unit title: authors as mentors -...

FRAMINGHAM Public Schools CURRICULUM UNIT TEMPLATE: May 2, 2013 2011-2012

Unit Title: Authors as Mentors (Standards L2.1d, L.2.1b, L.2.2d, L.2.2e) Note to teachers that these standards are addressed in fundations and need to be looked for in student writing when editing. Need a note about teaching Lucy lessons as written in book 4&5. Making an anchor chart of what mentor authors have taught us. Finish lesson 13. No modifications: this needs to be addressed.Grade Level: 2 Length : 5 weeksUnit Overview: We can learn a lot from our favorite authors. In this unit, students will learn that some of their best writing teachers are published writers. Students will study authors’ crafts and then experiment with incorporating some of these techniques into their own writing. This unit will also strengthen students’ understanding of the connection between reading and writing. Students will practice reading like writers and then writing like readers. The main writing genre in this unit will be small-moment, personal narrative stories. Throughout the unit, students will continue to learn and apply grammar and convention lessons outlined in the second-grade language standards. In this unit, they will specifically focus on dialogue, capitalization, and apostrophes.

Key Understandings (Students will understand that….) authors can be mentors authors use a variety of writing devices to craft a story writing is an ongoing process authors possess a unique writing style

Essential Questions (Students explore important ideas in the unit through such questions as…) How do authors’ crafting techniques help to make our stories more interesting for readers? How does the author know when a crafting technique works in a piece of writing? To what extent can you serve as a mentor to others?

Focus Standards (Assessed Standards are in Bold)Reading for

Literature (RL)RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

Reading for Information (RI)

2_W2_Authors as Mentors_5.2.13


Writing (W) W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.W.MA.3.a Write stories or poems with dialogue.

Speaking and Listening (SL)

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.[FPS implementation note: This is a part of setting up classroom routines]SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly incoherent sentences.SL.2.6 Produce complete sentences when appropriate to task and situation.

Language (L) L.2.1b Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

L.2.1d Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.L.2.2a Capitalize holidays, product names, and geographic names.L.2.2c Use an apostrophe to form contractions and frequently occurring possessives.L.2.2d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil). [FPS Implementation note: Lesson IX in Writing for Readers…perhaps also look at Lesson XIII Peer Editing]L.2.2e Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, and listening.

Reading Foundational Skills

[FPS Implementation note: These standards are addressed during guided reading, shared reading, and word study.]

Overarching StandardsRL.2.10 By the end of year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding at the high end of the range.SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 36–37 for specific expectations.)L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).



Knowledge SkillsStudents will know…

The study of authors provides help with learning new conventions and techniques to enhance their writing.

Authors can give tips on how to come up with ideas for writing. The purpose of writing conventions.

Key Vocabulary:

MENTOR, CRAFT CHART, WATERMELON TOPIC, SEED-LIKE TOPIC, DETAILS, DIALOGUE, CONVENTIONS, PUNCTUATIONMANY MOMENTS STORY, SETTING

Students will be able to…. Distinguish the difference between watermelon and seed stories. Use a craft chart to list what they see in mentor texts(types of

punctuation and other conventions). To incorporate features from the craft chart into their own

writing pieces. To use temporal words to signal event order in their writing (such

as then, later, first, finally, afterwards, and suddenly). To research in order to add facts and relevant details to their

stories. To use an apostrophe to form contractions and frequently

occurring possessives in their writing.

AssessmentPerformance AssessmentStudents will produce a piece of writing on demand.Possible Prompt: http://tc.readingandwritingproject.com/public/themes/rwproject/resources/assessments/writing/prompt_for_narrative_writing_assessment.pdf

The which will may be scored on the 2010 FPS district rubric (attached) or placed on the Narrative Writing Continuum http://tc.readingandwritingproject.com/resources/assessments/writing-assessments

Other Assessment (formative and summative)Student conferencesInformal observations


http://tc.readingandwritingproject.com/resources/assessments/writing-assessments

http://tc.readingandwritingproject.com/resources/assessments/writing-assessments

http://tc.readingandwritingproject.com/public/themes/rwproject/resources/assessments/writing/prompt_for_narrative_writing_assessment.pdf




Core Texts/Reading SelectionsInformational Texts: Literary Nonfiction, History/Social Studies, Science/Technical

Literature: Stories, Drama, Poetry

Angela Johnson:Joshua’s Night Whispers (Lucy Calkins Mentor Text )The Leaving morningDo Like Kyla (Lucy Calkins Mentor Text )When I am Old with You (Lucy Calkins Mentor Text )Just Like Josh Gibson(Lucy Calkins Mentor Text )One of Three (Lucy Calkins Mentor Text )

