty to pick from!


Students will work in partnerships to review the previously read fiction books, and they will be creating a list of story ideas. *Again, if you chose to scaffold your students with the t-chart on the anchor chart, you would want them to collect ideas in a t-chart: Kind of Character / Kind of Problem.

Share: Students will come back to the floor to share their new story ideas.


16

Minilesson: Digging Deeper into Our Fiction Story Ideas 4

Objective(s): Writers explore how including one or more failed attempts to solve a problem or achieve a goal in a fiction story can make the story even better.

TEKS: 2.17A

Notes: Select a text to show students how authors use failed solutions in their stories. A good example of this can be found in “The Kite” in Days with Frog and Toad.

Have two charts filled out before the lesson begins – one from a mentor text and the other from an idea on the chart from the previous lesson. One the second chart, do not fill out either of the Failed Solutions. You can have students come up with ideas for this chart.

Materials: • Teacher booklet from yesterday• Mentor text(s) with obvious failed solutions• Marker for writing




Writers, yesterday we began collecting story ideas and listed the character and what he/she wants or the problem. Remember, a fiction story has a character or characters that want something and then has struggles along the way as he/she tries to solve the problem or achieve the goal. These failed solutions are what make the story more interesting. Today we are going to explore how to include failed solutions in our own fiction stories.






Teacher has a familiar fiction mentor text with a chart completed for this story.

Teacher reveals first chart. (Example from Days with Frog and Toad) Character wants – Toad wants to fly a kite. Failed Solution 1 – Toad runs across the field. Failed Solution 2 – Toad runs and waves the kite over his head. Failed Solution 3 – Toad runs, waves, and jumps up and down.

Teacher has idea list from previous lesson. The teacher models choosing an idea and then adding one or two failed solutions.

Teacher reveals second chart with just a character and the problem completed. Example: John and Maria are the characters. When they got off the bus after school, John realizes he does not have the house key. Include students by asking for ways the characters may try to solve the problem. Choose two and add them to the chart. Then model telling the story aloud including the failed solutions. When finished, make sure students understand by recapping what was just modeled. Make the connection that authors make the story more interesting by


TitleCharacter wants -Failed Solution 1 -Failed Solution 2 -

TitleCharacter wants -Failed Solution 1 -Failed Solution 2 -

17

including failed solutions in the story.





Display another Character/Problem from the previous lesson. Ask students to think about 2 ways the character may try to solve the problem. After a minute, have them take turns sharing their ideas with their partners. Listen in, coaching as needed. After a few minutes, bring their attention back to you. Share any engaging ideas you overheard.



be used in future

Today, Writers, you will dig deeper into your list of ideas by adding in ways the character tries to solve the problem that don’t work out. You can also add to your list of ideas as they come to you. Happy writing!


Students will be adding failed solutions to several of their ideas and adding new ideas to their lists. The teacher will be conferring with students.

Share: Have students choose their favorite story idea and share it with their partners.


18

Minilesson: Rehearsing Your Story (Oral Telling) 5

Objective(s): Writers rehearse ideas before writing.

TEKS: 2.17A

Notes: *Teachers, be prepared because this is going to be a louder than normal day. Students will be doing a lot of talking today. *Teacher should have a fiction story of their own already planned for today’s lesson. They will need to know it well enough to model rehearsing it. *Teacher will begin a ladder titled Planning Fiction Stories. The ladder will go in this order: 1. Think about a story2. Plan it out in your mind3. Practice telling it out loud more than once4. Sketch it5. Write it (see example)

*Have anchor chart made - Oral Telling (see appendix)Materials:

• Teacher and student notebooks• Chart paper and markers• Anchor chart - Oral Telling• Anchor chart - Writing a Story




Writers, we have brainstormed a lot of ideas for our own stories. Today we will pick one idea from our list and start planning out a story.






1. Teacher introduces the process of planning a fiction story by introducing the ladder – Planning Fiction Stories. Walk through the steps to planning a fiction story. Add movement to help cement the steps in their memory. (e.g.- point to your head and say “Think about a story”; hold up a hand and point across your fingers one at a time and say “plan it out”; draw circles in air and say “sketch it”; and drag your finger through the air in a horizontal way and say “write it”. 2. Teacher will inform students that today we will only do steps 1, 2, and 3. Remove steps 4 and 5 from the ladder and save for later lessons. 3. Explain the first three steps of planning a fiction story, pointing to each step on the ladder and reviewing the movements as you go.

Writers don’t pick up their pencil and start writing. Once they have an idea for a story they start planning it out. They first pick a story idea and think about how that story could go. Then, they plan their story to themselves. After that, they might tell it to their good friend and then share it with another friend. As writers, we are going to do the same thing. We are going to pick an idea and think about how it will go. Then we will start planning our story in our minds. After that, we will practice telling our story more than once.

4. Teacher reveals anchor chart “Oral Telling.” Tell students that step 3, “Practice telling it out loud more than once,” might be the hardest step because their story might change a little bit each time. Remind them to use their notes from the previous lesson so they include their failed


19

solution ideas. It’s ok if it changes each time! That’s the reason we practice the story – to add things in and take things out and make our story better and better each time we tell it.5. Teacher will model steps 1 and 2 on the ladder (pick a story idea and plan it out in your mind as you look at your notes). You’ll want to talk quietly to yourself as you plan it out briefly in your mind. Don’t include too many details because you’ll want to change your story up a little each time you practice in Step 3.6. Tell students that Step 3 is now the time to practice. Model telling your story to several partners (students) using the “Oral Telling” anchor chart as your guide. Make sure as you tell the story to change it a little each time. Think aloud about these changes, so students know that you’re making purposeful changes each time. Explain that writers start with an idea but their story may evolve as they tell it each time.





