Unit 3 Small Moment Stories Lessons 1 8 Literature...

AKS Lesson Plan

Writing Workshop First Grade Unit 3 – Small Moment Stories Lessons 1‐8

1. Writing Small Moments, Part 1 2. Writing Small Moments, Part 2 3. Writing Over Pages 4. Planning with Sketches, Part 1 5. Planning with Sketches, Part 2 6. Zooming In 7. Zooming In on Details 8. Using Specific Language

Literature suggested for Unit 3 lessons Lesson 1 – Roller Coaster by Marla Frazee Lesson 2 – Knuffle Bunny, by Mo Willems Lesson 3 ‐ The Paperboy by Dav Pilkey Lesson 6 ‐ Looking Down, by Steve Jenkins

AKS Lesson Plan

Academic Knowledge & Skills Lesson Plan

Lesson Name Writing Small Moments, Part 1 Lesson 1 Grade Subject Course Topic‐Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Small Moment Stories 2 days

AKS # Description 1LA_A2009‐3

Communicate effectively when relating experiences and retelling stories read, heard, or viewed

1LA_F2009‐74

Describe an experience in writing

1LA_F2009‐72

Use oral or written prewriting (graphic organizers)

Materials/Links/Text References Roller Coaster by Marla Frazee or another small moment text Chart paper – see appendix A for sample T‐Chart

Essential Questions What should students know when unit or lesson is completed?

What is a small moment story? Where do writers get ideas?

AKS Lesson Plan

Essential Vocabulary anchor chart mentor text story

Teacher Lesson Prep Suggestions (Optional) Have seed idea notebooks or somewhere else that students can place brainstorming.

Assessment Strategies Assess student understanding by observing during the mini‐lesson and in conferences to see if students can distinguish between the bigger story and the small moment.

Required Background Knowledge for Students Students will be using their previous experiences with literature to identify the small moment.

Quality + Teaching Strategies X Assessment

Comparison & Contrast

Literacy

Non‐Verbal Presentation

Technology

X Questioning

Summarizing

Background Knowledge

Collaboration

X Modeling & Practice

Problem Solving

Student Goal Setting

Vocabulary

X X X

X X

X X X

CHECK ALL THAT APPLY

AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up‐ Day 1 Connect: [You might say] “We have been working as writers to brainstorm ideas for stories. Today we are going to explore how many writers will focus their story on one small moment instead of a whole day.” Teach: Read aloud Roller Coaster or another small moment book. After reading, explain to students how the writer’s entire story is about one ride instead of everything she did at the amusement park. Create a T‐chart on the chart paper. Label the left side the “Big Story” and the right side the “Small Moment”. Put “A day at the amusement park” on the left side and have students help you write a short summary of the small moment on the right side. Active Engagement: Work together to add another example to the chart. On the left side write “A Day at the Pool”. Have students turn and talk with a partner about what small moment could possibly be on the right side. Listen to a few examples and add a small moment example to the chart. Have students create the T‐chart in their seed idea notebook. Link: [You might say] “Today I want you to build your own T‐chart. Think of big things you have done (i.e. a trip to the beach, Six Flags, birthday parties, Christmas, school). Once you write the big idea on the left, then think of the smaller story (i.e. the one moment) that you could write about that relates to your big idea. Once you get a few ideas on your T‐chart, you can continue working on a story in your writing folder or begin writing a new story about one of your small moments.”

Instructional Activities

(Independent Time) Students will brainstorm possibilities for their T‐chart. If you have a group of students that are struggling with the difference between big and small moments, then pull a small‐group conference to scaffold their ideas.

Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other

For students who need additional support, confer with students and use questioning techniques to aid in the brainstorming process.

Summarizing Strategies

(Share) Call students back to the carpet for share time with their notebooks. Conduct a survey share where each student shares one seed idea on their list. Encourage students that make a connection to add that idea to their list too.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 2‐ Small Moments pgs. 2‐13

AKS Lesson Plan

1_Writing_Unit 3_Small Moment Stories‐Appendix A

A Sample T‐chart

A Day at the Amusement Park Riding the Roller Coaster

Water slide

Winning a stuffed animal

Eating ice cream

Waiting in long lines

Going to the gift shop Bumper cars

Riding the roller coaster

Waiting in line

Measuring height

Getting in the seat Buckling in the seat Train starting Going up the hill Zooming down the hill

Going in circles Getting off the roller coaster

AKS Lesson Plan


Lesson Name Writing Small Moments, Part 2 Lesson 2 Grade Subject Course Topic‐Strand 1 Language Arts Writing




1LA_F2009‐74


1LA_F2009‐72


Materials/Links/Text References Knuffle Bunny, by Mo Willems Chart: Everyday Small Moments


What is a small moment story? Where do writers get ideas?