Ezra Jack Keats:The Snowy Day (Lucy Calkins Mentor Text )Pet Show(Lucy Calkins Mentor Text )Whistle for Willie (purchased for Pilot 2012)A Letter to Amy (purchased for Pilot 2012)

Other suggested books and authors:Fireflies by Julie Brinkloe (Lucy Calkins Mentor Text )Make Way for Ducklings by Robert McCloskey (Lucy Calkins Mentor Text )Grandpa Never Lies by Ralph FletcherWhen I was Young in the Mountains by Cynthia Rylant (Lucy Calkins Mentor Text )Do you Know What I’ll do by Charlotte ZolotowThe Relatives Came by Cynthia Rylant (Lucy Calkins Mentor Text )Short Cut by Donald Crews (Lucy Calkins Mentor Text )Big Mamas by Donald Crews(Lucy Calkins Mentor Text )The Listening Walk by Paul ShowersThe Very Hungry Caterpillar by Eric CarleThe Other Way to Listen by Byrd Baylor (Lucy Calkins Mentor Text )



Mike Mulligan and the Steam Shovel by Virginia Lee Burton (Lucy Calkins Mentor Text)

Differentiated Texts/Reading SelectionsIntervention Enrichment ELL

Other ResourcesOnline Resources

Art/Music/Media Connections

Math/Science/Social Studies Connections



Learning Progression for this Unit1. Book 5, Session I: Discovering Small Moments through Angela Johnson and Ezra Jack Keats’ texts as mentor texts that are read aloud,

students will learn to stretch small moment stories.

2. Book 5, Session II: Stretching Small Moments as Angela Might. (See “Time to Confer” for temporal words).3. Book 5, Session III: Studying Angela’s Writing: Ellipses Create Dramatic tension.

4. Book 5, Session IV: Learning from Angela: Writing with Ellipses.

5. Book 5, Session V and VI: Studying Angela Johnson: Writing Comeback Lines: Identify the comeback lines and then apply in own writing.

6. Mastering the Mechanics: Capitalize Proper Nouns :Names, Places , Things pages 50-517. Book 5, Session VII: Studying Johnson and Keat’s writing, then learning from it: Using Research Details

8. Book 5, Session VIII: Studying One Text for Many Lessons, the use of the chart and identification of other crafts not yet discussed (onomatopoeia, dashes, etc.) such as Shortcut and The Snowy Day. *Choose a favorite story to revise in the following lessons.

9. Book 4, Session III: Adding dialogue. Use Keats’ Pet Show

10. Book 4, Session II: Middle of the Text

11. Book 4, Session IV: Revising Leads (Two lessons including introduction to leads and applying them.)

12. Book 4, Session VIII: Showing, Not Telling

13. Book 4, Session IX: Learning More About Showing Not Telling14. Book 4, Session X : Revising Endings

15. Book 5, Session IX Noticing a New Text Structure: A Many Moment Story

16. Book 5, Session X Trying a New Text Structure, Writing a Many Moments Story

17. Book 5, Session XII, Studying New Authors as Mentors

18. Mastering the Mechanics: Apostrophes and Contractions and Possessions, pages 90-9319. Book 5, Session XV: Editing for Publication

20. Book 5, Session XVI: Writing “About the Author” blurbs.

21. Book, 5, Session XVII: Talking and Reading to an Audience: An Author’s Celebration



Lesson Plan Mini-Map for Unit1. Lesson Title: Book 5, Session I: Discovering Small Moments through Angela Johnson and Ezra Jack Keats’ texts as mentor texts that are read aloud, students will learn to stretch small moment stories.Lesson Summary : Students will notice that Angela Johnson finds tiny moments to write about and they will try to find tiny moments of their own about which they can write .

Learning Objectives:Joshua will distinguish between watermelon topics and tiny seed topics.Students will identify small moments in Angela Johnsons ‘ story, Joshua’s Night Whispers.Students will use small notepads to create a list of tiny topics of their own.

Materials: small notebooksJoshua’s Night Whispers

2.Lesson Title: Book 5, Session II: Stretching Small Moments as Angela Might. (See “Time to Confer” for temporal words

Lesson Summary: In this lesson, students build upon their small moment ideas from their notepads towards writing a small moment story. Students first observe how a small moment story develops from a tiny seed topic using The leaving Morning. Students practice with a partner and then whole class to grow a story. Students then try to write their own story.

