Book 5 � Authors as Mentors

Document Sample
Book 5 � Authors as Mentors Powered By Docstoc
					                        Book 5 – Authors as Mentors

In this unit the children will look at literature and authors as teachers of writing. The
book studies Angela Johnson. However, they suggest other authors as well. It is
important to find an author who writes on the students’ level and not above. For
example, Patricia Polacco is a wonderful author and primary students enjoy listening to
her work; however, her writing is at a level above where our primary students are capable
of writing. Below is a list of authors and recommended titles; you can use these or your
own favorites that represent writing that our primary students can do.

Angela Johnson                                Joshua’s Night Whispers
                                              The Leaving Morning
                                              Do Like Kyla
Ezra Jack Keats                               The Snowy Day
                                              Peter’s Chair
                                              The Pet Show
Donald Crews                                  Shortcut
                                              Night at the Fair
                                              Bigmama’s
Joanne Ryder                                  My Father’s Hands
                                              The Snail’s Spell
                                              One Small Fish


Session 1: Discovering Small Moments, as Angela Might
Notice that Angela Johnson finds tiny moments to write about and help students do the
same.
Minilesson: Intro idea of author as mentor with a story such as Joshua’s
       Night Whispers; students notice that it’s a small moment story like their own;
       students will pick a topic; teacher models how to narrow down to small moment;
       intro notepad to be used to note details that will become a story later; students
       write one tiny moment
       on a page; students get to take notepad with them to record tiny moments to use in
       a story later

Session 2: Stretching Small Moments, as Angela Might
Prior to this lesson read The Leaving Morning at least once to the class. Help students
turn their notes into small moment stories like Angela Johnson.
Minilesson: point out student who is using notepad; discuss how Angela
        Johnson took ‘moving morning’ from her notepad and wrote a story;
        model with own notepad; work with students on a class story; students
        use notes to begin own story

**Your students might notice different things than the children in the book. If they do,
complete the chart below and make your lessons on the following days go along with
what your students noticed.



                                                                         LLMaginel 12/04
Session 3: Studying Angela’s Writing: Ellipses Create Dramatic Tension
Find and think about special features in Angela Johnson’s stories
Minilesson: tell students that they will be revising using Angela Johnson as
       a revision teacher; using Joshua’s Night Whispers students locate and
       think about special features – commas, spaces, ellipses, words,
       periods, etc.; list one of these on a craft chart; encourage students to
       look at The Leaving Morning to see if she does the same in this book;
       encourage students to try some of these on their own

Where?            What do you        Why is she         We call it…        Other books?
                  see?               doing this?



Session 4: Learning from Angela: Writing with Ellipses
Coach students to use a feature in their own writing – ellipses
Minilesson: review finding ellipses (dot, dot, dot) yesterday; use own story
       to have students identify place to put an ellipse (example story pg 28);
       using a student’s writing have partners discuss where to use ellipses in
       the story; encourage children to use an ellipse in their own story

Session 5: Studying Angela’s Writing: Comeback Lines
Coach students to use a different feature in their own writing
Minilesson: remind students to use an author’s features in their own writing;
       reread Joshua’s Night Whispers and have students look for special
       features; add one to chart; encourage to use in own writng; the feature
       in the book is the repeated line – night whispers

Session 6: Learning from Angela: Writing Comeback Lines
Demonstrate how to use a special feature from an author in our own writing.
Minilesson: review comeback lines from last session; demonstrate with own
       piece of writing (example on page 44); 1-read story; 2-list possible
       comeback lines; 3-read story and add line; 4-reread and ask students
       what they think; students review steps; encourage students to revisit
       Angela Johnson’s stories and use the feature in their own writing;
       after workshop – add to list if students noticed anything else (using
       time of day to begin books). Additional books with comeback lines are listed on
       page 51 (Book 5 by Lucy Calkins).




                                                                          LLMaginel 12/04
Session 7: Studying Angela’s Writing, then Learning from It: Using Research
Details
Using The Leaving Morning you will help students recognize details and understand that
these were gathered through research
Minilesson: point out how Angela could’ve written (w/o details) and did
        write (with details) pg 54; Make Way for Ducklings’s author
        McCloskey wrote his book by studying ducklings that he kept for
        pets; using a shared story (from Science maybe) encourage students to
        study the topic more to add more details to the story; compare two
        versions of the story; add to features list – facts and details; encourage
        to use in own writing

Session 8: Studying One Text for Many Lessons
Use one text to identify many crafts the author uses
       Minilesson: explain that students will use Joshua’s Night Whispers in groups
       to identify many things Angela Johnson does in her writing; read a little of the
       story 2-3 times; students work in groups with a blank craft chart to fill in; add the
       craft to the class chart (Kinder students may need to work as a whole class
       throughout this lesson.)