Essential Vocabulary anchor chart mentor text story

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have seed idea notebooks available so that students have a place for brainstorming

Assessment Strategies Assess student understanding by observing during the mini‐lesson and in conferences to see if students can distinguish between the bigger story and the small moment.

Required Background Knowledge for Students Students will be using their previous experiences with literature to identify the small moment.



Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X X

X X

X X X


AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up‐ Day 2 Connect: [You might say] “Yesterday we talked about how many writers will create whole stories about one small, tiny moment in their life. Today I am going to show you how those small moments can be simple everyday things.” Teach: Read aloud Knuffle Bunny. Engage in a discussion about what the small moment is and highlight how the story is about an everyday event. Explain how small moments don’t have to be from huge events. Model thinking of some everyday events that you might develop into a small moment story. Write them in a list under the heading “Everyday Small Moments”. Active Engagement: Have students create the same heading in their notebooks. Give students some time to brainstorm quietly and think of an everyday moment. Provide some ideas to prompt their thinking. Once students have had time to think and even jot down an idea, have a few students share some everyday small moments with the group. Model making connections and adding ideas to your seed list. Encourage writers that make a connection to an idea that is shared to add it to their personal list. Link: [You might say] “Today I want you to continue brainstorming a list of everyday small moments (i.e. baking cookies, seeing a spider, waking up late). Once you get a few ideas on your list, you can continue working on a story in your writing folder or begin writing a new story about one of your small moments.”


(Independent Time) Students will brainstorm possibilities for their “small moments” list. If you have a group of students that are struggling with the difference between big and small moments, pull a small‐group conference to scaffold their ideas. Individually confer with students to spark their ideas and help them recognize daily everyday experiences as seeds for stories.


For students who need additional support, confer with students and use questioning techniques to aid in the brainstorming process.


(Share) Call students back to the carpet for share time with their notebooks. Conduct a survey share where each student shares one seed idea on their list. Encourage students that make a connection to add that idea to their list too.


AKS Lesson Plan


Lesson Name Writing Over Pages Lesson 3 Grade Subject Course Topic‐Strand 1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days) Small Moment Stories 1 day



1LA_A2009‐4

Begin to use organizational structures (beginning, middle, end, and sequence of events) and strategies (transition words and time cue words)

Materials/Links/Text References The Paperboy by Dav Pilkey or another short text that has a clear beginning, middle, and end Writing paper stapled into booklets of 3 pages


How do we create stories with a beginning, middle, and end? What is a small moment story?

Essential Vocabulary beginning middle end prewriting/planning best order (sequence)

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have writing paper stapled into a three page booklet for each student.

Assessment Strategies Assess student understanding by observing how students identify the sequence of the story and are able to orally sequence their stories. Confer with students to assess how well they are able to sequence the order of their story.

Required Background Knowledge for Students Students will be using their previous experiences with literature to identify the beginning, middle, and end of the text.

Quality + Teaching Strategies Assessment


Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “We have been collecting different seed ideas that might grow into stories. Today we are going to explore how we can help the stories we write grow more.” Teach: Read aloud The Paperboy. After reading, explain how you can retell the story in just a few sentences; however, the author uses many pages to tell this simple story. The reason is because he uses many details to describe the different events of the story. Model touching the pages of a writing paper booklet as you tell students a story you think you are going to write. Show how you touch the first page as you tell the details of the beginning of your story, the second page for the middle of your story, and the last page for the end of your story. Active Engagement: Give students their own booklet. Have students think back over their seed ideas to decide on an idea for a new story. During the mini‐lesson, have students practice telling a story to themselves while touching the pages that correspond with the beginning, middle, and end. Link: [You might say] “Today I am going to put you with a writing partner. You are going to tell your partner the same story you just practiced. As you tell your story, you need to touch each page of your booklet. Try giving your partner many details to make your story interesting.”


(Independent Time) Students will orally tell their story to a writing partner to practice telling the beginning, middle, and end while physically touching the pages of their booklet. Students could share with more than one partner to become very familiar with the details of their story.


For students who need additional support, guide them as they orally tell their story. Model touching the pages as the student tells the story. Probe by asking questions to get more details into their story.


(Share) Call students back to the carpet with their stories for share time. Have a student who demonstrated good storytelling while touching the pages share with the group. Highlight how the writers included many details in the beginning, middle, and end of their story.