7. Students will choose an idea from their list in their Writer’s Notebook. Remind them that this is Step 1 and use the movement.8. Students will tell their story to themselves; remind them that this is Step 2 and use the movement. The teacher should listen as students tell their stories to themselves. This will feel awkward for some. 9. After students have told their stories to themselves, students will turn and talk to practice telling their story out loud the first time. Remind them that this is Step 3 and use the movement. Coach partners through orally telling their stories and refer them to the anchor chart when necessary. Pay attention to the students who will need extra help when going back to work with their writing partner.



be used in future

Today, Writers, you will practice telling your story to your partner, and you will listen to them practice telling their story. Then you’ll get to practice telling your story to someone else’s partner, remembering to tell it across your fingers. You will probably change your story each time you practice telling it because as you tell it, more ideas will come to you. This is what good writers do. Happy Story Telling. . .


Students will go off and follow the steps to Oral Telling with their partner. The teacher will move around the room to help students who are having difficulties with telling their story, referring them back to the anchor chart as necessary. After each partner has had a chance to practice telling their story, you will have students find a new partner to practice telling their story to. If time permits, you may have students practice telling their stories with several new partners.

Share: Students will gather back on the floor. The teacher will debrief with some questions:“How did it go?”“Did you tell your story the same way each time?”“How did you change your story when you told it a second time?”“How did telling it to a friend help you as a writer?”


20

Minilesson: Storytelling with Partners 6

Objective(s): Writers support each other to improve storytelling skills.

TEKS: 2.17A, 2.17B

Notes: The teacher should have their story they started yesterday. They will use it for this lesson.

Materials: • Anchor chart – Storytelling with A Partner• Anchor chart – Questions I Can Ask My Partner • Student copies of anchor chart - Questions I Can Ask My Partner• Students’ fiction story (one they are currently working on)• Sticky Notes• Pencils




Writers, you have been working with your writing partner. Sometimes, I see you rehearsing your fiction story, and other times I see you reading your story to your partner. Today, I'm going to teach you how to be an even better writing partner, so you can help each other become fabulous storytellers.






1. Teacher has an anchor chart hanging on the board. Everything on the chart is covered except for the title- Storytelling with Partners. As the teacher reads the steps to Storytelling with Partners, they will reveal one step at a time.

2. Teacher thinks aloud. One thing I’ve noticed is I’m really good at listening to my partner, but when they are done telling or reading the story I’m not sure what to ask them. Have any of you felt that way? Well I found a list of questions we can use to ask our partners so we can help them improve their storytelling.

3. Teacher puts up new anchor chart – Questions I Can Ask My Partner. *What did the character say when . . .? *How did the character feel when . . .? *What did the character’s body do when they . . .? *What did __________ look like?

4. Teacher will pick a student to act as his or her partner to help model the process. Teacher will use their writing from the day before. Student and teacher will sit in front of the class. The teacher will read the first part of the story. The student will then pick a question to ask the teacher. The teacher will give an appropriate response, then think of how he or she can add that to the story. Think aloud about what the sentence will say, write the new sentence on a sticky note, reread it aloud, and place it next to the part where it will go in the story.


Storytelling with Partners

1. First partner tells/reads their story2. Next partner pictures it and asks questions


1. First partner tells/reads their story


21

5. Draw students’ attention to how that one question has already improved your story. Wow! Do you see how my partner was able to help me make my story even better by asking me just one simple question? Imagine how my story will sound once he/she has heard my WHOLE story and has asked me even more questions!





6. Students look at the anchor chart – Questions I Can Ask My Partner. They will turn and talk about which question they want to pick to ask the teacher.

7. The teacher will call on a pair to ask their question and the teacher will model adding the new detail on a sticky note and placing the sticky note on the teacher’s rough draft.

8. Teacher hands out mini anchor chart – Questions I Can Ask My Partner. Students will glue the chart into their Writer’s Notebook to use for future discussions.



be used in future

Today, Writers, it is time to begin writing workshop. We are working on becoming even better writing partners to improve our storytelling abilities. With these charts – Storytelling With A Partner and Questions I Can Ask My Partner, we can really help our writing partners when they rehearse or read their fiction story. I am going to be admiring the ways partners talk and listen to each other. Happy storytelling . . .


The teacher should conference with individual students and/or partners depending on the needs. It is important to keep track of where students are in the writing process. Pay attention to students who may need support to complete a story and partners that are struggling to work together.

Share: Students will share writing with new friends.

Teacher will point out partnerships that were telling stories, listening and asking questions.


22

Minilesson: Rehearsing Your Story (sketching) 7

Objective(s): Writers plan a fiction story by sketching their ideas across the pages.

TEKS: 2.17A

Notes: Before beginning today’s lesson, booklets for sketching/writing should be made. These booklets should contain four pages with space for sketching and lots of lines for writing. Today, have each student come to the floor with a blank booklet.

Materials: • Anchor chart – Writing Fiction Stories• Anchor chart – Oral Telling• Booklets with a place on each page for a sketch and lots of lines for writing• Large booklet for teacher to model sketching




Writers, yesterday we began planning our stories by picking a story, planning it to ourselves, then practicing telling our story out loud more than once. Today we are going to continue planning our story. We will plan our story across the blank pages of a booklet and then sketch or draw a quick picture on each page.






1. Add Step 4 to the ladder and use the movement, and remind students that the next step in planning our fiction story is sketching it.2. Review the anchor chart “Oral Telling”.

When we plan our story we tell it to ourselves, then our partner and after that across our hand. We did all of that yesterday. Now I want to plan what I am going to say on each page before I sketch it.

3. Teacher has their large blank booklet up for display. The teacher begins telling their story out loud, touching each page as the story continues. 4. Teacher then goes over the plan for what will be on each page. Model how to sketch a picture on each page. It is important to stress it is just a sketch.





5. Pass a blank booklet out to each student.6. Using the blank booklet the students have, have them turn and talk to practice telling their story across the pages to their partner. They should touch each page as they plan their story.7. The teacher should listen carefully and guide students who are struggling with planning.



be used in future

Today, Writers, you will continue planning your story by sketching it across the pages. You will draw a quick picture of what will happen on each page of your booklet. These sketches will help you when it is time for writing your first fiction story.


23


Students will sketch their stories across the pages of their booklets.