Book, page         What?              Why?               We call it…    Other books
Joshua’s Night     One phrase 5       They keep          Comeback lines The Leaving
Whispers           times              coming back                       Morning
                                      and they hold
                                      the main idea




       Encourage students to review other stories and/or use some of the
       crafts on the chart in their own writing

Session 9: Noticing a New Text Structure: A Many Moments Story
Introduce a Many Moments structure for writing using Do Like Kyla
Minilesson: set purpose – decide if a small moment or different structure;
       read Do Like Kyla; solicit from students; explain that sometimes
       authors choose to use a different structure; give own example of a
       small moment story vs. a many moments story with similarities;
       reread one section and students tell what they notice; read a portion
       (pg 75) of Alexander and the Terrible, Horrible, No Good, Very Bad
       Day asking students to identify the structure; encourage students to
       write a new piece or revise one already written and use a strategy
       from Angela Johnson




                                                                          LLMaginel 12/04
Session 10: Trying a New Text Structure: Writing a Many Moments Story
Using a graphic organizer and a unifying thread or comeback line, students will write a
many moments story.
Minilesson: introduce idea of a thread or idea running through a many
       moments story; using Do Like Kyla notice what is the same and
       different on each page; complete chart (pg 82); use another blank
       chart for Joshua by the Sea; encourage students to try writing a many
       moments story following the techniques of Angela Johnson
       After-the-Workshop: use a blank chart for a few student stories

Session 11: Trying a New Text Structure: Writing a Many Moments Story with
Details
Continue to use details in a many moments story
Minilesson: discuss how we can forget the details when writing a many
        moments story; use a student’s story to show how he keeps details in
        his story as he writes about many moments; students identify details
        in the story; encourage students to put details in their many moments
        stories

Session 12: Studying New Authors as Mentors
Use a new author to notice and think about characteristics of that author’s book
{Prior to lesson collect 2 or more titles of similar texts by the same author to use as
mentor texts; some authors might be Byrd Baylor, Eric Carle, Joy Cowley, Donald
Crews, Lois Ehlert, Judith Viorst, and Charlotte Zolotow}
Minilesson: explain that not only can we learn from Angela Johnson, we can
        learn from any author that we like; using Donald Crews’ Shortcut help
        students notice characteristics; (several ideas to note are listed on pg
        96-97); students work with partners as to notice characteristics in a
        new book and write on sticky notes; encourage students to use some
        new characteristics

Session 13: Emulating Authors in Ways that Matter
Help students not add characteristics haphazardly but meaningfully
Minilesson: praise for things that students are beginning to recognize and
       use in their writing; explain how we can overuse the characteristic;
       focus will be on why did the author use the characteristic and what is
       the main, big thing to get across to readers; use Crews’ Shortcut to
       discuss why and the main, bit thing; use a sample of a story (pg 105)
       to show how too many doesn’t make a good story; think aloud about
       why Crews’ uses sound effects (pg 106); add sound effects to story
       following why and what is the main, big thing; encourage students to
       revise a pieces by thinking about a technique used and ask ‘Why did
       the author do it this way?’ to make your writing better




                                                                           LLMaginel 12/04
Session 14: Turning to Authors for Specific Help
Show students how to think about how to make their work better then find an author to
use for guidance
Minilesson: review how we need to use techniques to improve our writing;
        intro idea that we can first decide how to improve writing, then find
        an author to help; show how books are available, but first you will go
        to your writing; model your thinking about what you are trying to do
        and which authors do this in their stories; solicit student help with a
        piece of writing; remind students to first ask ‘What am I trying to
        show the reader?’

Session 15: Editing for Publication
Make and use an editing checklist as a guide for editing
Minilesson: Remind students that they already know how to fancy up a
       piece for celebration; intro idea of checking for correctness; discuss
       own trouble list (pg 118) and how it helps you as a writer; have
       students begin making their own trouble list; students choose five
       things to have on their list and begin fixing up a piece for publication
       – revising and editing

Session 16: Writing “About the Author” Blurbs
Study books to find ways to fancy up for publication
Minilesson: discuss focus; students look through familiar books to note
       ways that the author fancied up the book for publication; make a class
       list; focus on ‘about the author’ blurbs and make a list – What Might
       Go Into An ‘About the Author’ Blurb; encourage students to continue
       revising and editing as well as adding something they learned today

Session 17: Talking and Reading to an Audience: An Author’s Celebration
During the celebration students will demonstrate the close observations they have made
about the texts they read.
Celebration: explain to guests what students have been working on during
        this unit by reading to the students and letting them discuss the text;
        each student will read his piece then tell something he did that we
        admire or might learn from




                                                                          LLMaginel 12/04

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:32
posted:12/3/2011
language:English
pages:5