Copyright/Citations (as needed) Lucy Calkins Writing Kit: Book 1‐Lauching the Writing Workshop pgs. 86‐87 Lucy Calkins Writing Kit: Book 2‐ Small Moments pgs. 72‐73

AKS Lesson Plan


Lesson Name Planning with Sketches, Part 1 Lesson 4 Grade Subject Course Topic‐Strand 1 Language Arts Writing




1LA_A2009‐4


1LA_F2009‐72


1LA_G2009‐78

Write about a personal experience or imaginative story

Materials/Links/Text References 3 pieces of chart paper – draw a line to create space for a sketch above the writing area See Appendix B for Writing Paper or use Resource CD from the Lucy Calkins Writing Kit


How do we create stories with a beginning, middle, and end? What is a small moment story? How can we plan our stories with sketches?

AKS Lesson Plan

Essential Vocabulary beginning middle end prewriting/planning best order (sequence) details Teacher Lesson Prep Suggestions (Optional) Have extra writing paper stapled into booklets of three pages for students. Plan to share your small moment story to model sketching and planning.

Assessment Strategies Assess student understanding by conferring with students as they plan and sketch pictures to show the beginning, middle, and end of their stories.

Required Background Knowledge for Students Students will be using their previous experiences with literature to identify and plan for the beginning, middle, and end of their writing.



Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X X


AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up‐Day 1 Connect: [You might say] “Yesterday we practiced telling our stories to partners by touching the pages as we talked through the beginning, middle, and end. Today I am going to show you how writers plan their stories with pictures before writing down the words.” Teach: Model how you draw a sketch to match the beginning, middle, and end of your story you told aloud previously. Discuss the importance of sketching vs. colored illustrations. Explain that students will color as they publish, but sketches are meant to be quick so we have time for writing. Show students how you go back and retell your story again using the pictures and add other details to the sketches. Active Engagement: Have students get out their blank 3‐page booklet. Turn and tell a partner what you are thinking you will sketch on each page to go with the story you practiced aloud yesterday. Link: [You might say] “Today I want you to draw sketches to plan out the story that you will write later. Remember you are not writing the words yet. Instead, draw you sketches while you tell the story out loud to yourself. You might want to even go back and see if you left out any details after you sketch the beginning, middle, and end of your story.”


(Independent Time) Students will draw the sketches for their story. They are just working on planning the beginning, middle, and end by sketching each part. If they get the entire story planned with sketches, it will be easier for them to stay on track as they write it over consecutive days.


(Share) Call students back to the carpet for share time with their stories. Have students share their sketches with a partner to tell their stories.


For students who need additional support, confer with students and guide them as they begin writing their stories. Students may need continued modeling with the alphabet linking chart as they write words.


AKS Lesson Plan


Lesson Name

Planning with Sketches, Part 2 Lesson 5

Grade Subject Course Topic‐Strand

1 Language Arts Writing

Unit Name Estimated Time Needed for Lesson (Minutes/Hours/Days)

Small Moment Stories 2 days



1LA_A2009‐4


1LA_F2009‐72


1LA_G2009‐78


Materials/Links/Text References 3 pieces of chart paper – draw a line to create space for a sketch above the writing area See Appendix B for Writing Paper or use Resource CD from the Lucy Calkins Writing Kit


How do we create stories with a beginning, middle, and end? What is a small moment story? How can we plan our stories with sketches?

AKS Lesson Plan

Essential Vocabulary beginning middle end prewriting/planning best order (sequence) details Teacher Lesson Prep Suggestions (Optional) Have extra writing paper stapled into three page booklets for students. Plan to share your small moment story to model sketching and planning.

Assessment Strategies Assess student understanding by conferring with students as they plan and sketch out pictures to show the beginning, middle, and end of their stories.

Required Background Knowledge for Students Students will be using their previous experiences with literature to identify and plan for the beginning, middle, and end of their writing.



Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X X

X CHECK ALL THAT APPLY

AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up‐Day 2 Connect: [You might say] “Yesterday we planned for our stories by sketching pictures to show the beginning, middle, and end. Today we are going to revise our sketches to see if there are any details we left out before we begin writing the words.” Teach: Demonstrate how you go back and add more specific details to your sketches or put a student’s sketched story under an Elmo to show how specific details will help you write more about your story. Begin writing the beginning of the story trying to add multiple sentences to give details about that part of the story. Remind students that they don’t tell the whole story on that first page. The words need to match the sketch for that part of the story. Active Engagement: Have students look at their sketches to see if there is another detail they could add to their sketch. Have students add to the sketch during the mini‐lesson. Link: [You might say] “Now that you have added details to your story, I want you to begin writing your story that goes with your sketches. Remember to look at the sketch to remind yourself what was happening in that part of the story before you write the words.”