The teacher should be conferring with students to ensure that they are including the beginning, middle, and end of their stories in their sketches. The teacher could also pull a small group to have students further practice telling their stories aloud across their pages and provide guidance as necessary before having students sketch.

Share: Select one or two students’ sketches to share with the class, or have students share their sketches with their writing partners.


24

Minilesson: Writing Our First Fiction Story 8

Objective(s): Writers begin writing a fiction story using their sketches to guide them

TEKS: 2.17B

Notes: This is the beginning of many different fiction stories. By the end of this unit students should write at least three stories. This will vary depending on the student but the goal is one or more a week. When modeling today’s writing don’t worry about a strong lead. If you have previously taught that then you can remind students. The goal is to begin putting a fiction story on paper. The teacher will only write the first page in front of the students.

Materials: • Anchor chart – What We Notice About Fiction• Anchor chart – Fiction Authors• Teacher booklet with sketches• Markers




Writers, yesterday we sketched our fiction story across the pages of our booklet. Today is very exciting because we are going to begin writing our fiction story. Remember that fiction stories usually have a character that wants something and has troubles along the way.






1. Teacher reviews anchor chart – Planning Fiction Stories. *Think about a story *Plan it out in your mind *Practice telling it out loud more than once *Sketch it *Write it

2. Before I begin writing I want to take a look at our anchor chart-What We Notice About Fiction. Teacher will connect how a fiction story will have a beginning, middle and end.

3. Teacher has their booklet with sketches on each pages. It is best to quickly review the plan of the story. Take a moment to go through each sketch and orally tell the story.

4. Teacher will begin writing the first page of their fiction story. Look back at the sketch to help you think of your first sentence. Model thinking your first sentence out loud then writing it down on your paper. Once the sentence has been written, reread it out loud. Then think carefully out loud how you want the next sentence to go before writing it down. Now that two sentences have been written, reread both sentences to model the importance of rereading what you’ve written before continuing on.

5. It may be helpful to model how to revisit your sketch if you get stuck and don’t know what to write next. Do not write the whole story in front of the students.


25

Write only the first page before releasing them back to write at their seats.





As the teacher reviews the anchor chart for Writing Stories the students will use their hand motions to review the chart. (see lesson 5)



be used in future

Today, Writers, you will review your sketches and tell your story across the pages. Then you will begin writing. Remember, it is important to think about what you want your sentence to say, write it down, and then reread what you’ve written before continuing to write. Happy writing!


Students will be writing their fiction story as the teacher conferences with students.

Share: Pick one or two stories to share with the class. Another option is to allow writing partners to share what they were able to write today.


26

Minilesson: What Do I Do When I Am Done? 9

Objective(s): Writers understand what to do when finished writing a fiction story

TEKS: 2.17A, 2.17B, 2.17C

Notes: Students have been writing for two days and now some are beginning to say they are done. Today’s lesson is to help students become more independent during writing workshop.

Materials: • Anchor chart – Things I Can Do During Writing Workshop• Chart paper and markers




Writers, yesterday I noticed that several of you were finished. Writers just sat at their seats and talked to friends. Some even followed me around telling me they were done. Let’s review things writers can do during writing workshop time.




aloudpoint out things students should notice

1. Teacher writes title for anchor chart – Things I Can Do During Writing Workshop

2. Teacher discusses how it is important to use your time wisely. (e.g., If you are at recess it is best to run around and play, climb on the monkey bars, swing on the swing. It is probably not a good idea to sit and read a book. Recess is a time to get your body moving. Writing time is the same. It is time for becoming better writers. So just sitting and doing nothing is not helping you as writer.)

3. Teacher models a few ideas for students and then moves to Active Engagement

4. Possible ideas for the anchor chart – *Add more details to sketches *Try a new beginning *Try a new ending *Add more details to the story *Use Writer’s Notebook to pick a new idea *Plan a new story *Sketch out the plan in a new booklet *Work with your writing partner planning *Read and study more mentor texts Add to your story idea in your Writer’s Notebook



coachshare example of what you heard or observed

Students turn and talk to partners about other possible ideas to add to the anchor chart. Teacher will listen in on conversations and record the ideas on the anchor chart.

Link: Today and every day, Writers, you will not need to just sit at your seat or come up


27

restate teaching point

tell how learning can be used in future

to me and tell me you are done. You will use this chart to help you decide what you want to do during writing workshop. I’m looking forward to seeing writers using their time wisely! Happy writing!


Students will continue writing their fiction stories and using the anchor chart to work independently. The teacher will conference and pull small groups based on skills writers need help with.

Share: Students sit on the floor. Teacher asks the students what they did during writing workshop. Teacher will pick one row and do a Wave Idea- students will go down the row sharing what they did during writing workshop.


28

Minilesson: Writers Reread their Story to See If It Makes Sense 10

Objective(s): Writers reread their fiction story to see if it makes sense

TEKS: 2.17C

Notes: Prior to the lesson have the “new eyes” paper printed and eyes cut out. Glue or tape the “new eyes” to popsicle sticks

Materials: • The first fiction story written by the teacher• Popsicle stick with “new eyes” (not necessary but makes it fun)• Chart paper and markers




Writers, it has been a long time since I wrote my first fiction story. Today we are going to learn how to look at our fiction story with new eyes and check to see if it makes sense.






1.The teacher explains the importance of rereading a piece of writing and begins to create an anchor chart – How to See If My Writing Makes Sense

2. Under the title the teacher writes Step 1- Reread.

3. After that the teacher writes Step 2 – Ask Questions. The teacher explains there are three question writers need to ask themselves after they finish rereading. *Does this make sense? *Do I need to add anything? *Is there anything that needs to be taken out?

4. Show the students the popsicle stick with the “new eyes”. Model rereading the first page of a story using the popsicle stick to point to each word.

5. After rereading the first page the teacher thinks aloud and asks the three questions to his or her self. *Does this make sense? *Do I need to add anything *Is there anything that needs to be taken out?





5. Together the teacher and students are going to reread the second page.

6. Students will turn and talk about what does not make sense, what can be added and what should be taken out. With the students help, the teacher will make changes so the story.