Learning Objectives: Students will use tiny topics to build a small moment story.Students will use strategies to plan their stories, such as sketching and telling the story across their fingers, and touching each page.Students will work cooperatively with a partner.

Materials:Tiny topics notepadThe Leaving Morning by Angela Johnson



3.Lesson Title: Book 5, Session IV: Learning from Angela: Writing with Ellipses.Lesson SummaryIn this session students will incorporate a feature (craft) such as ellipses into their own writing.Learning ObjectivesStudents will use ellipses in their own Small Moment stories.Students will be able to determine where an ellipse appropriately fits into their written piece.MaterialsThe Leaving Morning by Angela JohnsonA teacher created story for demonstration“:Craft” Chart began in previous lessons

4.Lesson Title: Book 5, Session V and VI: Studying Angela Johnson: Writing Comeback Lines: Identify the comeback lines and then apply in own writing.Lesson SummaryIn this lesson, students are given time to notice other techniques. A focus on comeback lines is highlighted and added to the “Craft” chart along with its purpose to hold the main idea of the story. Once an understanding is established, students use this technique in their own writing.Learning ObjectivesStudents will be able to identify comeback lines within mentor texts.Students will understand the purpose of comeback lines and how to apply this technique to their own story.Students will select a comeback line of their own that captures the main idea of the story and add the lines in appropriate places in their writing.Materials“Craft” chartJoshua’s Night Whispers by Angela JohnsonThe Leaving Morning by Angela JohnsonWhen I Am Old with You by Angela JohnsonOne of Three by Angela Johnson

5.Lesson Title: Mastering the Mechanics: Capitalize Proper Nouns :Names, Places , Things pages 50-51

Lesson SummaryAs students build their stories, they are encouraged to add details to their stories. The focus on this lesson is to capitalize proper nouns.



Using mentor texts, the teacher will draw writers’ attention to how authors use correct capitalization for proper nouns in their writing. The teacher will help writers understand why capitalization is important. Using the writers’ work, have the students find examples of how they used capitalization of proper nouns. Teacher may start this lesson stating that she/he has noticed that the writers need to practice capitalizing names of people, places, and things in their writing. A Letter to Amy by Ezra Jack Keats is an example of a mentor text that provides examples of capitalized proper nouns. Examples: Amy, Peter, Willie, U.S. Mail, Eddie, Chinese. Teachers may choose to send students on a word hunt for proper nouns. It should be noted that the author uses capitalization to emphasis parts of the text.Learning ObjectivesStudents will capitalize proper nouns people, places and things) in a modeled writing sample and in their stories.Students will share examples of proper nouns in their writing with a partner.MaterialsMastering the Mechanics Grades 2-3 pages 50-51A Letter to Amy by Ezra Jack Keats

6.Lesson Title: Book 5, Session VII: Studying Johnson and Keats’ writing, then learning from it: Using Research DetailsLesson SummaryThe focus of this lesson is to help student realize that research helps to provide precise detail to an author’s writing.Learning ObjectivesStudents will understand that research can be conducted through observation, personal experience, experimentation or from written non-fiction texts (resources).Students compare and contrast examples of original stories with new versions containingMaterialsMake Way for Ducklings by Robert McCloskeyLeaving Morning by Angela Johnson

7.Lesson Title: Book 5, Session VIII: Studying One Text for Many Lessons, the use of the chart and identification of other crafts not yet discussed (onomatopoeia, dashes, etc.) such as Shortcut and The Snowy Day. *Choose a favorite story to revise in the following lessons.Lesson Summary:In this lesson, students will read other books to identify author techniques which they add to a “Craft” chart.Learning ObjectivesStudents will work in small groups to identify author crafts and add them to their own “craft” chart.Students will identify previously discussed techniques as well as find new crafts.

Materials



“Craft” chart for individual students to use in small groupsClipboardsVariety of books written by Johnson, Keats and other authors such as Shortcut by Donald Crews

8.Lesson Title: Book 4, Session III: Adding dialogue. Use Keats’ Pet ShowLesson SummaryIn this lesson students will see how writers add to their stories for purpose. The focus here is on adding dialogue to their stories.Learning ObjectivesStudents will connect what they know about dialogue as readers to using dialogue as writersStudents will incorporate dialogue into their storiesMaterialsPet Show by Ezra Jack Keats or Owl Moon by Jane Yolen

9.Lesson Title: Book 4, Session II: Middle of the TextLesson SummaryIn this session, students will learn tools and techniques for inserting material into the middle of their drafts and reread to determine where material should be added.Learning ObjectivesStudents will revise their Small Moment story by adding to the middle of their text where necessary.