(Independent Time) Students will begin writing their stories. Confer with students as they are writing to guide them to include details and not reveal the whole story on the first page, but rather elaborate on the beginning, middle, and end of the story.


For students who need additional support, guide students as they begin writing their stories. Students may need continued modeling with the alphabet linking chart as they write words.


(Share) Call students back to the carpet with their stories for share time. Highlight a student’s writing under the Elmo to show how the writing matches the picture across the pages.


AKS Lesson Plan

1_Writing_Unit 3_Small Moment Stories – Appendix B

AKS Lesson Plan


Lesson Name

Zooming In Lesson 6




Small Moment Stories 1 day



1LA_F2009‐69

Begin to maintain a focus

1LA_G2009‐78


Materials/Links/Text References Looking Down, by Steve Jenkins Optional: A camera with a zoom in feature


What is a small moment story? How can we zoom in to include details in our story?

Essential Vocabulary descriptive language details audience wordless picture book

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have extra writing paper stapled into booklets of three pages for students.

Assessment Strategies Assess student understanding by conferring with students to begin new stories or continue with a piece of writing. Make anecdotal notes about the writing behaviors of students. Especially make note of students who are struggling with the concept of a small moment story.

Required Background Knowledge for Students Students will be using their personal experiences to generate small moment stories. A student’s knowledge of a digital camera’s zoom in feature will help them to understand the concept. For students who might have limited experience with a digital camera, bring one in to use during the mini‐lesson.



Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “As writers we have been planning our story with sketches before writing the words. This helps us to think through the story in our minds and sequence it out on the page. We don’t have to finish our story in one day because our sketches help us remember our story. Today I am going to show you how important it is that we tell the little details of our story by zooming in.” Teach: Show students the wordless picture book Looking Down. Encourage students to pay careful attention to what happens as you turn each page. Once you get to the end, engage in a discussion about how the book zoomed in all the way from space to a ladybug. Discuss how they couldn’t see the ladybug in the first page. The book had to zoom in to help us see the detail of the ladybug. Make the connection to a camera lens and how people zoom in to take an up‐close picture to see better detail than from far away. Discuss how writers need to zoom in to give specifics on the events of their stories for their audience. Active Engagement: Show a page of a story you have been working on that just has a simple sentence on it. (Note: It needs to be a story that you have already shared with the students). Look back at your sketch and ask the students for help in coming up with more details to say more about that part of the story. Link: [You might say] “Now that you have helped me add details to my story; I want you to think about zooming in as you write today. Think about how you could help your audience get closer to your story by zooming in and telling more. Instead of beginning a new story today, I want you to try going back to a story in your writing folder to see what new sentences you could add to zoom in on the events in your small moment.”


(Independent Time) Students will begin writing/revising their stories. Confer with students as they are writing to guide them to include more specific details. Students may need some questioning to help spark ideas as well as explicit modeling in the kinds of details that will zoom in on a moment.


For students who need additional support, use questioning strategies to encourage students to relive the moment in order to help them zoom in on specific details for their story. Struggling writers may need to hear examples of zooming in to get started or dictate details to you for support in writing them down.


(Share) Call students back to the carpet with their stories for share time. Highlight a student’s writing under the Elmo to show how the writer zoomed in to tell more about a part of their story.

Copyright/Citations (as needed)

AKS Lesson Plan


Lesson Name

Zooming In on Details Lesson 7







1LA_F2009‐69

Begin to maintain a focus

1LA_G2009‐78


1LA_F2009‐74


Materials/Links/Text References Elmo or another projection device A pre‐planned story about an event from school that students will be familiar with (just have sketches drawn over three pages with a basic sentence for the beginning, middle, and end)


What is a small moment story? How can we zoom in to include details in our story?

Essential Vocabulary descriptive language details audience

AKS Lesson Plan

Teacher Lesson Prep Suggestions (Optional) Have extra writing paper stapled into three page booklets for each student.

Assessment Strategies Assess student understanding by conferring with students as they begin new stories or continue with a piece of writing. Make anecdotal notes about writing behaviors of students. Especially make note of students who are struggling with the concept of a small moment story. Confer with students about zooming in to give more detail.

Required Background Knowledge for Students Students will be using their personal experiences to generate small moment stories.



Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “Yesterday we learned how writers need to zoom in on a story to give more details so that the audience will understand the story better. Today we are going to practice zooming in together when we create a class story.” Teach: Model writing the beginning of your class story by crafting sentences that zoom in to provide more specific information for the reader. [Suggestion: Use the same story that you sketched in a previous lesson so students are familiar with it.] Model how you think of the detail for the beginning and say it aloud to yourself prior to writing the words. Active Engagement: After looking at the sketch, students will help you to zoom in on the middle of the story. The students will share details about the middle of the story. Link: [You might say] “Now that we have practiced together how writers zoom in to give more information in their stories, I want you to go back to a piece of writing from your folder and see what else you can add to a story by zooming in.”


(Independent Time) Students will begin writing/revising their stories. Confer with students as they are writing to guide them to include more specific details. Students may need some questioning to help spark ideas as well as explicit modeling to support details that will zoom in on a moment.


For students who need additional support, use questioning strategies to encourage students to relive the moment in order to help them zoom in on specifics for their story. Struggling writers may need to hear some examples of zooming in to get started or dictate details to you for support in writing them down.


(Share) Call students back to the carpet for share time with their stories. Have students share with a partner the story that they zoomed in on. Partners need to listen for specific details that stood out.

Other (Optional)


AKS Lesson Plan


Lesson Name

Using Specific Language Lesson 8





AKS # Description 1LA_E2010‐3 Identify and use adjectives (describing words)

1LA_G2009‐78


1LA_F2009‐74


Materials/Links/Text References 2 pictures of different dogs – see Appendix C for sample pictures


What are adjectives? How can we zoom in to include details in our story?

AKS Lesson Plan

Essential Vocabulary descriptive language details adjective/describing word visualizing

Teacher Lesson Prep Suggestions (Optional) Have extra writing paper stapled into three page booklets for each student. Have a basic sentence about the dog written on one sheet of paper. On a subsequent page, have a more detailed written description of the dog.

Assessment Strategies Assess student understanding by conferring with students as they begin new stories or continue with a piece of writing. Make anecdotal notes about writing behaviors of students, especially make note of students who are struggling with the concept of a small moment story. Confer with students about using adjectives to zoom in and add more to a sentence.

Required Background Knowledge for Students Students will be using their personal experiences to generate small moment stories. Students will build on previous knowledge of adjectives.



Literacy


Technology

X Questioning

Summarizing


Collaboration


Problem Solving


Vocabulary

X X

X X

X X


AKS Lesson Plan

Activating Strategy/Mini‐Lesson/Warm‐Up Connect: [You might say] “We have been practicing zooming in to give more specific details in our stories. Today I am going to show you what types of words writers use to be more specific.” Teach: Show students the pictures of the two dogs. Read a basic sentence about the dogs that does not give enough information for students to identify which dog you are writing about. Ask students why they are not able to identify which dog you are writing about. Students should realize that you have not been specific enough. Show students a second description where you zoom in with adjectives. Ask students to identify the dog. With the students, underline the words in your sentences that helped students identify the dog. Point out that these adjectives that describe the dog helped students to visualize which picture you were writing about. Active Engagement: Have students look at the second dog picture. Ask students to think about how they would describe the dog. Take student responses and work as a class to write a short description using adjectives. Underline the adjectives that students used in the sentences. Link: [You might say] Today in your writing, I want you to try using adjectives in your sentences to write a specific description for your audience. Just like with this dog example, your audience wants to get a mental image or visualize the story happening as they read. You need to zoom in and use good adjectives to give specific details in your stories. You may continue to work on a story from your writing folder. If you are beginning a new story today, get a new booklet and choose an idea from your seed idea lists.


(Independent Time) Students will begin writing/revising their stories. Confer with students as they are writing to guide them to include more specific details using adjectives. Students may need some questioning to help spark ideas as well as explicit modeling in the kinds of details that will zoom in on a moment. As you confer, encourage stronger vocabulary by suggesting synonyms for ordinary adjectives.


For students who need additional support, use questioning strategies to encourage students to relive the moment in order to help them zoom in on specifics for their story. Struggling writers may need to hear some examples of zooming in to get started or dictate details to you for support in writing them down. For writers that are struggling to think of adjectives, list a few possibilities and have the writer choose one. For accelerated writers who have initially revised a small moment story, you might pair writers up to brainstorm more interesting adjectives to use in a sentence.


(Share) Call students back to the carpet for share time with their stories. Conduct a survey share where each student shares one sentence they created that zooms in and uses adjectives to describe and be more specific. Collect these adjectives on an anchor chart for students to have a resource for future writing.


AKS Lesson Plan

1_Writing_Unit 3_Small Moment Stories – Appendix C

Unit 3 Small Moment Stories Lessons 1 8 Literature...

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Transcript of Unit 3 Small Moment Stories Lessons 1 8 Literature...