Link: Today and every day, Writers, when you finish writing it is important to see if it


29

restate teaching point

tell how learning can be used in future

makes sense. The best time to do that is a day or two after you have finished the story. Then you will have “new eyes” to examine your story. Today, pull your very first fiction story. Use your “new eyes” to examine your story.


Students will reread their first fiction story with “new eyes”. They will make changes and then work on another piece of writing. The teacher should note which students are not able to make changes and plan to confer or pull them in a small group.

Share: Pick one or two students’ stories to show how they fixed their writing to make sense.


30

Minilesson: Story Beginnings . . . 11

Objective(s): Writers explore beginning sentences from mentor texts to create their own beginning sentence.

TEKS: 2.17A, 2.17B, 2.17C

Notes: Before beginning the lesson have a chart made titled – Story Beginnings. This chart will contain the first sentence of the mentor texts as well as other fiction stories you have read to your class. Try to gather a variety of beginning sentences (see example chart in appendix).

Teacher will have a new story started with sketches only, no words.

Have students come to the floor today with a story they are working on, a pencil and two sticky notes.

Materials: • Mentor texts from lessons 1 and 2• Additional fiction books that have been shared in class• Teacher and student notebooks• A previously written fiction story (All students)• Sticky Notes• Pencils• Chart paper and markers




Writers, I finished my fiction story yesterday. So last night I picked a new idea from my Writer’s Notebook and began planning. I thought about my story, I told it to my family, and kept telling it until I finally sketched it across the pages of a new booklet. Then I realized I wasn’t sure how I wanted to begin my story. Today, we are going to look at some fiction stories by our favorite authors and notice how they began their stories’.






1. Teacher begins to hold up a mentor text and reads the first sentence. Have the sentence already written on the Story Beginnings chart.

2. Discuss the feeling you get from reading the first sentence. (e.g., excitement, desired to know more, sadness or empathy, etc. . .)

3. Continue to go through other mentor texts, writing down the beginning sentence for each one. Teacher makes the connection that these sentences make you want to read more to find out what will happen in the story. As writers we need to do the same with our beginning sentence. We want readers to keep reading our story. We can use our favorite author’s first sentence as a guide to help us as writers.

4. Teacher turns to new booklet with sketches. Talk through your story by going through the sketches. My new story is going to be about a little girl named Sarah and her friend, Abby. They are going to make a giant snowball that gets away from them and rolls down the hill. The snowball is going to roll over a few things before something finally stops it! I was thinking that I really like the first sentence from Zack’s Alligator Goes to School – Zack rode the bus with his best friend, Turk. In my fiction story - Sarah and Abby are not on a bus but the y are on the top of a hill. So let me write my first sentence using the first sentence from Zach’s Alligator Goes to School as a guide: Sarah stood at the top of the hill with her best friend, Abby. See how that sounds similar to Shirley


31

Mozelle’s first sentence? It’s not exactly the same, because my story is different, but I used her beginning sentence as a guide for mine.

5. Teacher will model writing the beginning sentence on their first page.





6. Students will turn and talk with their writing partner and help each other come up with the beginning sentence of their story, using the chart of beginning sentences as a guide.

7. Students will write their new beginning sentence on a sticky note and place it on the first page of their fiction story.

8. Teacher will add one or two examples of a beginning sentence to the chart – Story Beginnings



be used in future

Today, Writers, if you are starting a new fiction story, think about how you want to begin with that first sentence. Use the examples on the chart to give you ideas of how you could write your first sentence. Let’s share our story beginnings after independent writing and how we changed them to make our audience want to read more. Happy writing!


Students will work on writing fiction stories. Everyone is at a different point. Teacher will go around and work with students to help them with a new beginning sentence. Remind students to look at the anchor chart – What Do I Do When I am Done, when they think they have finished writing.

Share: Pick one or two story beginnings to share with the class. Make sure these examples demonstrate today’s lesson. Add them to the anchor chart – Story Beginnings.


32

Minilesson: The Story Ends 12

Objective(s): Writers explore ending from mentor texts to create their own ending.

TEKS: 2.17A, 2.17B, 2.17C

Notes: Before beginning the lesson have an anchor chart made titled – Story Endings. This chart will contain the last sentence of the mentor texts as well as other fiction stories you have read to your class. Try to gather a variety of ending sentences.

Teacher will have a fiction story that is complete. The story will have The End written at the bottom of the last page.

Have students come to the floor with one fiction story they have completed.

Materials: • Mentor texts from lessons 1 and 2• Additional fiction books that have been shared in class• Teacher and student notebooks• A previously written fiction story (All students)• Chart paper and markers




Writers, we have been studying how fiction stories begin. But I realize that the ending of a story is just as important. Today, we are going to look at some fiction stories by our favorite authors and notice how they began their stories’.






1. Teacher holds up a mentor text and reads the last sentence or two. Have the sentence already written on the chart –Story Endings.

2. Discuss what you notice about the ending. e.g. – Ending from Zack’s Alligator Goes to School – “Will you water me again soon?” asked Bridget. “Yes,” said Zack. “See you later alligator.” Bridget smiled and went to sleep. I noticed that the ending was funny because Bridget said “See you later alligator.” The author also lets you know that Bridget will be coming back. I could write a happy ending, a funny ending or both!

3. The teacher models thinking aloud how to revise the ending of their story. Show how to revise the ending by getting a new piece of paper and writing an ending that is either funny or a happy ending.




4. The teacher will have students take out one piece of writing that is complete. Then ask the students to turn and talk about how they could revise their story ending.


33




be used in future

Today, writers, I want you to try revising your story ending. Remember how Zack’s Alligator Goes to School ended, you could try writing a happy and funny ending like that story. You can also look through some of your favorite fiction stories to see how those authors ended their stories’. By looking at how other authors write their endings can be a guide for us.


Students will work on writing fiction stories. The teacher will go around and work with students to help them with a new beginning sentence. Remind students to look at the anchor chart –What Do I Do When I am Done, when they think they have finished writing.