MaterialsRevision pen, scissors, staplers and tape

10.Lesson Title: Book 4, Session IV: Revising Leads (Two lessons including introduction to leads and applying them.)Lesson SummaryIn this session students will become aware and gain knowledge of effective leads in stories. This knowledge will then be applied to student stories where they will revise their leads to their stories.Learning ObjectivesStudents will recognize different ways authors begin their stories.Students use their knowledge of leads and apply effective leads for their piece of writing.MaterialsA Chair for My Mother by Vera B. WilliamsWhistle for Willie by Ezra Jack Keats



The Leaving Morning by Angela JohnsonOther titles with a variety of effective leads

11.Lesson Title: Book 4, Session VIII: Showing, Not TellingLesson SummaryThis lesson focuses on how to elaborate on telling their story by adding detail that shows not tells what happens in their story.Learning ObjectivesStudents will learn what “ show not” tell isStudents will practice how to show feelings instead of telling about it through acting out a situationStudents will revise their writing to include the show not tell strategyMaterialsA model of student writing that states an emotion such as” I was happy” or “I am afraid” which tells the feeling rather shows the feeling

12.Lesson Title: Book 4, Session IX: Learning More About Showing Not TellingLesson SummaryThis session employs the use of books that illustrate the technique of “show not tell”Learning ObjectivesStudents will find a place in their stories where they can show not tellMaterialsMike Mulligan by Virginia Burton

13.Lesson Title: Book IV Session X Revising EndingsLesson SummaryLearning ObjectivesMaterials

14. Lesson Title: Book 5, Session IX Noticing a New Text Structure: A Many Moment StoryLesson SummaryThis session children will learn that authors also write a “many moments story” in contrast to a “small moment story”.

Learning ObjectivesStudents will recognize a “many moments” story structure.Students will start thinking about how to structure a many moments story of their own.



MaterialsDo Like Kyla by Angela JohnsonCraft chart

15.Lesson Title: Book 5, Session X Trying a New Text Structure, Writing a Many Moments StoryLesson SummaryIn this session, students learn to use a graphic organizer to construct a “many moments” story of their own.Students learn that there is a common thread in a “many moment “ story that keeps the big idea of the story.

Learning ObjectivesStudents will use a graphic organizer to map out a “many moment” story by Angela Johnson or Ezra Jack Keats.Students will use the graphic organizer to map out their own many moment story.Students will remember to use a come back line in their story to keep the big idea of the story.

MaterialsGraphic organizer of many moment storyDo Like Kyla by Angela JohnsonJoshua by the Sea by Angela Johnson

16.Lesson Title: Book 5, Session XII, Studying New Authors as MentorsLesson SummaryThis session asks children to look at other author’s books to notice and think about writing techniques that were used in the books.

Learning ObjectivesStudents will work collaboratively with a partner to notice writing techniques used by different authors.Students will record craft techniques used by a different author on a chart template.Students will share their research with the class.

MaterialsClass craft chart



2 books per partnership for noticing and recording craft techniques. Use books by various by other children’s authors. See “Core Text/ Selections” for suggestions.Recording chart that resembles the class craft chart for each partnership.

17.Lesson Title: Mastering the Mechanics: Apostrophes and Contractions and Possessions, pages 90-93

Lesson SummaryIn this session children learn contractions are formed by combining two words and using an apostrophe to show a letter or letters have been deleted. Students will also learn that an apostrophe before or after an –s shows possession.Using mentor texts, the teacher will draw writers’ attention to how authors use apostrophes . Writers can go on a word hunt using mentor texts. Writers can edit their own writing pieces to ensure correct usage of contractions and/or make substitutions.A Letter for Amy has many examples of using apostrophes. Examples include: I’m, didn’t, I’ll, couldn’t, she’ll, Amy’s, Peter’sLearning ObjectivesStudents will learn contractions are formed by combining two words and using an apostrophe to marl left out letters.Students will recognize the contractions in the modeled writing sample.Students will substitute the tow words replaced by the contractions in the modeled writing sample.Students will brainstorm a list of other contractions for a class chart.Students will learn an apostrophe is not needed in possessive word its.

18.Lesson Title: Book 5, Session XV: Editing for PublicationLesson SummaryIn this session students create and use a “Trouble List” as a guide for editing their writing. Follow lesson as written in Lucy.

