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					Writer’s Workshop: Introduction to Realistic Fiction NJCCCS 3.2 (Writing) Objective: SWBAT create a character that is like them. Connection: Today we are going to start a new type of writing. This writing is Realistic Fiction. Teaching Point:  We know that fiction means not real or fake. When we use the word realistic with fiction it means something a little different. Realistic means that it is something that could really happen. Realistic fiction is stories that could happen but that did not happen.  Today we are going to create a character for our realistic fiction stories.  Let me show you mine. Here is a list of my character’s likes or dislikes my character’s likes and dislikes are the same as mine. Active Engagement:  Let’s create a character that we can write about for our class.  Turn & talk to your partner about one like and dislike that you want our class character to have.  (create character and list of likes and dislikes) Link: Today while you are creating your character remember that it needs to be similar to you. Happy Writing! Writer’s Workshop Setting, Problem and Solution NJCCCS 3.2 (Writing) Objective: SWBAT create a setting, problem and solution for their character. Connection: Last time in writing we created characters for our realistic fiction stories. Today we are going to think of a problem that our characters could have. Teaching Point:  In our realistic fictions stories our character needs to have a problem and a solution.  Here is the setting, problem and solution for my character. Active Engagement:  Let’s make a list of possible problems that our character could face. Problems that could really happen.  Now that we have made a list, let’s choose one, or create a new one for our class character. (Problem and solution sheet) Link: Today we are going to create a problem and solution sheet for our characters. Remember the problems that our characters face need to be ones that can actually happen. Writer’s Workshop: Outlining NJCCCS 3.2 (Writing) Objective: SWBAT outline a realistic fiction story. Connection: We have been preparing to write realistic fiction story. Today we are going to plan and start writing our stories. Teaching Point:  Our realistic fiction stories are three pages long. Our first page is a setting; our second page introduces our character’s problem. Our third page is the solution to the character’s problem. 1

Notice how I used the paper we wrote yesterday to write these three pages in my story. (T reads story). Active Engagement:  Now let’s use this setting, problem and solution paper to create a story for our class character.  Turn & talk to your partner about what our first page should say, what should our second page say? Now what should our final page say? Link: Today before we start writing decide what your first, second and third page should say. Then begin writing. Happy Writing!! Writer’s Workshop The setting NJCCCS 3.2 (Writing) Objective: SWBAT write the setting of their realistic fiction story. Connection: Last week we outlined our first realistic fiction story. Today we are going to write the setting for our stories Teaching Point:  Today I wrote the setting for my first realistic fiction story.  The setting tells the reader what is going on before the problem. Where it is happening, when and possibly what is happening before the problem. The setting also helps the reader get ready for the problem.  Notice that this is a story that could happen, so can my setting be on the moon? Active Engagement:  Turn & talk to tell your partner a setting for our character, Max Safari.  Who has a place? A time?  Write the setting page. Link: Today while you are writing your realistic fiction setting we need to remember that we are telling the reader what is happening and getting them ready for the problem. Happy writing and remember we are writing stories that could happen. Writer’s Workshop: The Problem NJCCCS 3.2 (Writing) Objective: SWBAT write the problem of their first realistic fiction piece. Connection: We have been working very hard on our stories that could happen. Today we are going to add a problem to our story. Teaching Point:  The problem of the story is what is happening in the story. For this part we look to our sheet that we already wrote.  Notice how I added more details to my sentence from my problem/solution sheet. In my story about Ms. Red. Active Engagement:  Now we are going to add a problem page to Max Safari’s story.  Turn & talk to your partner about how we could write this problem. Link: Remember while you are writing your problem page that this problem is something that could really happen and has some details. Writer’s Workshop: Problems solved by characters. NJCCCS 3.2. Objective: SWBAT solve their character’s problems realistically. 2

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Connection: We are going to go back to working on our realistic fiction stories. I know that sometimes we give our character’s problems that we want to solve magically because that’s the way we wish we could solve them. Teaching Point:  In realistic fiction our stories need to be something that could really happen. In real life does magic really happen all the time that we ask it to?  Let me show you what I mean. (TW read story about her character that magic solves it)  Could that really happen? Thumbs up or down Active Engagement:  Turn and talk to your partner about a way that the problem really could be solved.  TW rewrite the solution a way the S suggest. Link: While we are writing our stories we need to ask ourselves if this could really happen in everyday life. Writer’s Workshop: Adding Sense Details NJCCCS 3.2 Objective: SWBAT add detail to their stories by telling what the character sees, hears, smells, tastes and feels. Connection: We have been working on our stories but most of our stories just have a sentence for the setting, problem and solution. Today we are going add what our character sees, feels, hears, tastes or smells to make our stories more interesting. Teaching Point:  Notice what Ms. Red sees, hears, feels, tastes and smells in the story that I have added to. (TW read story)  Turn and talk: Did I add everything that she smells, hears, tastes, feels and sees?  I only added these details to some parts, the parts that help the reader to better understand the problem. Active Engagement:  Now lets add details to a story about Max Safari. (TW read story)  Turn and talk: Where can we add details to the story? Link: While you are writing find places that you can add the details that the character sees, hears, feels, smells, and tastes. Remember that we do not need to add details to every part of the story. Writer’s Workshop: Identifying the Problem NJCCCS 3.2 (Writing) Objective: SWBAT identify the setting, problem and solution in their stories. Connection: Our stories need to have a problem in them, and sometimes when we look back we may not have a problem or may have not been clear about the problem in our stories. Teaching Point:  Let’s read another story about Ms. Red.  Thumbs up if you think there is a problem in the story.  Hmm how can I make this problem clearer to my readers? Well what is the problem that Ms. Red has? I could reword that… Active Engagement:  Let’s look at this story about Max.

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 Is there a problem? Is it hard to find?  Turn and talk: How could we make the problem known to our audience? Link: Look back at your story or stories and make sure that there is a problem that the reader will realize is a problem. Writer’s Workshop: Revising Realistic Fiction NJCCCS 3.2 (Writing) Objective: SWBAT assist each other in revising work. SWBAT practice fluency by reading stories to one another. Connection: We have been working very hard on our realistic fiction stories we are going to read them to one another today. Teaching Point:  I am going to read you one of my favorite stories that I wrote about Ms. Red. While I am reading I would like you to think about three questions you might have about my story or three suggestions that I could add to the story. (TW read her story).  Turn and talk: What can I add to my story to make it more interesting? Or is there something you do not understand?  Ok I am going to make these changes to my story. Active Engagement:  Pick out your favorite story and read it to your partner. Your partner should have one question or suggestion of what to add. Then we are going to switch roles. Link: Making our stories clear is an important part to revision. Reflection on this Realistic Fiction Unit: The students were very excited to begin a new unit and create a character. The idea of writing stories that could happen, but did not happen, added a new aspect to writing that these first grade students had not faced before. Some students had a difficult time creating a character that was just like them. They either wanted the character to be them or they wanted a very fictitious character. The students also had difficulties creating problems for their character after their first or second story. If I were to teach this unit again I would spend more time identifying problems that characters could have. I would also find a variety of books that are realistic fiction. I would use these books as read-alouds for the few weeks before we start the unit.

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