Share: Pick one or two ending to share with the class.


34

Minilesson: Revising With A Partner, Day 1 13

Objective(s): Writers share their draft with a partner and provide specific, encouraging feedback.

TEKS: 2.17C

Notes: To save on time for this lesson have a Revision chart and Buddy Revision Checklist already made. These charts should be large enough for all children sitting of the floor to see clearly. If you have not already done so, it may be a good time to introduce revision pens or markers. This is always fun for students to use and useful for the teacher so they can see where students are at in the revision process.

Materials: • Student copies of Buddy Revising Checklist• Anchor chart of Buddy Revising Checklist• Students and teacher’ fiction stories• Chart paper and markers




Writers, you have written many fiction stories. I’m amazed to see the work you have done. Way to go, Writers! Today, you are going to choose the story you think is the best. (Teacher has everyone pick one story they think is the best.) Now that you have picked the best, you are going to make it even better with the help of your writing partner. We are going to learn how partners can help each other revise their fiction stories’.






1. Tell students that revision is finding ways to make your story more clear or complete. The focus during revision is not on correcting spelling, capitalization, or punctuation mistakes. Instead, revision focuses on making the story entertaining and clearing up any confusion. You may have a revision anchor chart, if so just post it on the board to review quickly. (see appendix)

2. The teacher then introduces the Buddy Revision Checklist. (see appendix) Have a copy enlarged on the board. Both partners will have a copy of their own.

3. The teacher and a student will model how to use the Buddy Revision Checklist using one of the teacher’s fiction stories. The teacher will pull out his or her Buddy Revision Checklist and story. The teacher’s partner (student) will keep their Buddy Revision Checklist and story in their writing folder. This hopefully will help partners pay attention to one piece of writing at a time.

4. Model the first two steps with the partner (student).



coach

5. The teacher will then have the students turn and talk to help with step 3-Does the writing have enough details?

6. The teacher will listen in on student conversations. Then model adding in details he or she heard using the Revision Marks at the bottom of the Buddy Revising Checklist.


35




be used in future

Today, Writers you will work with your writing partner to make your best story even better. It is important to take turns. Only complete steps 1 – 3 today on your Buddy Revision Checklist. After that, switch roles and work on the person’s story. (It might be a good idea to have the directions listed on the board.)


The teacher will monitor how students are working together and helping partners that need assistance.

Share: The teacher will compliment partners that worked well together helping each other revise fiction stories.


36

Minilesson: Revising With A Partner, Day 2 14

Objective(s): Writers share their draft with a partner and provide specific, encouraging feedback.

TEKS: 2.17C

Notes: Revising with a partner will take two days. To be prepared the teacher should have a class set of the Buddy Revising Checklist and the B-M-E Checklist.

Materials: • Student copies of Buddy Revising Checklist (see appendix)• Anchor chart of Buddy Revising Checklist• Student copies of B-M-E Checklist (see appendix)• Students and teacher’s fiction stories• Chart paper and markers




Writers, (connect to yesterday’s lesson)Today, we will continue with revising our best fiction story with our partner. We will complete steps 4 and 5 of the Buddy Revising Checklist. We are going to learn how to check to see if our story has a beginning, middle, and end and make sure our title matches our story.






1. Teacher reviews how fiction stories have a beginning, middle, and end. Show the students the B-M-E Checklist.

2. Teacher and partner (all students on the floor) will go through one story together to check and see if the story has a B-M-E.

3. Read the story together. After reading, the buddy will ask their partner these questions, one at a time. . *What did your character want? *What was the first problem? *What was the second problem? *What was the big surprise before the end? *How did your story end? Partners will discuss each question and place a check in the box if it is complete. If the buddy and writer both agree a part is missing they will add it on a sticky note and place it on the correct page.


37

4. Teacher and partner (student) model rereading the story to see if it makes sense.

5. Last, check and see if the title matches the story.





The teacher will read his or her story to the class. The teacher will ask one question at a time and have students turn and talk to discuss if that part is complete or missing.



be used in future

Today, Writers you will work with your writing partner to make your best story even better. It is important to take turns. Complete steps 4 and 5 today on your Buddy Revision Checklist. After that, switch roles to revise both stories. (It might be a good idea to have the directions listed on the board.)


Partners will work together to revise fiction stories.

Share: The teacher will compliment partnerships that used the checklist and worked together.


38

Minilesson: Think, Write, Punctuation and Read It! 15

Objective(s): Writers form a sentence in their mind, write the sentence, put the punctuation at the end of the sentence, and then read the sentence checking to see if it makes sense.

TEKS: 2.17D, 2.22C (i)

Notes: The teacher should have their story from the previous day with only the ending left to complete.

This bookmark is introduced to all students but notice as students become more fluent with writing complete sentences and putting punctuation. This bookmark will not be needed as students become more proficient writers.

Materials: • Large bookmark of Think, Write, Punctuation, and Read• Individual bookmarks of Think, Write, Punctuation, and Read• Teacher booklet from the previous day• Black marker for writing




Writers, we have been writing fiction stories. Some of you are about to begin your third story. That is really great work! But I noticed that many of us were forgetting to put in our periods at the end of sentences. It is much more difficult to go back after we write our whole story to put in periods. So today we are going to learn a strategy to help us remember our punctuation at the end of sentences. Then when people read our stories they will not get confused.






The teacher will explain the importance of punctuation. Then the teacher will display the Think, Write, Punctuation, Read It! bookmark.

Teacher will display his or her fiction story from the previous day. They will model rereading their story up to the part they need to complete. The teacher will model using the bookmark, thinking aloud how they want their next sentence in their story to go. Students should see and hear their teacher forming the sentence orally. The teacher will refer back to the bookmark – I now know what I want to say. The next thing is to write it. After writing the sentence, the teacher will refer back to the bookmark – I wrote my sentence, now it says Punctuation. The teacher places the correct punctuation at the end of their sentence. Again, the teacher refers back to the bookmark – I put my period. Now the last thing it says to do is read it. So I will check to see if my sentence makes sense or I forgot any words. The teacher will repeat the process and write a second sentence.