Learning ObjectivesStudents will create a list of words that are troublesome for them to spell. They will put these words on an individual “Trouble List” to use when editing their stories.

MaterialsPaperclipboard

19.Lesson Title: Book 5, Session XVI: Writing “About the Author” blurbs.



Lesson SummaryIn this session, students will study real books to learn that authors include other special sections in their books such as dedication pages and “about the author” blurbs.

Learning ObjectivesStudents will write their own “about the author” section and add it to their published pieces.Student s will learn what kinds of information to include in their “about the author” pages. (See page 126 of Book 5).

MaterialsBooks from children’s authors. Suggestions are Meanest Thing to Say by Bill Cosby, Owl Moon by Jane Yolen, and Appalachia by Cynthia Rylant.Templates for “About the Author” pages.

20.Lesson Title: Book, 5, Session XVII: Talking and Reading to an Audience: An Author’s CelebrationLesson SummaryIn this session, students will showcase their knowledge of writer’s craft and their own use of craft in their published pieces.

Learning ObjectivesStudents will elaborate to an audience of visitors about a craft technique that is used in Joshua’s Night Whispers.Students will read their pieces in groups of three with a MC. They will talk about some of the techniques they use in their own stories.

MaterialsJoshua’s Night Whispers by Angela JohnsonStudents’ published piecesClass craft chart



Personal Narrative Rubric Grades 1 and 2 (June 2010)

Idea Development

Organization Voice Word Choice Sentence Fluency

Conventions

Strong

Effective

Fully-Developed

4

text focuses on small moment

topic developed with authentic details

elaboration using dialogue, internal thoughts, or ‘show don’t tell’

story progresses slowly through a sequence

story developed using a few sentences about each step

reader can identify the ‘heart’ or most important part of the story

story builds and keeps the reader engaged

4

story has a beginning, middle, and end

story told in small precise steps

story has an effective lead i.e., setting, sound, dialogue, and/or action

story has an ending that wraps up the action, shows emotional response, or stays close-in to the story

story has transition words that create connections (i.e., first, next, suddenly, finally, then, so, but)

story is cohesive

4

words give insight into author’s feelings (inside story)

story has energy, story comes to life

story gets an emotional response from reader

punctuation (!,?,…) and text features (bold, underline, capital letters) used to create voice

4

text has precise/exciting words that make the message, mood or image clear – for example, dashed instead of ran

4

sentences flow smoothly and naturally, like talking

sentences begin in different ways

sentences have variety in structure and length

4

spelling is mostly conventional

grade-appropriate sight words spelled correctly

correct use of grade-appropriate capitalization

correct use of grade-appropriate end marks and punctuation

spaces between words

3

text focuses on a single event

text includes multiple details

main idea clear each part told in

3

text told as a sequence of events

text has a beginning, middle, and end

text may have recognizable lead and

3

words give some insight into author’s feelings (inside story)

text creates an effect on the reader

3

text has some precise/exciting words that make the message, mood or image clear

3

most sentences flow smoothly

some sentences begin in different ways

some sentences have

3

spelling is mostly conventional

many grade-appropriate sight words spelled correctly



Competent

Well-Developed

several sentences close-in ending some transitions

words could be repetitive

text has some energy

text uses some punctuation and/or text features to create voice

variety in structure and length

grade-appropriate capitalization mostly correct

grade-appropriate end marks and punctuation mostly correct


Developing

Emerging

2

text written on a topic

minimal story development

few details to support topic

each part told in one or two sentences

main idea can be inferred

story can be list-like

2

text may have a beginning, middle, and/or ending

text may have a recognizable lead

ending is disconnected or abrupt

story tells all-about topic vs. step-by-step telling

may be a summary

2

words and/or pictures add some insight into author’s feelings

story may have punctuation marks or sound effects for excitement

2

words simple and repetitive

2

sentences are similar in structure and length or could be choppy

sentences are formulaic and repetitive

some sentences are fragments

2

some sight words spelled correctly

words represented by some sounds heard in the words

may use some punctuation and capitalization


Limited 1

no sense of story topic unclear no details or details

unrelated to topic picture could tell

story with no written words

1

no apparent structure text hard to follow text tells all-about the

topic vs. step-by-step telling

1

no evidence of voice

1

text may be limited to words familiar to the author

minimal amount of words or no words to tell story

1

mostly simple sentences, run-ons or fragments

confusing to readers

1

mostly unrecognizable words or only pictures used to tell story

limited or no punctuation

limited or no correct spacing

difficult to read


unit title: authors as mentors -...

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