Lucy Calkins Units of Study Narrative Writing Book 2

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1 Lesson # 01 GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, Teaching Point (TP) Writers emulate each other by searching for an appropriate mentor text, experiencing the text, and then reading as a writer for techniques used in the text. Read Eleven by Sandra Cisneros as a mentor text of narrative. (pg 4-5). Model the experience of the story by acting out small parts. Model thinking like a writer as you point out what could be useful in a future narrative you write. Students listen to teacher reading a mentor text and share the way that they have used mentor texts in the past to help them identify what goes into a piece. Ex. When I wanted to write a speech for my student council, I looked up examples on the internet, thought about other speeches I ve heard and modeled my writing after those Pull out the techniques that are used in the mentor text Eleven Verbally students identify and discuss at tables the list that is being created MidTeaching Point: Reread text to examine more closely how an author uses techniques previously identified. Students explore mentor texts on table and create personal list of techniques that the authors use in Narrative writing. Have students recall one thing that was learned. Share that with your partner Verbally sharing ideas that they took from mentor texts.

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3 Lesson # 02 Writing GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, 3.1.1, Teaching Point (TP) Use turning points to generate small moment/personal narrative writing topics. Specifically: Students learn to list turning points in their lives to use as story starters. Listing Firsts, Lasts and Ah-ha moments. *Key to teaching before, middle and end story concepts. Students listen to teacher sharing how a turning point might be the start of a narrative story. e.g. My first day as a teacher. The last time I petted my very old and sick dog. The lesson I learned about giving gifts that matter to the people they are intended for Lead students in generating a list of these turning point moments for their writers notebooks. Ask specific questions from pg 21. Students brainstorm and write lists Mid-Workshop Teaching Point: Writers Plan. Students should look over what they have written and what their ideas and utilize a graphic organizer or planning box to plan their next piece. Find an example of a student who has used a strategy you want more children to try. Have students recall one thing that was learned. Student choice activity Students create lists of turning points. Students write the story or details of the turning point. Share with partners pieces of their own writing.

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5 Lesson # 03 Writing GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, 3.1.1, Teaching Point (TP) Use emotions to generate story ideas Specifically: Students learn to list items that evoke a feeling that may lead to a story topic (hope, fear, worry, joy, etc.) *Key to teaching analytical story writing/reading. Students listen to their teacher demonstrate how a list of moments revolving around an emotion can turn into a story. e.g. Worry The time I knew my mom had gone to see the doctor. The time a report card came in the mail. The time the phone rang and I felt it would be bad news Lead students in generating a list of these emotional moments for their writers notebooks. Ask specific questions from pg 32. Students brainstorm and write lists Mid-Workshop Teaching Point: Remembering to Paragraph. Review when to use paragraphs in narrative writing (pg 37). Student choice activity Students create lists of emotions and story starters. Students write the story or details of the emotion. Students can revise another story they already started Share another strategy students can use to generate a story. Telling family stories can also start writers thinking about times they want to write about. Students work in small storytelling groups and tell their family stories to each other. Add this to strategy to the class strategy chart. Share with partners pieces

6 Find an example of a student who has used a strategy you want more children to try. of their own writing. Tell students another strategy is to retell family stories, demonstrate

7 Lesson # 04 Writing GLE: 1.1.1, 1.2.1, 2.2.1, 2.3.1, 3.1.1, 3.1.2, 3.3, 4.1.1, 4.1.2, Teaching Point (TP) Reviewing our own writing teaches us the ideas that we ve mastered. Those skills now become part of our drafting, not revising. Share a story about a child that has successfully examined their own writing to identify how far they have come as writers. Listen and watch what the other child has learned as a model of what to look for in their own writing and planning Lead students in examining their own writing. Students take a piece that they have already revised or finished and examines it for lessons they have already mastered Students create a list of what they have learned in their notebooks Goal Setting with students Tell students that from this day forward they need to take action in their writing to insure that what they have learned appears in their writing. Students establish what their personal writing objective is for the future pieces they are working on Student choice activity Students look over stories they are currently working on further revise. Mid-Workshop Teaching Point: Remembering to Paragraph. Review when to use paragraphs in narrative writing

8 Find an example of a student who has used a strategy you want more children to try. Tell students another strategy is to retell family stories, demonstrate Share with partners pieces of their own writing.

9 Lesson # 05 Writing GLE: 1.2.1, 1.3.1, 1.6.1, 2.3.1, 3.1.1, 4.1, 1-10 Teaching Point (TP) Listening deeply to the seed idea of a piece is one way to help a writer develop an idea into story. Share a story about a writing conference you had where you listened and demonstrated listening through support, empathy and forming connections (as appropriate) so the writer could verbally draw out his story as part of planning. Listen to story about another struggling student Lead students in listening to each other. Students listen to each others stories and help each other draw out the internal story Mid-Workshop Teaching Point: Drawing on Strategies. Remind students to look over their pages of notes regarding how to develop seed ideas. Student choice activity Students revise and continue to write deeper stories. Design a way for students to share their writing or bits of writing with their tables or groups. Share with partners pieces of their own writing.

10 **It is time to begin assessing your students. Look for ways to guide them towards completing a draft for you to look at.

11 Lesson # 06 Writing GLE: 1.3.1, 1.6.1, 3.1.1, 3.2.1, Teaching Point (TP) Student will learn how to focus in on the most important message of their story. This will develop theme or big idea of their stories. Tell students they must learn to answer the question What am I trying to say in this story. Re-read sections of the mentor text Eleven Listen to story Identify through discussion the big idea that Sandra Cisneros was writing about Mid-Workshop Teaching Point: Angling Teach students through examples that word choice influence the point of view and message of a piece. Student choice activity Students revise and continue to write deeper stories. Share with partners pieces of their own writing. **It is time to begin assessing your students. Look for ways to guide them towards completing a draft for you to look at.