As the teacher goes through the steps to writing another sentence, he or she will ask the students - What do I do next? The students will respond chorally each time. The teacher will pass out Think, Write, Punctuation, and Read It bookmarks to each student.


39






be used in future

Today and every day, we need to remember to think about what we want to write, write the sentence, put our punctuation, and then make sure to read it back to ourselves. Then when it is time to let someone read our stories they will understand and be able to enjoy them.


Students will be working on their fiction stories. The teacher will conference with students who need guidance with the Think, Write, Punctuation, and Read It bookmark.

Share: Students will share writing with new friends.

Teacher will point out individual students who used the Think, Write, Punctuation, and Read It bookmark and share their writing.


40

Minilesson: Using the Word Wall to Help Spell High Frequency Words 16

Objective(s): Writers use the word wall to help spell high frequency words

TEKS: 2.17D, 2.23C

Notes: Teachers may want to have a personal word wall for students to keep in their Writer’s Notebook or a writing folder.

Make sure students come to the floor with their Writer’s Notebook and a pencil.

Materials: • A Word Wall in the classroom• Individual Word Walls• The teacher’s beginning of a new story• Writer’s Notebooks • Pencils




Writers, you have working diligently on your fiction stories. Some have even started a fourth story! But I noticed that others are not writing as much because they are not sure how to spell some of the words in their story. They stop for a long time and just sit at their seats. Today, I am going to teach you a strategy to make writing a long story easier.






1. The teacher explains how writers have different strategies to spell words and one way is using a word wall. The word wall has high frequency words. These words are common words in reading and writing.

2. Teacher and students review the words on the class word wall. Read through the words so all students are familiar.

3. The teacher will display a piece of their writing on the board. This writing should not be complete. Model writing a sentence and getting “stuck” on a word (e.g., they, why, went, want . . . etc.). The word you struggle with should be visible on the word wall.

4. Model for students listening for sounds in the word or how word begins. Then refer to the word wall to find that word.

5. Pass out individual Word Walls to students.




5. Repeat the process with another sentence. The teacher should get stuck on a word and have the students practice sounding it out and using their individual Word Wall to find the correct spelling.


41




be used in future

Today and every day, Writers, when you are writing and you know the word, write it fast. If it is a word you almost know, check the word wall and then write it.


The teacher should conference with individual students and/or partners depending on the needs. It is important to keep track of where students are in the writing process. Pull those students individually or in a small group.

Share: Share with the class one or two students you noticed using the word wall to help spell their words.


42

Minilesson: Editing with A Partner 17

Objective(s): Writers edit their fiction story with a partner.

TEKS: 2.17D

Notes: This can be done over two days.

Materials: • Red and green pens or markers (enough for partners to share)• Buddy Editing Checklist (student copies)• Alphabet strip with upper and lower case letters• Chart paper and markers




Applaud students for their revising efforts and let them know that they are very close to publishing their projects. Writers put a lot of time, effort, and passion into their writing. Share with students a time when you rushed through something very quickly, and in the end, you weren’t very happy with your finished product. Then, share a time when you worked really hard to finish a project – and even though it took a long time, and lots of hard work, tell them how proud of yourself you were.

Tell students that editing is the stage where you check your writing for correct spelling, punctuation, and capitalization. Tell them that today, they become editors!!






1. Explain that editing is looking for mistakes that might make the story confusing for readers. When writers edit their writing they look at capitalization, punctuation, and spelling.

2. Introduce the Buddy Editing Checklist. Explain that today they will only complete steps 1, 2, and 3 today. Steps 4 and 5 will be done on day 2.

3. The teacher will model how to use the Buddy Editing Checklist with a partner. The teacher will have their fiction story and a student will be the “Buddy”.

4. Step 1, teacher and student model how to read one fiction story together.

5. Step 2, the teacher asks the students – When do we use a capital letter? As the students chorally respond the teacher will refer to an anchor chart in the the room or quickly write the responses on the board. Writer and Buddy work together looking at the letters in the story. Using an alphabet strip and a green pen, partners will edit for correct capitalization.

6. Step 3, the teacher asks the students – What kind of punctuation goes at the end of a sentence? Then the Writer (teacher) and Buddy work together looking at the punctuation. The teacher used a red pen for punctuation.


As the teacher is going through steps 2 and 3, he or she will have the students chorally respond to – When do we use a capital letter?


43




What kind of punctuation goes at the end of a sentence?



be used in future

Today, Writers, work with your writing partner and read through your fiction story making you used capitals and punctuation correctly. Use your green pen to correct capital letters and a red pen for punctuation.


Students work with partners using the Buddy Editing Checklist. If time permits, you may let them publish their writing.

Share: The teacher will compliment partnerships that used the checklist and worked together.


44

Minilesson: Celebrating Authors 18

Objective(s): Writers rehearse and share their revised and edited fiction story.

TEKS: 2.17E

Notes: Students have been working on revising and editing their best fiction story. Before this lesson begins the teacher may want to have the students make a cover for their fiction story. Some teachers may want their students to copy over the story but many times when this is done children are copying it over with the same errors. Instead of the whole story, the teacher can model how to copy a page or favorite part of the story. Today should be a day of celebration!

Materials: • Teacher fiction story• Students’ fiction story




Writers, today is the day we will be celebrating all of our hard work and wonderful fiction stories. We have spent the last several weeks learning how to write Fiction stories just like our mentor authors. We also spent a lot of time working with our partners to make our writing easier to read and today we will get to share our best piece with others.






1. Have students come to the floor with their best fiction story. This is the story they have been revising and editing with partners.

2. Explain to the students that they will practice how to share their stories. The teacher reads the story, mumbling their way through it. The teacher will ask, “What did you think?”

3. Then the teacher explains that when students are sharing their story they need to read it using a storyteller’s voice. The teacher rereads his or her story. This time with expression.





It’s rehearsal time writers! I’m going to give you some time to practice reading your fiction story in a storyteller’s voice right here at the meeting area. Read with expression and pause at the right spots. Go ahead…I’ll be listening.



be used in future

Today, writers, you will go off and practice your story. Take a few minutes to read it like you were reading it to an audience. If a few minutes, I will give a chance to share your best fiction story

Independent Students will rehearse and then share their story using a storyteller’s voice.


45

Writing:Share: The teacher can meet with the students and ask them what they learned about

writing fiction stories. Take a moment to share what they learn as writers.


46

Minilesson: Craft – Adding Dialogue CR1

Objective(s): Writers add words the character says into their fiction stories.

TEKS: 2.17C

Notes: Today’s lesson is to teach students to add dialogue. Students will add what their character says on sticky notes. It is not to master how to use quotation marks. The students will be introduced to quotation marks but the objective is to begin adding words the character says.

Materials: • Familiar fiction story• One of the teacher’s fiction stories• Chart paper and markers




Writers, let’s revisit our anchor chart – Fiction Authors. I notice our anchor chart says fiction authors use dialogue or have the character talking. Today we are going to learn how to add dialogue in our fiction stories.






1. The teacher pulls out a familiar fiction text. You can use the mentor texts you have or another text you read earlier in the year.

2. Use the text to demonstrate dialogue and how dialogue makes the fiction story more interesting.

3. Refer back to the story Imogene’s Last Stand by Candace Fleming.Remember the story Imogene’s Last Stand? We really enjoy this book. We laughed at all the things Imogene said.

4. Have examples posted on the board of dialogue from the text. Draw the students to notice how without Imogene talking we probably would not have enjoy the story as much.





5. Teacher and students will work together to add dialogue to one of the teacher’s modeled stories.

6. The teacher will write the dialogue on a sticky note and place it on the teacher’s story.


point tell how learning

Today, writers, look through your fiction stories and see where you can add dialogue. Write your dialogue on a sticky note and place it where you want it to go in your story. Share your dialogue with your writing partner. Happy writing!


47

can be used in futureIndependent Writing:

Students will work on their fiction stories to see where they can add dialogue. The teacher will confer with students and or work with a small group on a particular writing skill.

Share: Have students share the dialogue they added to their fiction stories. During this time show student how to add quotation marks.


48

Minilesson: Craft – Show, Don’t Tell CR2

Objective(s): Writers show how a character feels by describing what the character does and says

TEKS: 2.17C

Notes: List advanced preparation or key ideas important to know prior to lesson.

Materials: • List materials•• Teacher and student notebooks• Chart paper and markers




Writers, we have been learning about how to make our fiction stories more interesting for the readers. Today, we will learn a new strategy. It is called show, don’t tell.






1. Teacher explains to the students that show, don’t tell means that the writer does not come out and say how the character feels. (e.g., Abby was so happy her dog came home.) Instead the writer gives the reader clues to figure out how the character felt.

2. The teacher pulls out one of his or her fiction stories and reads up to a point where the teacher wrote how a character felt. (e.g. – Sammy Seal struck out at bat. He was so sad.)

3. The teacher explains to the students that this is telling how the character felt and good writers show. The teacher has the students turn and talk about a sad person. The teacher asks these questions. *What does their body do? *What does their face look like? *What might a sad person say?

4. After listening in on the conversations, the teacher will summarize what he or she heard. It might be good to put up an already made poster that has some words that describe sad.

5. Then model revising that part in the story by getting a new piece of paper to write on. e.g. –


1st draftTelling how the character felt

Revised draft -Showing how the character felt

49

6. The teacher will read the first draft and then the revised draft showing the difference between telling and showing.





7. The teacher will have the students pull out one of their fiction stories and ask them to reread their story looking for a place where they told how the character felt. Have them turn and talk with their partner about what they could write to show how the character felt.



can be used in future

Today, writers, now that you have found a place that tells how the character feels, you need to go back and try revising that part to show how the character feels. Do this on a new piece of paper. Remember, when you show how a character feels you describe what their body is doing, what their face looks like, and things they might say.


Students will work on fiction stories as the teacher confers with students. Show, don’t tell is not easy to put into writing. Make note to see if you might need to spend another day and if so trying picking a different feeling for the next day.

Share: Have writers share their attempts at showing, not telling.


50

Minilesson: Craft – Improving the Lead CR3

Objective(s): Writers use familiar texts as models to improve the lead of their fiction story

TEKS: 2.17C

Notes: Teachers need to select two texts that have similar leads. Types of leads ─ *Action *Describing the character (lesson 16) *Dialogue (lesson 14) *Setting *Or a combination of the above

The texts you select should be familiar stories the students have heard. The texts in this lesson are examples, for more example lessons on leads refer to The Craft of Revision by Lucy Calkins and Pat Bleichman and/or Literature Based Mini Lessons to Teach Writing by Susan Lunsford.

The teacher will also need the lead from each text written on chart paper or projected for students to be able to see clearly.

Materials: • Two fiction text with similar leads• Chart paper• Markers• A fiction story written by the teacher• Sticky notes




Writers, we have been paying attention to how authors begin their fiction stories and writing those beginnings on our anchor chart – Story Beginnings. Today we are going to look at how authors write story leads.






1. The teacher begins an anchor chart titled – A Lead … and then writes the definition. A lead is the first few sentences of a story. The teacher then explains how the lead is the part that hooks the reader and makes them want to read more of the story.

2. The teacher pulls out the first familiar text and the chart paper with the lead already written on it. The first example is from Froggy Plays T-Ball by Jonathan London.

3. The teacher reads the lead as the students listen. Then the teacher reads the lead again and asks them to notice how Jonathan London writes his lead. Students will turn and talk about noticings and the teacher will ease drop on


Froggy stepped up to bat.He wound up and swung – whack!

The ball sailed up…up…up…And out of the park.

“Home run! Home run!” shouted Froggy.He yelled so loud . . .

51

conversations.

4. The teacher will tie in what was heard to the teaching points he or she wants to make. e.g. The character was doing something(action), used details to paint a picture, and had the character talking(dialogue)

5. Teacher and students look at another lead that is similar to the first example. The second example is from Little Puppy Lost by Alison Edgson.