12 Lesson # 07 Writing GLE: 1-15 Teaching Point (TP) Looking at mentor texts can help students to draft and revise leads. Remind students/help them recall the types of leads they already know how to write. Read leads from mentor texts for more ideas. Highlight what the author did (technique) with what they could have done. Students listen to mentor texts. Students identify the techniques and what they are effective in conveying as a lead. Chart these responses Create chart (see pg 85) that contains the author s lead that the class identifies from the mentor text, the technique used Students complete the chart by writing their own lead that mimics what was done by the author. Student choice activity Students revise their leads. Mid-Workshop Teaching Point: Elaborating on Important Parts teach students to make choices about what they stretch out. Make sure that it is important to the big idea they are writing about. Share a lead that was changed to make it better or more focused. **It is time to begin assessing your students. Keep a log of student conferences and look for growth or trends in their writing.

13 Lesson # 08 Writing GLE: 3.2.1, 3.2.2, Teaching Point (TP) Writing from the narrator s point of view. Tell a story that requires you to maintain the perspective of the narrator even if you want to go deeper into another point of the story. Students listen to the story and provide a thumbs up or thumbs down as the narrator s perspective stays or changes during the story Mid-workshop Teaching Point: Asking ourselves if our details ring true. The writers should focus on real details that they experienced or saw during the moment. Students practice telling a story (orally) to a friend who monitors their narrator s perspective. Students can copy their leads and begin writing from their narrator s perspective Share stories that maintain a clear narrator s voice/perspective throughout. During the writing/monitoring time keep a log of student conferences and look for growth or trends in their writing.

14 Lesson # 09 Writing GLE: 1.3.1, 1.6.1, 3.1.1, 3.2.1, 1-20 Teaching Point (TP) Writing both the internal and external story. Explain that sometime our focused stories are really short. To lengthen them and explain the significance we need more then just the actions of the story, we need the thoughts and feelings that the characters experienced with these actions. Read a mentor text (Eleven) and discuss the internal story. Students listen to the story and participate in a discussion of internal story Read an excerpt of Olive s Ocean pg 106 and instruct students to listen for the internal and external story. Students relay the events in order (external then internal) Mid Teaching Point: Read another student s efforts at telling the internal story of a piece. Students work on individual pieces of writing at various stages of the writing process. During the writing/monitoring time keep a log of student conferences and look for growth or trends in their writing.

15 Lesson # 10 Writing GLE: 1.3.1, 1.6.1, 3.1.1, Teaching Point (TP) Writers use scenes from the past or future to bring out the internal story and add power to their narrative. Share writing by professional and student writers that show both imagined future events and remembered past events. Students listen to the story and participate in a discussion of the many ways and reasons an author chooses to use this strategy Mid Teaching Point: Using flashback to convey the main feeling of a piece Students work on individual pieces of writing at various stages of the writing process. Students read their stories to each other and discuss the strategy that they employed. During the writing/monitoring time keep a log of student conferences and look for growth or trends in their writing.

16 Lesson # 11 Writing GLE: 1.3.1, 1.6.1, 3.1.1, Teaching Point (TP) Teach students that their narratives should follow the story structure. Make reference to other planning tools you have provided (maps, timelines, etc). Review stories basic story structure by reading Peter s Chair by Ezra Jack Keats Guide students through the moments of a story: exposition, rising action, climax, falling action, resolution Students listen to the story and participate in a discussion of the story structure and create the arc on the board w/teacher Mid Teaching Point: Developing Story Mountains. Point out that it may be easier to start the story close to the action/problem so that the mini-stories you write get to the point quickly. Students work on individual pieces of writing at various stages of the writing process. Students revise their writing by creating a story arc and then revising that arc. Discuss the internal and external arcs of stories. During the writing/monitoring time keep a log of student conferences and look for growth or trends in their writing.

17 Lesson # 12 Writing GLE: 1.3.1, 1.6.1, 3.1.1, 3.1.2, Teaching Point (TP) Teach students that we don t just end stories we resolve problems, learn lessons and make changes to end them effectively. Share several possible endings to a story that you may have been working on. Students listen to the story and participate in a discussion of the endings and help to determine which could be the best solution Mid Teaching Point: Developing Story endings. Brainstorm with students possible endings for one child s paper. Students work on individual pieces of writing at various stages of the writing process. Students revise their writing by creating a powerful ending to their story arc. Discuss the internal and external arcs of stories. During the writing/monitoring time keep a log of student conferences and look for growth or trends in their writing.

18 Lesson # 13 Writing GLE: 1.3.1, 1.4.1, 1.6.1, 3.1.1, 3.1.2, 3.3.4, Teaching Point (TP) Set students up to learn about punctuation, commas in particular, from writing they admire. Set up an exploratory chart for punctuation study (p 149). Provide examples of text that use commas in different ways. As a group complete your comma inquiry. Students review different text so that they can come to a conclusion about how to use commas correctly in their own writing Mid Teaching Point: Discuss comma use in the students own papers. Students work on individual pieces of writing at various stages of the writing process. Students edit and revise their text to utilize this new punctuation appropriately. During the writing/monitoring time keep a log of student conferences and look for growth or trends in their writing.

19 Writing GLE: Lesson # Teaching Point (TP) Plan for an author s celebration Students share published work with an audience.

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