6. The teacher reads the lead as the students listen. Then the teacher reads the lead again and asks them to notice how Alison Edgson writes her lead. The students will turn and talk as the teacher listens in.

7. The teacher will tie in what was heard to the teaching points he or she wants to make. For example, the character was doing something (action), used details to paint a picture, and had the character talking (dialogue).

8.Complete the anchor chart ─

*Make sure there is enough room on the anchor chart to add more information. Teachers will add more to the anchor chart in Lesson 16.





9. Using one of the teacher’s fiction stories, the students and teacher will revise the lead using the familiar texts as a guide. Write the new lead on sticky notes and attach the sticky notes to the beginning of the story.




Today, Writers, you may want to go back to an old story and revise the lead or begin a new one. Whatever you do, remember to use our anchor chart to remind you of how to write a strong lead.

Independent Students will work on rewriting a lead for an old story or begin a new story. The


52

Writing: teacher conferences with students and make observations of those who need more support.

Share: Students will share writing with friend in the class.


53

Minilesson: Craft – Explore Strong Leads with Introducing the Character CR4

Objective(s): Writers write a strong lead by giving details about the main character

TEKS: 2.17C

Notes: *Teachers need to select two texts that demonstrate introducing the character. Students should be familiar with the texts. *The teacher will also need the lead from each text written on chart paper or projected for students to be able to see clearly.

Materials: • Two fiction text with similar leads• Anchor chart from lesson 13 - Leads• Marker• A fiction story written by the teacher• Sticky notes




Writers, the other day we began learning how fiction authors begin their story with strong leads. Today, you are going to learn another way to write a strong lead. This way is through introducing the character.






1. Teacher reviews anchor chart from lesson 13 titled Leads. The teacher then explains how the lead is the part that hooks the reader and makes them want to read more of the story.

2. The teacher pulls out the first familiar text and the chart paper with the lead already written on it. The first example is from Morning Bath by Joy Cowley.

3. The teacher reads the lead as the students listen. Then the teacher reads the lead again and asks them to notice how Joy writes her lead. Students will turn and talk about noticings and the teacher will ease drop on conversations.

4. The teacher will tie in what was heard to the teaching points he or she wants to make. (e.g., We learned what the character likes to do. Also, the lead says what the character likes – toy boat, yellow duck . . . The reader learns that Mr. Porter is silly.)

5. Teacher and students look at another lead that is similar to the first example. The second example is from Mr. Lincoln’s Way by Patricia Polacco.


Mr. Porter liked to lie in the bathwith his blue boat,his yellow duck,his cup of coffee,and his morning paper.

Mr. Lincoln was the coolest principal in the whole world, or so his students thought. He had the coolest clothes, had the coolest smile, and did the coolest things. He had tea parties with Mrs. West’s kindergarten every spring. He took Mr. Bliss’s sixth-grader on nature walks in the fall. . .

54

6. The teacher reads the lead as the students listen. Then the teacher reads the lead again and asks them to notice how Patricia Polacco writes her lead. The students will turn and talk as the teacher listens in.

7. The teacher will tie in what was heard to the teaching points he or she wants to make.

8. Add to the anchor chart.





9. Using one of the teacher’s fiction stories, the students and teacher will revise the lead using the familiar texts as a guide. Write the new lead on sticky notes and attach the sticky notes to the beginning of the story.




Today, Writers, you may want to go back to an old story and revise the lead or begin a new one. Whatever you do, remember to use our anchor chart to remind you of how to write a strong lead.


Students will work on rewriting a lead for an old story or begin a new story. The teacher conferences with students and make observations of those who need more support.

Share: Students will share new leads with classmates.


55

Minilesson: Craft – Something Surprising Happens Right Before the End CR5

Objective(s): Writers add a surprising event right before the end of the story.

TEKS: 2.17A

Notes: Teacher will need familiar texts that demonstrate a surprise right before the end.

Students should come to the floor with a fiction story that they have completed.

This lesson could be extended for another day. The next day you could show the students which surprise event you chose to add to your story. You may want to find another familiar fiction story that demonstrates the surprise event before the end. Then have students pick another fiction story to brainstorm a surprise event and add it right before the end.

Materials: • Anchor chart – Fiction Authors (Lesson 2)• Anchor chart – Problems (Lesson 8)• Teacher’s fiction story• Chart paper for adding in a surprise before the ending• Markers




Writers, let’s look at our anchor chart- Fiction Authors. We have noticed what fiction authors put into their stories’. As writers, we have tried doing those things. Today we are going to try putting a new element into our story. This is a surprise right before the end!






1. The teacher explains that the author adds an event that the reader wasn’t expecting. This event is right before the author ties the story all together. The teacher pulls out the text Those Shoes and the exploring the problem chart from lesson 8. Review how a fiction story progresses. Then add at the bottom of the chart – Something Surprising Happens.

2. Using the book, Those Shoes, the teacher reviews the story with the students until they get to the surprising part. I was so surprised when the boy gave his black high top shoes to his friend. I never expected that! That is what fiction authors do to keep you on your toes when you are reading. Write on the anchor chart – the boy gives his black high tops to a friend.

3. The teacher pulls out a fiction story that he or she has completed. Models how to add something surprising to his or her story.


4. Teacher will have the students turn and talk about what surprising event the teacher could add before the end of the story.


Those ShoesCharacter wants – Black high-tops Problem 1 – old shoes fall apart Problem 2 – new black high-tops too small Something Surprising Happens -

56




5. The teacher will write some ideas on the board. I will think about which event I want to add. My surprise event has to make sense in my story.




Today, Writers, work with your writing partner, go back and look at the fiction story you are working on and brainstorm possible surprises that could happen right before the end of your story. You can use another piece of paper to write your ideas down.


Students will work with writing partners to brainstorm a surprise event before the end.

Share: Students can share ideas they came up with for the surprise right before the end.


57

storage.schoolnet.comstorage.schoolnet.com/cfisd/lang_2_a_fiction writing_l… · web...

Documents